This report summarizes the results from the 2018–2019 AISD's Professional Learning (PL) Department evaluation.
This executive summary provides an overview of Family Survey results in Spring 2019. The survey results are used to monitor guardians' attitudes of the campus where their child is enrolled. *To view complete results online, click on the Interactive Report link below, then select "Family Survey" from the drop down menu at the top left of the page.
Professional Pathways for Teachers (PPfT) is a human capital system that blends three primary components: appraisal, compensation, and professional development (PD) opportunities. The purpose of PPfT is to build the capacity of Austin Independent School District (AISD) teachers through a comprehensive system of supports and compensation with the ultimate goal of having a positive impact on teacher retention and student achievement. The current evaluation document presents descriptive analyses of the 2017–2018 PPfT appraisal and compensation data.
This reports provides an overview of students' academic performance and interest in the science, technology, engineering and math fields for those who were enrolled in a course with a teacher trained by the National Alliance for Partnerships in Equity in the 2016-2017 school year.
This report provides student feedback on their experiences in the 2017–2018 middle school dual language program.
This executive summary report provides a brief overview of some of the results from the 2018 AISD parent survey. To see district and campus results, go to this link and select the Parent Survey, then Current Report. https://www.austinisd.org/dre/district-campus-surveys
This reports provides an overview of students' academic performance and interest in the science, technology, engineering and math fields for those who were enrolled in a course with a teacher trained by the National Alliance for Partnerships in Equity in the 2015-2016 school year.
This reports examines the Fall 2017 early reading performance of students who attended the English learner summer school in June 2017.
This report illustrates the 2015–2016 graduation rate for a cohort of 2012–2013 9th-grade students who had ever been categorized as an English language learner (ever-ELL) and reasons ever-ELLs in that cohort left Austin Independent School District (AISD) without graduating.
This report provides an overview of students who were enrolled in a course with a teacher trained by the National Alliance for Partnerships in Equity in 2014-2015.