This report summarizes results from a 2020 spring survey of 8th-grade students in the middle school Dual Language Program. Most students indicated they felt proud to be bilingual, appreciated the opportunities to receive high school and college credit, and wanted to continue Dual Language in high school.
This report examines the beginning-of-year (BOY) reading performance of English learners (ELs) who attended summer school in June 2019. Summer school ELs’ performance on the Texas Kindergarten Entry Assessment (TX-KEA) and iStation Indicators of Progress (ISIP) was compared to that of similar ELs who did not attend summer school. Spanish-speaking and non-Spanish-speaking summer schoolers' results also were compared. Results for ELs who attended summer school for two years were compared to those who only attended one year. Significant differences were found among groups.