This report describes characteristics of students from the Class of 2014 who graduated on time, dropped out, or continued in high school. We present demographic information and data for dropout risk factors identified in previous research.
This summary presents direct-to-college enrollment rates for AISD’s Classes of 2011 to 2014.
The CTE program was more cost-effective in 2013–2014 than it was in 2012–2013, despite a lower college readiness rate and an increase in the per student cost from the previous year. This was CTE’s third year of improvement in cost-effectiveness.
In the 2013–2014 school year, the High-Dosage Tutoring (HDT) Program served approximately 1,698 students at nine AISD schools. This report summarizes the third year of implementation and outcomes.
The Free Application for Federal Student Aid (FAFSA) is a financial aid application to help students and their families with the costs of college. This report summarizes FAFSA outcomes for seniors in 2013.
The district’s overall average SAT score of 1507 exceeded the state (1432) and the national (1497) averages. Highlights from the 2014 SAT test are provided in this report.
The 2014 ACT results for AISD students continued to improve this year. The district’s average ACT composite score and all subject area scores exceeded the state and national averages. Highlights of the ACT results are presented in this report.
During the 2013-2014 school year, AISD served more than 23,000 English language learner students in bilingual or English as a second language programs. This report summarizes these students' English language proficiency gains as well as academic performance on the state's required assessments.
This report summarizes AISD federal NCLB Title I compliance and service data from the 2013-2014 school year. More than $23 million was spent to serve more than 45,000 students. State academic test results showed that students at Title I schools had lower passing rates than students at non-Title I schools.
The disparity in passing rates of at-risk and not at-risk students decreased for nearly half of STAAR subjects and grades, but increased in nearly as many cases. However, the gap narrowed to the smallest measured in six years of graduation rates.