This report examines the relationships between student achievement and responses to the 2012-2013 TELL, Parent, and Student Climate surveys.
To improve the work environment for all staff and the campus environment for all students, AISD began the Cultural Proficiency & Inclusiveness initiative. Read more about AISD staff members' attitudes toward concepts integral to the initiative.
The Student Substance Use and Safety Survey, administered annually to a random, representative sample of AISD students, provides self-report data on student knowledge, attitudes, and behavior related to substance use and school safety issues.
The purpose of this survey is to monitor Austin ISD seniors’ perceptions of their high school experience. Results are used to improve campus environments and program supports for students.
During spring, 2013, all high school counselors in AISD were invited to participate in an online survey of the present working conditions, priorities, and challenges of their position.
The student climate survey provides campuses with the opportunity to monitor students’ opinions regarding topics such as behavioral environment, adult fairness & respect, student academic self-confidence, teacher expectations, and student engagement.
Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 and Spring 2013 for AISD central office employees.
These reports provide 2012-2013 AISD parent survey results summarizing feedback from parents about their treatment by school staff, the information parents receive from school, the school's educational environment, and various school-based opportunities parents would like for their children. No report is produced for a school that had less than 10 survey respondents.
The Teaching, Empowering, Leading and Learning (TELL) AISD Survey provides information about school conditions from those whose views matter most—educators. The survey addresses a variety of issues related to student achievement and staff retention.
Evidence from this Spring 2012 pilot suggests feedback about teachers can be reliably obtained from students at all grade levels, and that such feedback can provide a valid supplemental measure of teacher quality to accompany additional indicators.