These maps provide an overview of existing dual language programs in the district for the 2012–2013 school year and the distribution of Spanish-speaking English language learners.
The following report examines 2012-2013 student academic performance results on STAAR, Tejas Lee, Language Assessment Scales (LAS) Links and TELPAS for English language learners in the AISD dual language program.
The following report presents third grade English Language Learners' 2012-2013 STAAR and TELPAS results and provides a comparison by program type.
Staff's top three suggested priorities for the Dual Language (DL) program in 2013-2014 were: professional development opportunities, program alignment, and increased availability of materials and resources. Read more about DL staff suggestions here.
Sixty-two percent of AISD English Language Learners (ELLs) demonstrated yearly progress toward English language proficiency, based on Spring 2013 TELPAS results. Read more about ELLs' performance on the TELPAS in this report.
District-wide in Fall 2012, AISD had at least 20 English language learners (ELLs) in an elementary grade who spoke Spanish, Vietnamese, Arabic, Korean, or Mandarin as their home language. See the full report for a summary of student home language.
This report provides a comparison of AISD teacher salaries and bilingual stipends to those in other Texas districts and analyzes the 2011-2012 school year bilingual stipend distribution within AISD.
Results from a January 2013 phone survey indicated that 5 out of 6 parents who responded believed AISD's dual language program was effectively helping their student learn a second language. Learn more about the dual language parent survey by reading the full report.
English language learners may have different instructional needs based on their English proficiency, academic knowledge, and number of years in U.S. schools. Analysis of these data helped define 6 ELL performance groups at the 9th grade level.
This report describes English language learners who were more likely to exit the language program within 5 years of 1st-grade enrollment. A summary of student academic performance associated with successful exit and long-term ELL status is provided.