For the 2006–2007 At-Risk 6th-grade cohort, more fine arts enrollment in middle school was correlated with more positive high school outcomes for students in the following areas: academic persistence (i.e., graduating, completing the GED, or maintaining enrollment beyond their expected graduation date), attendance, standardized achievement tests in math and reading, and discipline.
Students often face difficulties realizing their postsecondary aspirations. This report describes the many factors shaping students’ postsecondary decisions and subsequent enrollment in a postsecondary institution.
This report summarizes evaluation results for AISD's federally-funded Title IV safe and drug-free schools program activities for the 2005-2006 and 2006-2007 school years.
State Compensatory Education (SCE) is a supplemental program designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995, amended 2007), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995, amended 2007), and all other students. This report examines the results for the State Compensatory Education program for at-risk students in AISD for the 2006-2007 school year.
This report summarizes 2006-2007 evaluation results of AISD's Project Advance activities. Project Advance staff worked with high school students and their parents to prepare students for post-secondary enrollment.
Question: What Are the Performance Results of Former English Language Learners (ELL) or Limited English Proficient (LEP) Students on Texas Assessment of Knowledge and Skills (TAKS) Subject Area Tests Since the First Year that TAKS Was Implemented in Sprin
The purpose of this report was to identify former English language learner (ELL) students and to know how they as a group had performed on 2006 TAKS.
This report summarizes how AISD used state funds to provide intensive, targeted instruction for students in kindergarten through grade 7 who had been identified as at risk for reading or math difficulties during 2006-2007.
Question: How Many AISD Students Who Took TAKS 2007 Reading/English Language Arts and Mathematics Performed in Different Scale Score Ranges?
This report summarizes AISD's 2007 student academic assessment results in TAKS reading/English language arts and mathematics to determine how many students performed in the following scale score ranges: less than 2000, between 2000 and 2099, between 2100 and 2199, and greater than or equal to 2200. Students must make a 2100 scale score in order to pass the TAKS (‘met standard ’).
This report summarizes AISD's bilingual and English as a second language (ESL) program for the 2006-2007 school year.
This report summarizes many of AISD's parent and community involvement activities for the 2006-2007 school year.