Publications
Perceptions of Student Voice at AISD High Schools
AISD high school students were less likely than high school staff to believe their ideas and opinions influenced school policies, according to findings from the 2020-2021 AISD Student Climate Survey and the 2021 AISD Multi-Program Survey. Differences between students' and staff's perceptions were greatest at schools with a higher percentage of white students. In addition, students at smaller high schools were more likely to believe their ideas and opinions mattered when compared to students at larger high schools.
Culturally Responsive Restorative Practices: Preliminary Data from Participating Schools, 2020-2021
Culturally Responsive Restorative Practices, an innovative framework intended to counteract discipline disparities and improve school climate and culture, entered year 3 of implementation in 2020-2021. Highlights from ten participating schools included improved perceptions of school climate by students and staff and consistent participation in professional learning and community building opportunities by staff members.
Gender-Diverse Students' Experiences in AISD
Gender-diverse secondary students (i.e., students in grades 6-11 who identify as transgender, nonbinary, or questioning) continue to report a more challenging school climate than their cisgender peers, according to results from the 2020-2021 AISD Student Climate Survey. This report highlights the largest differences in students' perceptions and includes qualitative responses from gender-diverse students about when they feel welcome or unwelcome at school. Recommendations for strengthening supports for gender-diverse students are discussed.
Student Climate Survey, Spring 2021
The AISD Student Climate Survey measures students' perceptions of school climate across a number of dimensions, including engagement, relationships, safety, personal development skills, and college intentions. Students in grades 3 through 11 are provided with the voluntary opportunity to take the survey every spring, with survey results used by district and campus leaders for planning, goal setting, and decision-making. To view results, click on the link below, then select "Student Climate Survey" from the drop down menu at the top left of the page.
Eighth-Grade Dual Language Students’ Feedback on the Dual Language Program, 2019-2020
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.
Student Climate Survey, Spring 2020
The AISD Student Climate Survey provides insight into student engagement, the behavioral environment, academic persistence, adult relationships, safety, respect, personal development skills, and college intentions. The survey is used to monitor a variety of key initiatives and policies, including Campus Improvement Plans and the Superintendent's Scorecard. To view results, click on the link below, then select "Student Climate Survey" from the drop down menu at the top left of the page.
2018-2019 Student Climate Survey
The AISD Student Climate Survey provides insight into students’ opinions and perceptions of engagement, behavioral environment, academic self-confidence, adult fairness and respect, teacher expectations, culture and language, social and emotional learning (SEL) skills, and college intentions. The survey is used to monitor a variety of key initiatives and policies, including Campus Improvement Plans and the Superintendent's Scorecard. *To view results, click on the link below, then select "Student Climate Survey" from the drop down menu at the top left of the page.
Student Data Dig 2019: Ann Richards School
This report summarizes two student data digs held at Ann Richards School for Young Women Leaders in Spring 2019. Using data from the Spring 2019 AISD Student Climate Survey, students connected their experiences to survey data and brainstormed topics and strategies for a proposed course on social and emotional learning (SEL) skill development as part of the school's broader effort to support student wellness and achievement.
Transgender Students' School Perceptions and Experiences 2018
Analysis of 2017-2018 AISD student data shows significant gaps in school perceptions and experiences of transgender and gender-nonconforming students relative to their peers, illustrating the need for additional policies and procedures to support AISD transgender and gender-nonconforming students.
Student Data Dig 2018: Bowie High School
This report summarizes AISD Bowie High School students' experiences with the first social and emotional learning (SEL) student data dig in 2018.