The Impact of Virtual Bilingual Summer School on English Learners’ Beginning-of-Year (BOY) Performance in 2020–2021
This report examines the beginning-of-year (BOY) reading performance of emergent bilingual students who attended virtual summer school in June 2020. Students' performance on the Texas Kindergarten Entry Assessment (TX-KEA) and MAP reading assessment was compared to that of similar emergent bilingual students who did not attend the summer school program. Students who attended the virtual, bilingual summer school program outperformed the comparison group of students on most assessments.
Eighth-Grade Dual Language Students’ Feedback on the Dual Language Program Secondary Dual Language Program 2020–2021
This report summarizes results from a 2020-2021 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.
English language learners were more likely to attend school and to meet the STAAR passing standards in reading and math when their teachers used creative teaching strategies more frequently. These findings coincide well with the research that encourages teachers of foreign languages to be creative in their teaching so that students not only benefit from language learning, but also develop broader educational objectives and learning outcomes (Maley & Peachey, 2015).
The purpose of the TELL AISD survey is to measure aspects of school climate such as general climate, district vision, leadership, teacher data use, instructional practice, professional development opportunities, and student conduct. The survey is administered annually to all campus–based staff employed half-time or more. This report contains highlights regarding the 2020-2021 AISD TELL Survey. To view the full 2020-2021 AISD TELL Survey results, click the Interactive Report link and choose the AISD TELL Survey Dashboard from the dropdown list.
The Professional Learning Department hosts an annual week-long orientation for various staff (e.g., teacher, elementary counselors, librarians) who are new to Austin Independent School District (AISD) as part of the Teacher Induction Program (TIP). This report summarizes survey results from staff who attended the Fall 2010 TIP orientation week.
This report summarizes grade-level promotion and graduation outcomes for 2,192 Austin Independent School District (AISD) students who participated in the Twilight Program in 2019–2020. Of the 12th-grade students enrolled in Twilight in 2019–2020, 92% graduated. Of Twilight students in 6th through 11th grades, 90% were promoted to the next grade level.
This report summarizes grade-level promotion and graduation outcomes for 2,163 Austin Independent School District (AISD) students who participated in the DELTA Program in 2019–2020. Seventy-four percent of DELTA students in 9th through 11th grades were promoted to the next grade level and of the DELTA students in 12th grade, 83% graduated from high school.
This report includes results for Austin Partners in Education (APIE) programs in 2019-2020 including math classroom coaching, GEAR UP tutoring, college readiness, and mentoring. It highlights continued academic programs serving students in middle and high school and describes APIE support provided to teachers' instruction. As classroom instruction transitioned to remote format due to the pandemic, APIE staff transitioned services to assist in the development of online curriculum, communication with students, and facilitation of instruction in a virtual format.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: 2020 GEAR UP Student College Aspiration Results Summary
This report is focused on GEAR UP students’ characteristics, service participation and performance, disaggregated by their college aspirations (i.e., yes, maybe, and no). The report aims to help program staff have a better understanding of college aspiration gaps and address GEAR UP students’ needs. Data presented in this report found that GEAR UP students indicating yes or maybe they would go to college after high school had better academic performance, greater attendance, and fewer campus discipline incidents than did GEAR UP students indicating they would not go to college.
The purpose of this report is to help stakeholders of Professional Pathways for Teachers (PPfT) understand and refine the methods used to measure program implementation and outcomes. This report also contains summative data on the progress of PPfT in 2019-2020 inclusive of participation in PPfT compensation and option PPfT professional learning opportunities.