In this report, we grouped students into three distinct categories, based on how they approached arts learning during high school, which we named spartans, explorers, and deep divers. The approach to arts learning represents not just the students, but also the opportunities and barriers they encountered. We found that these approaches are strongly associated with student characteristics and postsecondary outcomes. Our hope is that understanding the three approaches to arts learning will inform how we strategize for more equitable access to the arts during high school.
Fifth-Grade Dual-Language Students’ 2020 Performance on the Spanish Language Proficiency Assessment (STAMP 4Se)
This report examines the Spanish language proficiency of fifth-grade students enrolled in the two-way Dual Language (DL) Program. Both native and non-native English speakers’ Spanish language proficiency was assessed with the STAMP 4Se assessment in Spring 2020. Students were assessed on four domains of Spanish language proficiency (reading, listening, writing, and speaking). Compared to last year's scores, student performance levels on reading and listening remained the same, while performance levels for writing and speaking improved slightly.
This report summarizes grade-level promotion and graduation outcomes for 2,646 Austin Independent School District (AISD) students who participated in the DELTA Program in 2018–2019. Seventy-one percent of DELTA students in 9th through 11th grades were promoted to the next grade level and of the DELTA students in 12th grade, 85% graduated from high school.
This report summarizes grade-level promotion and graduation outcomes for 2,859 Austin Independent School District (AISD) students who participated in the Twilight Program in 2018–2019. Of the 12th-grade students enrolled in Twilight in 2018–2019, 95% graduated. Of Twilight students in 6th through 11th grades, 94% were promoted to the next grade level.
Pathways in Technology (P-TECH) provides a 6-year, career-focused program that combines high school and college coursework with real-world work experience. This report includes findings regarding demographic characteristics and academic outcomes of the students served by the program, highlights emerging topics from the student and teacher and program staff surveys, and provides general recommendations for future program implementation.
Early College High School (ECHS) provides students with the opportunity to earn a high school diploma and 60 college hours, which lead to an associate’s degree. This report describes demographic characteristics and academic outcomes of the students served by ECHS, highlights emerging topics from the teacher and program staff surveys, and provides general recommendations for future program implementation.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: Annual Evaluation Report 2018–2019
In 2018–2019, the program’s second federally funded year, GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) Austin served a cohort of 7th-grade students (n = 2,536) across 11 middle schools. Nearly all GEAR UP students received support services relevant to college preparation. Evaluation findings suggest that students, teachers, and parents had a positive perspective on the role of the program services in college preparation.
This report summarizes district Advanced Placement (AP) test results in 2019. AP test results may be used by higher education institutions to place students in courses and extend course credit to students who obtain high scores on the examinations.
This report summarizes FAFSA and ApplyTexas submissions by AISD seniors in 2019. FAFSA is an application to determine eligibility for financial aid whereas Apply Texas applications allow students to apply to postsecondary institutions in the state.
This report summarizes Career and Technical Education (CTE) Program Analysis Scorecard results from the 2017-2018 school year. To better understand and measure conditions in the program prior to implementation of the CTE 5-Year Plan. To establish a baseline data, indicators related to quality of instruction, program alignment, and access and equity are described.