Skip to main content
Home

The Austin Independent School District

Constituency Links

  • Students
  • Families
  • Communities
  • Staff

Quick Links

  • En Español
  • Directory
  • Calendar

Search form

Let's Talk! Enroll ‌ Give

Main navigation

  • Our District
    • About Us
    • Board of Trustees
    • District & Board Policy
    • District Branding & Style Guide
    • Long-range Planning
    • Organizational Chart
    • Strategic Plan
    • Superintendent
    • 2017 Bond
    • Advisory Committees
    • AISD Portal
  • Our Schools
    • All Schools
    • Elementary Schools
    • Middle Schools
    • High Schools
    • Pre-K
    • Academics
    • Find Your School
    • Menus
    • Office of School Leadership
    • Other Campuses
    • School Choice
  • Departments
    • All Departments
    • Academics
    • Athletics
    • Construction Management
    • Facilities Maintenance
    • Finance
    • Health Services
    • Human Capital
    • Office of Innovation and Development
    • Technology
    • Visual & Performing Arts
  • Careers
    • Jobs
    • Benefits
    • Compensation
    • New Hires
    • Human Capital
  • Communications
    • About Us
    • AISD.TV
    • Announcements
    • Calendar
    • Community Engagement
    • District Branding & Style Guide
    • Press Releases
    • Public Information Requests
    • Contact Us

Publications

Departmental Menu

  • DRE Home
  • About Us
  • Evaluation Areas
  • Programs We Serve
  • Publications
  1. Home
  2. Department of Research and Evaluation
  3. Publications

Current Search

  • 122 results found
  • (-) Emergent Bilingual Students

Filter by School Year

  • 2021-2022 (1)
  • 2020-2021 (4)
  • 2019-2020 (5)
  • 2018-2019 (5)
  • 2017-2018 (8)
  • 2016-2017 (8)
  • 2015-2016 (13)
  • 2014-2015 (8)
  • 2013-2014 (5)
  • 2012-2013 (14)
  • 2011-2012 (7)
  • 2010-2011 (7)
  • 2009-2010 (11)
  • 2008-2009 (6)
  • 2007-2008 (4)
  • 2006-2007 (6)
  • 2005-2006 (1)
  • 2004-2005 (1)
  • 2003-2004 (1)
  • 2002-2003 (1)
  • 2001-2002 (3)
  • 2000-2001 (2)
  • 1998-1999 (1)

Filter by Survey Type

  • Student Climate (1)
  • Other (1)

Filter by Program Name

  • Bilingual Ed, ESL, and Dual Language (99)
  • Career and Technical Education (CTE) (1)
  • Creative Learning Initiative (1)
  • Prekindergarten (6)
  • State Compensatory Education (1)
  • Title I, Part A and Part D Programs (5)

Filter by Evaluation Area

  • (-) Emergent Bilingual Students (122)
  • College, Career, and Life (2)
  • District Support Activities (7)
  • Early Childhood and Elementary Education (52)
  • Education Support Services (6)
  • Educator Quality and Retention (10)
  • Family and Community (12)
  • GIS and Mapping (4)
  • Secondary Education (42)
  • Whole Child, Whole School, Whole Community (2)

Filter by Author Name

  • Aline Orr (16)
  • Chelsea Cornelius (4)
  • Christian Bell (2)
  • Cinda Christian (7)
  • Crystal Wang (1)
  • Helen Archuleta (9)
  • Hui Zhao (1)
  • Jenny Leung (3)
  • Josie Brunner (24)
  • Karen Cornetto (1)
  • Karen Looby (1)
  • Lisa Schmitt (4)
  • Martha Doolittle (25)
  • Melissa Andrews (1)
  • Michelle Lucas (5)
  • Mishan Jensen (6)
  • Natalia Ibanez (3)
  • Thom Suhy (2)
  • Zoran Stojakovic (5)

The Impact of Multilingual Summer School on Emergent Bilingual Students’ Beginning-of-Year (BOY) Performance in 2021–2022

This report describes the impact of the 2021 AISD multilingual summer school program on incoming kindergarten and 1st-grade emergent bilingual students’ (N = 933) fall academic performance. Relative to matched comparison groups, students who attended summer school were significantly more likely to score on-track on TX-KEA in kindergarten. While 1st graders’ attendance of the summer school did not seem to directly impact their performance on MAP Growth, it did seem indirectly related based on students’ testing language.

  •  Report

Bilingual Education and English as a Second Language Academic Performance Summary, 2020-2021

The purpose of this report is to provide information about the academic performance of emergent bilingual students in the Austin Independent School District (AISD). This document summarizes performance on the State of Texas Assessment of Academic Readiness (STAAR) tests, end-of-course (EOC) tests, the Texas English Language Proficiency Assessment System (TELPAS), advanced placement (AP) course enrollment, AP exam performance, college readiness indicators, and graduation and dropout rates.

  •  Report

Emergent Bilingual Student Experiences and the Bilingual Education and English as a Second Language Programs, 2020–2021

This report outlines emergent bilingual students’ experiences at AISD and in the Bilingual Education (BE) and English as a Second Language (ESL) Programs. As of the Fall 2020 snapshot, AISD had enrolled 21,107 emergent bilingual students, representing 28% of the AISD student population (N = 74,871). Emergent bilingual students’ participation in the BE and ESL, special education, Gifted and Talented, and Career and Technical Education programs are summarized. Additionally, emergent bilingual students’ perception of school climate and aspects of BE and ESL program implementation are discussed.

  •  Report

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.

  •  Research Brief

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.

  •  Research Brief

The Creative Learning Initiative Benefits AISD English Language Learners

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).

  •  Research Brief

Bilingual and English as a Second Language Academic Performance Summary Report, 2019–2020

This report summarizes the academic performance of emergent bilingual students, also known as English learners, for the 2019–2020 school year. Results are presented from the Texas English Language Proficiency Assessment System (TELPAS), advanced placement (AP) course enrollment and exam performance, college readiness indicators, and graduation and dropout rates. Results for the State of Texas Assessment of Academic Readiness (STAAR) test, academic course performance, and end-of-course tests were unavailable this year due to the COVID-19 pandemic.

  •  Report

Bilingual and English as a Second Language Programs and Demographic Summary Report, 2019–2020

This report summarizes student demographics and participation in Bilingual and English as a Second Language programs for 2019—2020 (N = 22,758). Emergent bilingual students’ perceptions of school climate and college intentions are also discussed.

  •  Report

Secondary Dual Language Academic Performance Summary Report, 2019–2020

This report summarizes the academic performance of students in the AISD secondary dual language program during 2019–2020. Topics include program and student characteristics, performance on the Texas English Language Proficiency Assessment System (TELPAS), enrollment in advanced placement (AP) courses and performance on AP exams. Due to the COVID-19 pandemic and school closures, academic course performance, performance on the State of Texas Assessment of Academic Readiness (STAAR) tests and performance on the end-of-course (EOC) tests are not included.

  •  Report

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.

  •  Report

Pagination

  • Current page 1
  • Page 2
  • Page 3
  • Page 4
  • Page 5
  • Next page ››
  • Last page Last »

Our Communities

  • Students
  • Families
  • Communities
  • Staff

School Resources

  • Calendar
  • Bus Routes
  • Enrollment
  • School Menus

Directories

  • Department Directory
  • Schools Directory
  • Staff Directory
  • Sitemap

District Resources

  • AISD Portal
  • Board of Trustees
  • Careers
  • Let's Talk!
  • Superintendent
  • Title IX Training

Austin ISD Appitol

  • ‌
  • ‌
  • ‌
  • ‌

© 2021 Austin Independent School District
4000 S. I-H 35 Frontage Rd., Austin, TX 78704
Main: 512-414-1700

  • Accessibility
  • Acceptable Use Policy (en Español)
  • Non Discrimination Policy
  • Privacy Policy
  • DMCA Notice
  • Sitemap