This report examines the impact of Creative Teaching techniques on students’ academic growth on the State of Texas Assessment of Academic Readiness (STAAR) reading and math tests from 2016–2017 to 2017–2018. Statistically significant growth on STAAR reading was found for students who had teachers who were moderately competent at Creative Teaching techniques and used these techniques at least two times per week in their classrooms.
Career and Technical Education (CTE) provides students with the academic knowledge, technical skills, work-based experiences, and hands-on learning with real world scenarios that prepare students for college and career after high school. This executive summary reports on college enrollment along with industry certifications and CTE concentrators for the graduating Class of 2018.
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 2019 TIP orientation week.
Understanding the School-Wide Value-Added Measure Used in the Professional Pathways for Teachers (PPfT) Appraisal System
This document describes PPfT school-wide value-added measure by showing how to gain access to your SAS Education Value-Added Assessment System (EVAAS) account, stepping through the school growth measures, and discussing how growth is scored in PPfT appraisal.
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.
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.
This report examines the beginning-of-year (BOY) reading performance of English learners (ELs) who attended summer school in June 2019. Summer school ELs’ performance on the Texas Kindergarten Entry Assessment (TX-KEA) and iStation Indicators of Progress (ISIP) was compared to that of similar ELs who did not attend summer school. Spanish-speaking and non-Spanish-speaking summer schoolers' results also were compared. Results for ELs who attended summer school for two years were compared to those who only attended one year. Significant differences were found among groups.
This report provides a brief overview of Culturally Responsive Restorative Practices, an innovative framework intended to address discipline disparities and improve school climate and culture at ten AISD schools. This work is part of a 5-year, $3.5 million Education Innovation and Research (EIR) grant from the U.S. Department of Education. Data include staff and student demographics, student attendance, STAAR math and reading passing rates, perceptions of school climate, and disciplinary practices.
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.