This report examines campus-level contributors to student academic gains. Using student factors, curriculum and programming indicators, and campus features (e.g., staff retention and support programs) as inputs, the results indicate that changes in campus and teacher leadership scores are important and significant predictors of improvements in campus-level student performance, but data modeling alone does not offer enough information.
This report summarizes findings and outcomes from the revised Dyslexia Program at Overton Elementary School during the 2018-2019 school year and provides recommendations for future literacy intervention programs in AISD.
This brief report summarizes some of the family engagement services provided by AISD parent support specialists to families during the 2019-2020 school year. The supplemental report summarizes services provided during the 2020 calendar year.