This report summarizes Fall 2017 Texas Kindergarten Early Assessment (TX-KEA) results for Austin Independent School District (AISD) kindergarten students, examining those with or without prior AISD prekindergarten experience. Test domains summarized in the report include vocabulary, listening comprehension, blending, letter names, letter sounds, math, and socioemotional.
A sample of AISD prekindergarten students showed growth from Fall 2014 to Spring 2015 on a nationally normed test for receptive vocabulary. These results were found for students in a Head Start program as well as those not in Head Start. See the full report for more information.
In Spring 2015, a survey was administered to parents of students enrolled in the prekindergarten for three-year-olds program. This report summarizes responses from parents of these students at Oak Springs and Zavala.
This brief report summarizes prekindergarten (pre-K) students’ achievement on the Peabody Picture Vocabulary Test-IV (PPVT) and Test de Vocabularío en Imagenes Peabody (TVIP) in Fall 2014. The PPVT and the TVIP measure knowledge of receptive (i.e., hearing) vocabulary in English and Spanish.
This report evaluates students’ achievement in the AISD pre-K program during the 2013–2014 school year, based on Peabody Picture Vocabulary Test-IV (PPVT) and Test de Vocabularío en Imagenes Peabody (TVIP) results.
Each year in the fall and spring semesters, the Peabody Picture Vocabluary Test and the Test de Vocabulario en Imágenes are administered to a sample of pre-K students in AISD. The following report provides Fall 2013 results for each vertical team of schools.
In 2012-2013, AISD pre-K students demonstrated growth in receptive vocabulary on a nationally-normed test. Students enrolled in multiple programs showed greater growth in receptive vocabulary in their native language than did other pre-K students.
Data in this report suggest that AISD's full-day pre-K program helped reduce the number of students who were retained a grade level or were placed in special education services. The cost per student for full-day pre-K was less than the costs associated with grade-level retention or special education services.
On average, AISD pre-K students scored below the national average range on a test for receptive vocabulary ability. English language learners (ELLs) scored lower, on average, than did non-ELLs. Read more about pre-K students' Fall 2012 performance by vertical team.
In 2011–2012, AISD prekindergarten enrollment was 5,525, a decrease by less than 2% from the 2010–2011 year. The vast majority of pre-K students were economically disadvantaged (94%) and/or English language learners (58%). Attendance rates for pre-K students increased by 0.6% from the prior year.