This report examines the relationship between four broad dimensions of school climate (i.e., respectful school environment, school engagement and community involvement, expectations for student achievement, and campus support for teachers) and the percentage of students meeting the state standard on TAKS (math and reading only).
This report describes results for the school-wide growth component of the AISD REACH strategic compensation program in 2009-2010.
Longitudinal teacher retention rates are presented for all REACH teachers versus comparison school teachers and for three cohorts of novice teachers versus comparison novice teachers.
AISD REACH Program Update 2009-2010 Texas Assessment of Knowledge and Skills (TAKS) Results and Student Learning Objectives (SLOs)
This report describes the relationship between Student Learning Objectives and student performance on the Texas Assessment of Knowledge and Skills.
Teacher Effectiveness and Students' Perceptions of School Climate- Educator Quality Research Series: Issue 4
This is the fourth report in a series of research reports about teacher effectiveness in AISD.
High-quality intensive mentoring for novice teachers is one of the most critical support elements of REACH. This report illustrates activities mentors conducted in 2009-2010, novice teacher retention results, and mentoring program ratings.
Data collected from REACH program staff and participants indicate three factors predict high campus implementation and program impact: 1. principals support, 2. attitudes toward SLOs, 3. teacher self-efficacy. Read the report for more information.
Each year, AISD measures campus staff perceptions of their work environment. This district report shows longitudinal trends in campus climate from 2007-2008 to 2009-2010. Campus reports are for the 2009-2010 survey.
This report describes results of the 2009-2010 Central Office Work Environment Survey.
AISD students scored above the state SAT average in each subject and above the national average in mathematics, but showed decreases for SAT participation and performance. ACT performance and participation both increased over time.