Publications
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.
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.
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.
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.
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.
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.
Fifth-Grade Dual-Language Students’ 2020 Performance on the Spanish Language Proficiency Assessment (STAMP 4Se)
This report examines the Spanish language proficiency of fifth-grade students enrolled in the two-way Dual Language (DL) Program. Both native and non-native English speakers’ Spanish language proficiency was assessed with the STAMP 4Se assessment in Spring 2020. Students were assessed on four domains of Spanish language proficiency (reading, listening, writing, and speaking). Compared to last year's scores, student performance levels on reading and listening remained the same, while performance levels for writing and speaking improved slightly.
The Impact of Summer School on English Learners’ Beginning-of-Year (BOY) Performance in 2019-2020
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.