Question: Did mother's completion of the ePromotora program influence children's prekindergarten (pre-k) academic achievement, school attendance, and personal development?
This 2008-2009 school year program uses a train-the-trainer model in which Spanish-speaking mothers participate in a 6-week course about teaching early literacy skills and preparing their children for school. Sixty-nine of 107 mothers completed the program in 2008–2009. Students of mothers who completed the program showed academic gains.
Question: What were the longitudinal Texas Assessment of Knowledge and Skills (TAKS) achievement patterns for English Language Learners (ELLs) from school years 2005-2006 to 2008-2009?
This report shows the longitudinal TAKS passing rates by subject area for AISD's English language learner students over time (2005-2006 to 2008-2009).
Bilingual Education and English as a Second Language Programs Longitudinal Summary Report: 2005-2006 to 2008-2009
This report summarizes data on English language learners' academic achievement, English language acquisition, and other school data from 2005–2006 to 2008–2009 school years.
This report examines 2008-2009 academic performance of students who have exited bilingual education (BE) or English as second language (ESL) programs.
Rising Kindergarten and 1st Grade Summer School Program for English Language Learners Evaluation, Summer 2009
In 2009, AISD offered an English learner summer bilingual program, serving 1,645 rising kindergarten students and 1,712 rising 1st-grade students at 10 campuses to prevent the loss of academic skills between school years. This report summarizes the program's student enrollment, attendance, and academic performance.
Question: What are the performance results for AISD former ELL students on TAKS Mathematics, Reading, Social Studies, Science, and Writing in Spring 2008 compared with those of general education students (non-ELLs)?
At the elementary grade level, former ELL students’ TAKS passing rates in Mathematics, Reading/ELA, and Writing significantly exceeded the TAKS passing rates of non-ELL students. At the secondary level, former ELL students’ passing rates on TAKS Mathematics, Social Studies, and Science were significantly lower than the passing rates of non-ELL students.