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).
Each year, AISD measures students' perceptions of their school environment. This district report examines longitudinal trends in school climate from 2007-2008 through 2009-2010. Campus reports are for the 2009-2010 student climate survey.
This report summarizes survey results from campus staff participating in AISD's ARRA IDEA Eliminating the Gap project, highlighting successful schools’ best practices in supporting special education students’ passing 2010 TAKS reading/ELA and math.
A Spring 2010 survey of teachers and campus administrators showed that staff most often requested additional training in integrating technology into instruction, rigor in the curriculum, and differentiated instruction.
This report summarizes results of AISD's 2010 employee coordinated survey.
The Student Substance Use and Safety Survey, administered annually to a random, representative sample of AISD students, provides self-report data on student knowledge, attitudes, and behavior related to substance use and school safety issues.
The High School Exit Survey was administered online to seniors in every AISD high school during Spring 2010. In total, 3,574 seniors in the Class of 2010 completed the survey, for a response rate of 87.9 percent.
AISD supported parent training in the Love and Logic curriculum during 2009–2010, and survey results indicated that most parents reported improvements in their children’s behavior and their own behavior after completing training.
This report describes results of the 2009-2010 Central Office Work Environment Survey.
Results from a November 2009 survey of new teachers 3 months after they had completed new teacher training showed that most teachers felt the training had been beneficial. Teachers also reported areas in which they wanted more training.