The Texas Literacy Initiative (TLI) was first implemented in AISD during the 2012–2013 school. This report summarizes responses from teachers at TLI campuses. Click to learn about teachers’ experiences during the first year of the initiative.
To improve the work environment for all staff and the campus environment for all students, AISD began the Cultural Proficiency & Inclusiveness initiative. Read more about AISD staff members' attitudes toward concepts integral to the initiative.
These maps are representing State of Texas Assessments of Academic Readiness (STAAR) passing rates for each campus, for grades 3 through 12.
This report provides a comparison of AISD teacher salaries and bilingual stipends to those in other Texas districts and analyzes the 2011-2012 school year bilingual stipend distribution within AISD.
The purpose of this survey is to monitor Austin ISD seniors’ perceptions of their high school experience. Results are used to improve campus environments and program supports for students.
This report describes the AISD at-risk student population and expenditures for 2012-2013, results from program evaluations conducted in 2011-2012 and 2012-2013, and the longitudinal disparity between performance of at-risk and not-at-risk students.
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.
AISD parent support specialists (PSSs) at 64 schools in 2012–2013 reported the number of family involvement events that occurred at their school during the school year and the number of family members who attended. This report summarizes these results at the district level.
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.
This report describes English language learners who were more likely to exit the language program within 5 years of 1st-grade enrollment. A summary of student academic performance associated with successful exit and long-term ELL status is provided.