This report uses the High School Exit Survey as a vehicle to explore explanations for the consistent postsecondary enrollment gap between Hispanic seniors and students of other races/ethnicities.
Twenty-nine percent of 2010-2011 AISD students were English language learners (ELLs). The majority of ELLs (62%) made progress in English proficiency and they showed overall improvement in most TAKS content areas for most grades.
Positive Behavior Support (PBS) is a systems approach to the prevention of problem behavior and the improvement of student academic performance. This research brief describes campus participation in PBS since 2003–2004, when it was first piloted by AISD. It also presents results from 2010–2011 end‐of‐year surveys, in which administrators and staff at PBS campuses shared their perspectives on the implementation and effects of PBS.
The Career and Technical Education (CTE) program took the initiative to investigate safety practices in its programs, especially with regard to chemicals and hazardous materials. This report highlights some responses from the CTE safety survey.
This report summarizes high school data seminar discussions and includes trends common across data sources, identified successes and challenges, and suggested resources to address students’ college preparation needs.
Findings from the July 2011 focus group with staff from the Ann Richards School for Young Women Leaders include recommendations for an additional single-sex school, recommended models, lessons learned, and challenges.
AISD REACH supports educators with mentoring and professional development opportunities, and rewards teaching in high needs schools, achieving student learning objectives, and schoolwide growth. This report highlights program successes since 2007-08.
This report summarizes results from a survey of newly hired teachers who attended AISD's orientation week in August 2010. Most new teachers reported that district and campus orientations were useful. Read the full report for more results.
This report describes teacher concerns regarding the introduction and implementation of the district’s Response to Intervention (RtI) framework in AISD middle schools during the 2010-2011 school year.
Student outcomes on attendance, discipline, TAKS scores, and GPA were compared between students who participated and students who did not participate in Afterschool Centers on Education programs at AISD campuses.