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.
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.
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.
Bilingual and English as a Second Language Academic Performance Summary Report, STAAR and EOC, 2018-2019
This report summarizes the academic performance of students in the AISD bilingual and English as a second language programs during 2018–2019. Students' advanced placement course performance, STAAR and EOC performance, as well as graduation and dropout rates are summarized.
Ten AISD elementary campuses implemented one-way and two-way dual language pilot programs in the 2010–2011 year. What were parent and staff’s perception of its implementation? Did students advance in second language proficiency? Find out more.
This report summarizes results from a 2019 spring survey of 8th-grade students in the middle school Dual Language Program. Most students indicated they enjoyed the program, realized the academic benefits, and wanted to continue Dual Language in high school.
This report summarizes AISD English learners’ (ELs) Texas English Language Proficiency Assessment System (TELPAS) performance on the 2019 Spring test administration. Student performance is summarized by domain and composite ratings, years in U.S. schools, and yearly progress.
Fifth-Grade Native English Speakers' Performance on the Spanish-Language Proficiency Assessment, STAMP 4Se, 2018-2019
This report examines fifth-grade native English speakers’ performance on the Spanish language proficiency assessment. Spanish language proficiency was assessed with the STAMP 4Se assessment, which was given in the Spring 2019 semester to fifth-grade native English speaking students enrolled in the two-way Dual Language (DL) Program. Students were assessed on four domains of Spanish language proficiency (reading, listening, writing, and speaking). Student performance levels on all four domains increased compared with student performance in 2018.
The New Bilingual Teacher Institute follow-up survey allowed new bilingual teachers to reflect on how well the training prepared them and its usefulness, professional development, and support and resources received in their first year of teaching.
This report provides a description of ELL enrollment in the district, examines ELL progress in English proficiency and academic content areas, and evaluates the dual language program in its first year of district wide implementation.