College Readiness, Advanced Course, and Enrollment Outcomes of Graduates Who Were Ever Classified as English Learners, Class of 2018
This report provides outcomes for Austin Independent School District (AISD) graduates from the Class of 2018 who were ever classified as English learners (eELs) in terms of advanced coursework, college readiness assessments, and postsecondary enrollment.
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.
Career and Technical Education (CTE) at Austin Independent School District (AISD) aims to provide scholars with academic knowledge and technical skills needed to gain entry to high-demand, high-skill, and high-wage industries. This report summarizes results of the CTE Program Analysis Scorecard for the 2019–2020 school year. The CTE Program Analysis Scorecard results focus on three components of program outcomes: (a) program alignment, (b) quality of instruction, and (c) access and equity.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: 2020 GEAR UP Student College Aspiration Results Summary
This report is focused on GEAR UP students’ characteristics, service participation and performance, disaggregated by their college aspirations (i.e., yes, maybe, and no). The report aims to help program staff have a better understanding of college aspiration gaps and address GEAR UP students’ needs. Data presented in this report found that GEAR UP students indicating yes or maybe they would go to college after high school had better academic performance, greater attendance, and fewer campus discipline incidents than did GEAR UP students indicating they would not go to college.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: Annual Evaluation Report 2019–2020
In 2019–2020, the program’s third federally funded year, GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) Austin served a cohort of 8th grade students (n = 2,546) across 11 middle schools. Nearly all GEAR UP students received support services relevant to college preparation. Evaluation findings suggest that students, teachers, and parents had a positive perspective on the role of the program services in college preparation.
This report summarizes postsecondary enrollment rates for AISD graduates, Classes 2013 through 2019.
In this report, we grouped students into three distinct categories, based on patterns that emerged in arts participation during high school, which we named spartans, explorers, and deep divers. The patterns in arts participation represent not just the students, but also the opportunities and barriers they encountered. We found that these patterns are strongly associated with student characteristics and postsecondary outcomes. Our hope is that understanding these patterns in arts participation will inform how we strategize for more equitable access to the arts during high school.
The purpose of this report is to help stakeholders of Professional Pathways for Teachers (PPfT) understand and refine the methods used to measure program implementation and outcomes. This report also contains summative data on the progress of PPfT in 2019-2020 inclusive of participation in PPfT compensation and option PPfT professional learning opportunities.
This report examines campus-level contributors to student academic gains. Using student factors, curriculum and programming indicators, and campus features (e.g., staff retention and support programs) as inputs, the results indicate that changes in campus and teacher leadership scores are important and significant predictors of improvements in campus-level student performance, but data modeling alone does not offer enough information.