This report suggests potential program sites for the middle school dual language program based on student needs, campus capacity, and parental and staff interest.
Ninth-grade predictors of dropout risk among English language learners were having an attendance rate below 90%, being 16 years or older, earning less than 5 credits, attending a Title I campus and scoring beginning or intermediate on TELPAS reading.
Rising Kindergarten and 1st Grade Summer School Program for English Language Learners Evaluation, Summer 2009
In 2009, AISD offered a summer bilingual program, serving 1,645 rising kindergarten students and 1,712 rising 1st-grade students at 10 campuses to prevent the loss of academic skills between school years. This report summarizes the program's student enrollment, attendance, and academic performance.
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.
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.
On average, kindergarten English language learners (ELLs) had lower scores on the TPRI/Tejas Lee and DRA/EDL at the end of the 2009-2010 school year than did non-ELLs. For first graders, no significant difference was found between Spanish-speaking ELLs and non-ELLs on the TPRI/Tejas Lee.
Sixty-two percent of AISD English Language Learners (ELLs) demonstrated yearly progress toward English language proficiency, based on Spring 2013 TELPAS results. Read more about ELLs' performance on the TELPAS in this report.
District-wide in Fall 2012, AISD had at least 20 English language learners (ELLs) in an elementary grade who spoke Spanish, Vietnamese, Arabic, Korean, or Mandarin as their home language. See the full report for a summary of student home language.
The performance data on long-term English language learners (ELLs) were mixed and suggest not all long-term ELLs were struggling in English proficiency or content area knowledge. A quarter of long-term ELLs received special education services.
English language learners may have different instructional needs based on their English proficiency, academic knowledge, and number of years in U.S. schools. Analysis of these data helped define 6 ELL performance groups at the 9th grade level.