AISD provided full-day pre-K to 5,196 4-year-olds in 2008–09 at 66 schools. Seventy percent or more of students made measureable gains on a test of receptive vocabulary, and average gains showed growth about two times greater than that expected for 4-year-olds after a 7-month period.
AISD Prekindergarten Program Longitudinal Summary Report, Issue 2: Half-Day versus Full-Day Programs, 2001-2002 Pre-K Cohort
Full-day pre-K students from the 2001–2002 cohort were more likely to pass the 2010 7th-grade reading TAKS than were kindergarten students from the 2002–2003 cohort who were assumed eligible for pre-K but did not attend pre-K in 2001–2002.
AISD served 5,450 pre-K students in 2009-2010. Approximately 70% of sampled English-speaking pre-K students and 74% of sampled Spanish-speaking pre-K students had faster than the expected growth rate in receptive vocabulary.
Data in this report suggest that AISD's full-day pre-K program helped reduce the number of students who were retained a grade level or were placed in special education services. The cost per student for full-day pre-K was less than the costs associated with grade-level retention or special education services.
This report summarizes AISD's prekindergarten program activities and student performance results for the 2005-2006 school year.
Pre-k teachers with more than 18 students reported a greater frequency of students’ disruptive behaviors than did teachers with fewer students. Most teachers gave positive ratings to their support team, central office staff, and the curriculum.
This report summarizes AISD's 2004-2005 prekindergarten program activities and student participation and performance results.
This report summarizes AISD's prekindergarten program for 2006-2007 school year.
This report summarizes evaluation results from AISD's prekindergarten program during 2000-2001.
This report summarizes evaluation of the AISD prekindergarten program for the 2001-2002 school year.