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.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: 2019 Fall Student Focus Group Results Summary
This report describes findings generated from student focus groups across five GEAR UP campuses in the Fall 2019 semester. The focus group participants described their perspectives of the GEAR UP program, experiences with the GEAR UP activities, and plans for future education. Findings obtained from the 2019 fall student focus groups echoed those obtained from focus group interviews with students and teachers in the 2018-2019 school year.
This report includes results for Austin Partners in Education (APIE) programs in 2019-2020 including math classroom coaching, GEAR UP tutoring, college readiness, and mentoring. It highlights continued academic programs serving students in middle and high school and describes APIE support provided to teachers' instruction. As classroom instruction transitioned to remote format due to the pandemic, APIE staff transitioned services to assist in the development of online curriculum, communication with students, and facilitation of instruction in a virtual format.
Early College High School (ECHS) provides students with the opportunity to earn a high school diploma and 60 college hours, which lead to an associate’s degree. This report describes demographic characteristics and academic outcomes of the students served by ECHS and highlights emerging topics from the program coordinator survey.
Pathways in Technology (P-TECH) provides a 6-year, career-focused program that combines high school and college coursework with real-world work experience. This report includes findings regarding demographic characteristics and academic outcomes of the students served by the program and highlights emerging topics from P-TECH coordinators survey.
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 includes findings regarding demographic characteristics and academic outcomes of Twilight students; highlights emerging topics from the student, teacher, and staff surveys; and provides recommendations for future program implementation.
This report includes findings regarding demographic characteristics and academic outcomes of DELTA students; highlights emerging topics from the student, teacher, and staff surveys; and provides recommendations for future program implementation.
Professional Pathways for Teachers: 2018-2019 Appraisal Results for Career and Technical Education Instructors
Comparisons between CTE and non-CTE instructors and between CTE endorsements were examined in the context of PPfT and CTE’s overlapping goals of quality instruction and professional learning. CTE instructors had significantly higher summative scores than did non-CTE instructors. Almost twice as many CTE as non-CTE instructors earned a distinguished rating. Results supported key indicators of CTE high-quality instruction (i.e., prepared and effective program staff, engaging instruction, work-based learning opportunities, and standards-aligned and industry-based curriculum and instruction).