Twenty-nine percent of students enrolled in AISD were English language learners in 2009-2010. The majority of them (62%) continued to make progress in English proficiency and their TAKS scores have continued to improve over the years.
Bilingual Education and English as a Second Language Programs Longitudinal Summary Report: 2005-2006 to 2008-2009
This report summarizes data on English language learners' academic achievement, English language acquisition, and other school data from 2005–2006 to 2008–2009 school years.
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.
This report summarizes evaluation information for the AISD bilingual and English as a second language programs for the 2004-2005 school year.
This report summarizes evaluation results from AISD's Bilingual Education/ESL programs for 2000-2001.
This report summarizes evaluation results of AISD's Bilingual Education/ESL programs for 2002-2003.
AISD provided summer programs in 2010 for students to accelerate academic learning, maintain academic skills between school years, recover course credits, retake state achievement tests, or experience school-level transition activities.
This annual report summarizes Austin ISD's English language learner students and the bilingual education programs that served them during the 2014-2015 school year. The report includes summaries of data on student demographics, language acquisition, and academic performance.
American Recovery and Reinvestment Act (ARRA) Individuals with Disabilities Education Act (IDEA) Evaluation 2009-2011
AISD used $16 million to support 25 ARRA IDEA projects to reduce the student academic achievement gap, reduce disproportionality, reduce dropout, improve district processes, improve teacher quality, and evaluate programs.
The disparity in passing rates of at-risk and not at-risk students decreased for nearly half of STAAR subjects and grades, but increased in nearly as many cases. However, the gap narrowed to the smallest measured in six years of graduation rates.