Publications
Middle School Dual Language Program: Need, Capacity, and Interest
This report suggests potential program sites for the middle school dual language program based on student needs, campus capacity, and parental and staff interest.
Bilingual Stipend Payments, Allocation Analysis
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.
TELPAS Results for English Language Learners, Spring 2013
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.
State Compensatory Education Update, 2011-2012 and 2012-2013
This report describes the AISD at-risk student population and expenditures for 2012-2013, results from program evaluations conducted in 2011-2012 and 2012-2013, and the longitudinal disparity between performance of at-risk and not-at-risk students.
Elementary English Language Learners' Home Language, Fall 2012
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.
Ninth Grade English Language Learner Performance Groups, Spring 2012
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.
The Dual Language Program, English Language Learners' Performance, 2012-2013
The following report examines 2012-2013 student academic performance results on STAAR, Tejas Lee, Language Assessment Scales (LAS) Links and TELPAS for English language learners in the AISD dual language program.
Predictors of English Language Learners Program Exits, 2006-2007 First-Grade Cohort
This report describes English language learners who were more likely to exit the language program within 5 years of 1st-grade enrollment. A summary of student academic performance associated with successful exit and long-term ELL status is provided.