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 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.
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.
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.
In 2011–2012, AISD prekindergarten enrollment was 5,525, a decrease by less than 2% from the 2010–2011 year. The vast majority of pre-K students were economically disadvantaged (94%) and/or English language learners (58%). Attendance rates for pre-K students increased by 0.6% from the prior year.
About 12% of 2009–2010 AISD kindergarten students left AISD before the 2010–2011 year. The vertical teams with the highest out-of-district mobility for kindergarten students were LBJ (16%), Anderson (14%), and Akins (13%).
In 2010–2011, AISD prekindergarten enrollment was 5,614, an increase by 3% from the 2009–2010 year. The cost per student for pre‐K was approximately $3,234 for the 2010–2011 year, a $94 perstudent decrease from 2009–2010.
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.
In 2011-2012, AISD provided a tuition-supported pre-K program to 4-year-old students who were not eligible to enroll in the state-mandated program. Overall, pre-K students in the tuition-supported program demonstrated meaningful growth on the Peabody Picture Vocabulary Test.