Year 2 Evaluation of the Educator Excellence Innovation Program in Austin Independent School District
This report describes feedback from teachers at the six EEIP schools. EEIP includes implementation of a new teacher appraisal system, student learning objectives, professional learning communities, novice teacher mentoring, and targeted peer observation.
This report documents feedback obtained at two meetings with principals and teachers of pre-kindergarten centers offering the dual language (DL) program. Participants were asked to provide input about DL program implementation in the 2015-2016 school year, and to discuss recommendations about proposed changes for the DL program delivery model in the 2016-2017 school year.
This report provides a brief overview of key component's of AISD's federal Title I, Part A program for 2015-2016, including funding, student and teacher demographics, student academic performance, and accountability.
This report summarizes feedback from elementary dual language teachers who participated in focus group discussions in January and February 2016. Teachers gave their opinions about the program components and suggestions for how to improve the program implementation.
Vida Clinic Intervention: Results From the 2015-2016 School Year Comparing Treatment Students With Matched Control Students
This report summarizes 2015-2016 data for students who received school-based behavioral health services provided by the Vida Clinic as compared with matched comparison students who did not receive these services.
This report describes the School Turnaround AmeriCorps Initiative and the program's impact on students at Reagan High School and Travis High School during the 2015-2016 school year.
The following report examines the Dual Language Program implementation in three school districts similar to AISD. The school districts are compared in terms of demographic composition, program implementation, and English language learners' academic performance on STAAR 2014.
Social and Emotional Learning: The Effects of Program Implementation and Longevity, 2011-2012 through 2015-2016
This longitudinal analysis of SEL in AISD seeks to answer the following question, do program outcomes improve more because of length of time in SEL or because of program implementation?
This report summarizes highlights from discussions, or "platicas", held with elementary principals about the district's dual language program. Principals provided their opinions about the program and gave suggestions for improvements.
This report presents outcomes for students who participated in the Afterschool Centers on Education (ACE) program in 2015-2016. The report compares student outcomes over two years by level of program participation.