Publications
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.
Austin ISD Postsecondary Enrollment, Graduating Classes of 2013-2019
This report summarizes postsecondary enrollment rates for AISD graduates, Classes 2013 through 2019.
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.
New Discoveries in High School Arts Participation and the Implications for Equity
In this report, we grouped students into three distinct categories, based on patterns that emerged in arts participation during high school, which we named spartans, explorers, and deep divers. The patterns in arts participation represent not just the students, but also the opportunities and barriers they encountered. We found that these patterns are strongly associated with student characteristics and postsecondary outcomes. Our hope is that understanding these patterns in arts participation will inform how we strategize for more equitable access to the arts during high school.
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).