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.
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.
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.
Based on end-of-year report cards, 70% of pre-K students met expectations across all personal development areas in 2011-2012.
Lucy Read Prekindergarten Demonstration School - First-Year Cohort's 3rd-Grade TAKS Performance, Spring 2011
Students who attended Read pre‐K in 2006-2007 performed better than the state average on their Spring 2011 3rd grade math TAKS and had a greater percentage scoring commended on math TAKS than did other AISD pre-K students or those assumed to qualify for pre‐K.
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.
In 2012-2013, AISD pre-K students demonstrated growth in receptive vocabulary on a nationally-normed test. Students enrolled in multiple programs showed greater growth in receptive vocabulary in their native language than did other pre-K students.
The AISD pre-K program advanced nearly one-third of students to above the national average in receptive vocabulary ability in their native language by Spring 2012, with more than 50% of students scoring above the national average on the test.
AISD Prekindergarten Program Longitudinal Summary Report, Issue 1: Long-Term Benefits, 2005-2006 Pre-K Cohort
Economically disadvantaged English language learners who were enrolled in the 2005-2006 AISD pre-K program performed better on the Spring 2010 reading and math TAKS than did similar students who first enrolled in AISD during kindergarten or later.
AISD Prekindergarten Program Longitudinal Summary Report, Issue 2: Half-Day versus Full-Day Programs, 2001-2002 Pre-K Cohort
Full-day pre-K students from the 2001–2002 cohort were more likely to pass the 2010 7th-grade reading TAKS than were kindergarten students from the 2002–2003 cohort who were assumed eligible for pre-K but did not attend pre-K in 2001–2002.