This report summarizes AISD English learners’ (ELs) TELPAS performance on the 2018 Spring administration. Student performance is summarized by domain and composite ratings, and years in U.S. schools. The changes made to the test are also discussed.
This report summarizes AISD Bowie High School students' experiences with the first social and emotional learning (SEL) student data dig in 2018.
This report provides highlights from the 2018 High School Exit Survey and includes AISD seniors’ reports of college and career preparation activities, perceptions of their school experiences, and aspirations for the future.
Professional Pathways for Teachers (PPfT) is a human capital system that blends three primary components: appraisal, compensation, and professional development (PD) opportunities. The purpose of PPfT is to build the capacity of Austin Independent School District (AISD) teachers through a comprehensive system of supports and compensation with the ultimate goal of having a positive impact on teacher retention and student achievement. The current evaluation document presents descriptive analyses of the 2017–2018 PPfT appraisal and compensation data.
The Coordinated School Health (CSH) reports describe how the CSH program was implemented at AISD campuses. The reports provide summary- and campus-level information about achieved CSH action goals and information about changes in physical fitness of students at the campus since the previous year.
Analysis of 2017-2018 AISD student data shows significant gaps in school perceptions and experiences of transgender and gender-nonconforming students relative to their peers, illustrating the need for additional policies and procedures to support AISD transgender and gender-nonconforming students.
Staff Perceptions of Social and Emotional Learning Skills in the Austin Independent School District, 2017-2018
This report uses data gathered from the Employee Coordinated Survey to analyze staff members’ perceptions of SEL implementation at their school and of their own SEL skills.
This report summarizes data gathered from pre- and post-intervention surveys conducted with parents/guardians and teachers of AISD students who were offered free grief support counseling services during 2017-2018 through a grant funded by The Christi Center.
This report examines the beginning-of-year (BOY) performance of English learners (ELs) who attended summer school in June 2018. Summer school ELs’ performance on Texas Kindergarten Entry Assessment (TX-KEA) and iStation Indicators of Progress (ISIP) was compared to the performance of similar ELs who did not attend summer school. Statistically significant differences were found between the two groups.
This report presents a question-driven exploration of growth and achievement data using SAS EVAAS reports. The purpose of this exploration was to bring additional data, information, and ways of thinking about student growth to ongoing district conversations about the measurement of campus-level student growth.