Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: 2019 Fall Student Focus Group Results Summary
This report describes findings generated from student focus groups across five GEAR UP campuses in the Fall 2019 semester. The focus group participants described their perspectives of the GEAR UP program, experiences with the GEAR UP activities, and plans for future education. Findings obtained from the 2019 fall student focus groups echoed those obtained from focus group interviews with students and teachers in the 2018-2019 school year.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: 2019 Spring Staff Focus Group Results Summary
The purpose of the staff focus groups was to gather information about staff perspectives on the GEAR UP program, their experiences with the GEAR UP program, and their support for student college preparation. Most of the focus group participants across five GEAR UP campuses understood the GEAR UP program. Many staff provided positive comments about the GEAR UP activities and GEAR UP facilitators. Staff reported they supported students’ college preparation and expected their students to go to college.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: 2018 Fall Student Focus Group Results Summary
To gather information about student perspectives of the GEAR UP program, the AISD evaluation team conducted students focus groups with students at six GEAR UP campuses in the fall of 2018. This report presents summary of findings related to students' feedback in the following areas: (a) understanding of the GEAR UP program, (b) GEAR UP facilitators, (c) GEAR UP activities, (d) intention to attend college, (e) teacher expectations, and (f) any other information students wanted to know about college.
Early College High School (ECHS) provides students with the opportunity to earn a high school diploma and 60 college hours, which lead to an associate’s degree. This report describes demographic characteristics and academic outcomes of the students served by ECHS, highlights emerging topics from the teacher and program staff surveys, and provides general recommendations for future program implementation.
Pathways in Technology (P-TECH) provides a 6-year, career-focused program that combines high school and college coursework with real-world work experience. This report includes findings regarding demographic characteristics and academic outcomes of the students served by the program, highlights emerging topics from the student and teacher and program staff surveys, and provides general recommendations for future program implementation.
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.
This report provides information on AISD's bilingual and English as a Second Language programs implemented in 2016–2017, summarizing the numbers of students served, and students’ language acquisition and academic performance.
This annual report summarizes Austin ISD's English language learner students and the bilingual and ESL programs in which they participated during the 2015-2016 school year. The report includes summaries of data on student demographics, language acquisition, and academic performance. Este informe anual resume los estudiantes de Austin ISD que aprenden inglés y los programas bilingües y de ESL en los que participaron durante el año escolar 2015-2016. El informe incluye resúmenes de datos sobre demografía estudiantil, adquisición de lenguaje y desempeño académico.
Student outcomes on attendance, discipline, STAAR scores, and GPA were compared between school years 2012–2013 and 2013–2014 in Afterschool Centers on Education programs at AISD campuses.
These reports summarize parents' feedback about their treatment by school staff, information received from school, the school's environment, school-based programs, and the food service. Campus reports were created if there were 10 or more surveys completed.