This report describes performance for schools, classrooms, and students at REACH schools, compared with that of students at similar comparison schools. Results suggest REACH likely facilitated meaningful improvements over time.
Research from 6 years of AISD REACH suggested the program likely influenced student performance, teacher practices, and novice teacher retention. However, little evidence showed schoolwide growth or retention stipends facilitated desired results.
This report summarizes 2012–2013 AISD REACH peer observation scores, the stability of scores over time, teachers’ perceptions of peer observation, the relationship between peer observation and other measures of teaching, and the program cost.
Results of the evaluation suggest the SLO process is related to some positive outcomes for teachers and students. However, evidence indicates a need for program refinements to address discrepancies in SLO performance by staff role and school.
In 2012-13, 87% of educators at 38 REACH schools earned a stipend for meeting at least one Student Learning Objective (SLO) designed to address students’ needs. Relationships between SLOs, instructional practices, and student outcomes are described.
This report describes the AISD at-risk student population and expenditures for 2012-2013, results from program evaluations conducted in 2011-2012 and 2012-2013, and the longitudinal disparity between performance of at-risk and not-at-risk students.
Summary of the American Institutes for Research (AIR)'s Report on Social Emotional Learning (SEL) in The Austin Independent School District (AISD), 2013
This report summarizes findings from AIR's 2013 report analyzing the effectiveness of AISD’s implementation of SEL. Five major findings of the 2013 AIR report are presented, along with additional considerations.
Austin Independent School District (AISD) Pilot Teacher Appraisal System Update: 2012-2013 Focus Group and Survey Summary
This report summarizes data gathered from focus groups and a survey designed to assess teachers’ experiences with AISD's pilot teacher appraisal system. Additional data are included regarding the timing of administrators’ classroom observations.
Evidence from this Spring 2012 pilot suggests feedback about teachers can be reliably obtained from students at all grade levels, and that such feedback can provide a valid supplemental measure of teacher quality to accompany additional indicators.