Publications
Career and Technical Education Program Analysis Scorecard Report for 2018-2019
In the first year of the CTE 5-Year Plan, this report describes outcomes for CTE goals in program alignment, quality instruction, and access and equity. Among high school CTE students, 3,203 earned at least one industry-based certification. Industry partners included 140 businesses and organizations that provided work-based experiences to AISD CTE students. Through high-quality, standards-based, industry-aligned pathways, CTE students gain work experience, academic knowledge, technical and professional skills, leadership development, and postsecondary credentials.
Services to Students with Dyslexia, 2018-2019
This report summarizes findings and outcomes from the revised Dyslexia Program at Overton Elementary School during the 2018-2019 school year and provides recommendations for future literacy intervention programs in AISD.
CARES 2018–2019 Evaluation Summary: A Brief Review of the First Year of Implementation
The purpose of the 2018–2019 CARES evaluation was to (a) help program staff conceptualize the CARES implementation work and goals; (b) define measurable indicators of implementation, outputs, and outcomes; and (c) provide summative data on the first year of program implementation. Results of the 2018–2019 CARES program evaluation activities were organized into four reporting areas: conceptualization of CARES, evaluation of implementation activities, baseline measurement of customer experiences, and exploratory correlation analyses.
Advanced Placement (AP) Exam Results: A District and Campus Summary, May 2019
This report summarizes district Advanced Placement (AP) test results in 2019. AP test results may be used by higher education institutions to place students in courses and extend course credit to students who obtain high scores on the examinations.
Pathways in Technology Early College High School Program Summary Report, 2018-2019
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.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: Annual Evaluation Report 2018–2019
In 2018–2019, the program’s second federally funded year, GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) Austin served a cohort of 7th-grade students (n = 2,536) 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.
Bilingual and English as a Second Language Program and Demographic Summary, 2018-2019
This report summarizes AISD's bilingual and English as a second language programs implemented during 2018-2019. Programs are summarized, as well as student demographic characteristics and the number of students served.
Early College High School Program Summary Report, 2018-2019
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.
English Learner Summer School Students' Beginning-of-Year (BOY) Performance
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.
Eighth-Grade Dual Language Students' Feedback on the Dual Language Program, 2018-2019
This report summarizes results from a 2019 spring survey of 8th-grade students in the middle school Dual Language Program. Most students indicated they enjoyed the program, realized the academic benefits, and wanted to continue Dual Language in high school.