The High School Exit Survey was administered online to seniors in every AISD high school during Spring 2010. In total, 3,574 seniors in the Class of 2010 completed the survey, for a response rate of 87.9 percent.
AISD provided summer programs in 2010 for students to accelerate academic learning, maintain academic skills between school years, recover course credits, retake state achievement tests, or experience school-level transition activities.
Patterns of course credit attainment for 2009-2010 AISD high school students are discussed. Among those most likely not to be on track to graduate in 4 years were English language learners and students in special education.
The ACCESS grant provided funding for a dropout specialist at Mendez Middle School to work with students and their families on identifying and overcoming barriers to attendance and to decrease the likelihood that students would drop out.
Ninth-grade predictors of dropout risk among English language learners were having an attendance rate below 90%, being 16 years or older, earning less than 5 credits, attending a Title I campus and scoring beginning or intermediate on TELPAS reading.
The following district report summarizes Parent Survey results from 2007-2008 through 2009-2010. Campus reports are for the 2009-2010 Parent Survey.
In 2009-2010, Positive Behavior Support (PBS) was implemented on 80 Austin Independent School District (AISD) Campuses with support from the AISD PBS team. Through PBS, campuses develop a continuum of systemic and individualized strategies delivered within school-wide, classroom, and individual student systems.
Overall postsecondary enrollment of AISD graduates increased slowly over time until 2010. The drop in enrollment this year follows a national trend. Enrollment at 4-year colleges fell more than did enrollment at 2-year colleges.
This report summarizes 2009-2010 evaluation results of AISD's middle level education plan.
On average, kindergarten English language learners (ELLs) had lower scores on the TPRI/Tejas Lee and DRA/EDL at the end of the 2009-2010 school year than did non-ELLs. For first graders, no significant difference was found between Spanish-speaking ELLs and non-ELLs on the TPRI/Tejas Lee.