This report summarizes results of AISD's Technology Applications Readiness Grants for Empowering Texas (TARGET) program activities for the 2003-2004 school year.
Twenty-nine percent of students enrolled in AISD were English language learners in 2009-2010. The majority of them (62%) continued to make progress in English proficiency and their TAKS scores have continued to improve over the years.
Bilingual Education and English as a Second Language Programs Longitudinal Summary Report: 2005-2006 to 2008-2009
This report summarizes data on English language learners' academic achievement, English language acquisition, and other school data from 2005–2006 to 2008–2009 school years.
This report provides a description of ELL enrollment in the district, examines ELL progress in English proficiency and academic content areas, and evaluates the dual language program in its first year of district wide implementation.
AISD provided full-day pre-K to 5,196 4-year-olds in 2008–09 at 66 schools. Seventy percent or more of students made measureable gains on a test of receptive vocabulary, and average gains showed growth about two times greater than that expected for 4-year-olds after a 7-month period.
Summary of Title I Services for Private Schools and Facilities for Neglected or Delinquent Students, 2009–2010
This report summarizes federal Title I services provided to eligible students at participating private school programs and facilities for delinquent or neglected students within the AISD attendance area in 2009–2010.
On average, kindergarten English learners (ELs) had lower scores on the TPRI/Tejas Lee and DRA/EDL early reading assessments at the end of the 2009-2010 school year than did non-ELs. For first graders, no significant difference was found between Spanish-speaking ELs and non-ELs on the TPRI/Tejas Lee.
This report summarizes results from the Austin Community Collaboration to Enhance Student Success (ACCESS) program in AISD during 2007-2008.
This report summarizes evaluation results from AISD's Austin Collaborative for Mathematics Education (ACME) and campus support initiative during 2000-2001.
Question: Did mother's completion of the ePromotora program influence children's prekindergarten (pre-k) academic achievement, school attendance, and personal development?
This 2008-2009 school year program uses a train-the-trainer model in which Spanish-speaking mothers participate in a 6-week course about teaching early literacy skills and preparing their children for school. Sixty-nine of 107 mothers completed the program in 2008–2009. Students of mothers who completed the program showed academic gains.