The Impact of Virtual Bilingual Summer School on English Learners’ Beginning-of-Year (BOY) Performance in 2020–2021
This report examines the beginning-of-year (BOY) reading performance of emergent bilingual students who attended virtual summer school in June 2020. Students' performance on the Texas Kindergarten Entry Assessment (TX-KEA) and MAP reading assessment was compared to that of similar emergent bilingual students who did not attend the summer school program. Students who attended the virtual, bilingual summer school program outperformed the comparison group of students on most assessments.
This report summarizes student demographics and participation in Bilingual and English as a Second Language programs for 2019—2020 (N = 22,758). Emergent bilingual students’ perceptions of school climate and college intentions are also discussed.
This report summarizes results from a 2020 spring survey of 8th-grade students in the middle school Dual Language Program. Most students indicated they felt proud to be bilingual, appreciated the opportunities to receive high school and college credit, and wanted to continue Dual Language in high school.
This report examines the beginning-of-year (BOY) reading performance of English learners (ELs) who attended summer school in June 2019. Summer school ELs’ performance on the Texas Kindergarten Entry Assessment (TX-KEA) and iStation Indicators of Progress (ISIP) was compared to that of similar ELs who did not attend summer school. Spanish-speaking and non-Spanish-speaking summer schoolers' results also were compared. Results for ELs who attended summer school for two years were compared to those who only attended one year. Significant differences were found among groups.
This report summarizes the academic performance of emergent bilingual students, also known as English learners, for the 2019–2020 school year. Results are presented from the Texas English Language Proficiency Assessment System (TELPAS), advanced placement (AP) course enrollment and exam performance, college readiness indicators, and graduation and dropout rates. Results for the State of Texas Assessment of Academic Readiness (STAAR) test, academic course performance, and end-of-course tests were unavailable this year due to the COVID-19 pandemic.
This report summarizes the academic performance of students in the AISD secondary dual language program during 2019–2020. Topics include program and student characteristics, performance on the Texas English Language Proficiency Assessment System (TELPAS), enrollment in advanced placement (AP) courses and performance on AP exams. Due to the COVID-19 pandemic and school closures, academic course performance, performance on the State of Texas Assessment of Academic Readiness (STAAR) tests and performance on the end-of-course (EOC) tests are not included.