This report provides information on AISD's bilingual and English as a Second Language programs implemented in 2016–2017, summarizing the numbers of students served, and students’ language acquisition and academic performance.
This annual report summarizes Austin ISD's English language learner students and the bilingual and ESL programs in which they participated during the 2015-2016 school year. The report includes summaries of data on student demographics, language acquisition, and academic performance. Este informe anual resume los estudiantes de Austin ISD que aprenden inglés y los programas bilingües y de ESL en los que participaron durante el año escolar 2015-2016. El informe incluye resúmenes de datos sobre demografía estudiantil, adquisición de lenguaje y desempeño académico.
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.
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.
The New Bilingual Teacher Institute follow-up survey allowed new bilingual teachers to reflect on how well the training prepared them and its usefulness, professional development, and support and resources received in their first year of teaching.
During the summer of 2014, Austin ISD’s Department of English Language Learners provided guided language acquisition design (Project GLAD) training to 33 district teachers. Teachers from two AISD campuses were selected to participate in the district’s pilot of the Project GLAD program. This report summarizes Fall 2014 survey responses from the 33 teachers who participated in the training.
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.
This report summarizes the bilingual and English as a second language programs implemented during 2017–2018. Programs and program participation are summarized, as well as student demographic characteristics and the number of students served.
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.