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.
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 most powerful predictors of overall dropout risk among 9th graders were failing either reading or math TAKS tests, attendance below 90%, and being 16 years or older at the start of the school year.
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.
The performance data on long-term English language learners (ELLs) were mixed and suggest not all long-term ELLs were struggling in English proficiency or content area knowledge. A quarter of long-term ELLs received special education services.
English language learners may have different instructional needs based on their English proficiency, academic knowledge, and number of years in U.S. schools. Analysis of these data helped define 6 ELL performance groups at the 9th grade level.
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.
Question: What were the strongest 8th-grade predictors of dropout among students who would have been members of the graduating class of 2009?
The most powerful predictors of overall student dropout risk were having an 8th-grade attendance rate of less than 90% and failing both the 8th-grade reading and math TAKS tests.
Twenty-nine percent of 2010-2011 AISD students were English language learners (ELLs). The majority of ELLs (62%) made progress in English proficiency and they showed overall improvement in most TAKS content areas for most grades.