This report provides a longitudinal analysis of enrollment patterns and development of English proficiency among International High School students.
This report summarizes AISD English learners’ (ELs) Texas English Language Proficiency Assessment System (TELPAS) performance on the 2019 Spring test administration. Student performance is summarized by domain and composite ratings, years in U.S. schools, and yearly progress.
This report summarizes Spring 2016 Texas English Language Proficiency Assessment System (TELPAS) results for Austin ISD's English language learner (ELL) students. TELPAS is used annually in Texas public schools to assess ELLs' English acquisition in listening, speaking, reading, and writing.
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.
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 highlights from the Dual Language Program rubric classroom observations conducted in October 2015. Observers rated several aspects of program implementation according to the rubric and provided comments about classroom practices observed.
This report suggests potential program sites for the middle school dual language program based on student needs, campus capacity, and parental and staff interest.
The following report examines the Dual Language Program implementation in three school districts similar to AISD. The school districts are compared in terms of demographic composition, program implementation, and English language learners' academic performance on STAAR 2014.
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.