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.
Coordinated School Health (CSH) Program implementation data are collected from each Austin Independent School District campus in the spring. Campus results are reflected in the district’s strategic plan scorecard and in AISD’s Local Accountability System. * To view the report, click on the link below, then select "Coordinated School Health" from the drop down menu at the top left of the page.
This report examines various outcomes regarding National Board (NB) Certified teachers and their students. The National Board for Professional Teaching Standards' NB certification process is rigorous professional development opportunity available to teachers, counselors, and librarians that involve intensive self-reflection of their teaching practices, based on nationally established standards. Obtaining certification indicates accomplished practice in teaching. Findings indicated that NB-certified teachers were more effective than similar non-NB-certified teachers.
The purpose of this report is to help stakeholders of Professional Pathways for Teachers (PPfT) understand and refine the methods used to measure program implementation and outcomes. This report also contains summative data on the progress of PPfT, which just completed its third year. PPfT first launched district-wide in AISD in the 2016–2017 school year, and since then the concept behind the program has been refined to that of empowering teachers and improving the quality of teaching through a multi-measure appraisal and compensation system.
Afterschool Centers on Education, Austin Independent School District Cycle 10 Final Report, 2018-2019
The AISD Afterschool Centers on Education (ACE Austin) program provided academic assistance, enrichment, college and career readiness, and family engagement activities at seven elementary, one middle, and two high schools through Cycle 10 funding through the Texas Education Agency. ACE Austin was found to have a positive impact on students’ academic achievement, school-day attendance, discipline, and college and career readiness. Most of the parents of ACE Austin students reported an overall positive climate and positive experiences with the ACE Austin program.
This report provides a brief overview of Culturally Responsive Restorative Practices, an innovative framework intended to address discipline disparities and improve school climate and culture at ten AISD schools. This work is part of a 5-year, $3.5 million Education Innovation and Research (EIR) grant from the U.S. Department of Education. Data include staff and student demographics, student attendance, STAAR math and reading passing rates, perceptions of school climate, and disciplinary practices.
The purpose of this Professional Pathways for Teachers (PPfT) evaluation was to examine the measurement validity and reliability of PPfT appraisal data from the 2017–2018 school year. The PPfT appraisal is a multi-measure system that covers three areas: instructional practices (IP), professional growth and responsibilities (PGR), and two student growth measures: a teacher-level student learning objective (SLO) measure and a campus-level school-wide value-added (SWVA) measure.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: Annual Evaluation Report 2018–2019
In 2018–2019, the program’s second federally funded year, GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) Austin served a cohort of 7th-grade students (n = 2,536) across 11 middle schools. Nearly all GEAR UP students received support services relevant to college preparation. Evaluation findings suggest that students, teachers, and parents had a positive perspective on the role of the program services in college preparation.
This report discusses best practices and barriers to successful implementation of social and emotional learning (SEL) at six case study schools in AISD. Researchers from the AISD Department of Research and Evaluation conducted focus groups and interviews with students and staff at two elementary schools, two middle schools, and two high schools to learn about what helps schools integrate SEL into the pedagogy and culture, and what hinders these efforts. A theoretical framework of AISD SEL implementation is proposed, as well as recommendations for campus and program improvement.
Afterschool Centers on Education, Boys and Girls Clubs of the Austin Area Cycle 10 Final Report, 2018-2019
The Afterschool Centers on Education of the Boys and Girls Clubs of the Austin Area (ACE BGCA) provided academic assistance, enrichment, college and career readiness, and family engagement activities at four elementary, three middle, and two high schools through Cycle 10 funding through the Texas Education Agency. ACE BGCA was found to have a positive impact on students’ academic achievement, school-day attendance, discipline, and college and career readiness. Most of the parents of ACE BGCA students reported an overall positive climate and positive experiences with the ACE Austin program.