Publications
Seed Model Campus Cohort Program Evaluation: Early signs of campus improvement in social and emotional learning
This report looks at the impact of the Seed Model Campus Cohort Program in its first 3 years of implementation. Evidence put forth in the report suggests that by deliberately focusing on inclusive program design and peer-to-peer sharing with a focus on growth, the program already positively contributes to SEL implementation, particularly through increased coordination of SEL leadership efforts and through increased adult SEL skills.
Afterschool Centers on Education Foundation Communities Cycle 9 Final Report, 2019-2020
The Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The ACE Foundation Communities’ Cycle 9 program provides intentional afterschool program experiences that are high quality, challenging, and inspiring. Across activities and centers, the afterschool program focuses on three primary objectives: decrease school-day absences, decrease discipline referrals, and increase academic achievement. This report examines outcomes for participants.
Afterschool Centers on Education Austin Independent School District Cycle 10 Final Report 2019-2020
The Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The ACE Austin Cycle 10 program provides intentional afterschool program experiences that are high quality, challenging, and inspiring. Across activities and centers, the afterschool program focuses on three primary objectives: decrease school-day absences, decrease discipline referrals, and increase academic achievement. This report examines outcomes for participants.
Afterschool Centers on Education Austin Independent School District Cycle 9 Final Report 2019-2020
The Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The ACE Austin Cycle 9 program provides intentional afterschool program experiences that are high quality, challenging, and inspiring. Across activities and centers, the afterschool program focuses on three primary objectives: decrease school-day absences, decrease discipline referrals, and increase academic achievement. This report examines outcomes for participants.
Afterschool Centers on Education Boys and Girls Clubs of the Austin Area Cycle 10 Final Report, 2019-2020
The Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The ACE BGCAA Cycle 10 program provides intentional afterschool program experiences that are high quality, challenging, and inspiring. Across activities and centers, the afterschool program focuses on three primary objectives: decrease school-day absences, decrease discipline referrals, and increase academic achievement. This report examines outcomes for participants.
2017-2018 ACE Afterschool Program Climate Highlights
More students feel safe in their afterschool programs than feel safe during the school day, according to 2017-2018 climate surveys. In addition, in afterschool, many desirable climate factors increased from the 2016–2017 school year to the 2017–2018 school year, while they decreased in the school-day environment.
Creative Learning Initiative: Implementation Summary, 2018-2019
The Creative Learning Initiative (CLI) is a community-wide effort to bring creative learning and the arts to each and every student in Austin. Lead by MINDPOP, the City of Austin, and Austin Independent School District (AISD), CLI designs systematic and sustainable programs that integrate creativity, creative teaching strategies, and the arts with classroom teaching, campus programming, and campus improvement. Overall, CLI implementation in 2018–2019 was comparable to prior years and continues to have a positive impact on students. This report summarizes the CLI implementation activities.
Approaches to Arts Learning in High School
In this report, we grouped students into three distinct categories, based on how they approached arts learning during high school, which we named spartans, explorers, and deep divers. The approach to arts learning represents not just the students, but also the opportunities and barriers they encountered. We found that these approaches are strongly associated with student characteristics and postsecondary outcomes. Our hope is that understanding the three approaches to arts learning will inform how we strategize for more equitable access to the arts during high school.
Creative Learning Initiative 2016–2017 Annual Report
Report of program evaluation activities for the 2016-2017 school year.
Sequential Fine Arts in 2017-2018
AISD promotes access to sustained learning for all students in music, visual art, drama, and dance. This report discusses the relationship between sequential fine arts participation and student outcomes for the school year 2017–2018 and how the relationships differ between based on student characteristics (i.e. race, ethnicity, special education status and limited English speaking status). To view the interactive report, click on the link below, then use the green drop down menu in the upper left corner to select “Fine Arts Participation.”