Emergent Bilingual Student Experiences and the Bilingual Education and English as a Second Language Programs, 2020–2021
This report outlines emergent bilingual students’ experiences at AISD and in the Bilingual Education (BE) and English as a Second Language (ESL) Programs. As of the Fall 2020 snapshot, AISD had enrolled 21,107 emergent bilingual students, representing 28% of the AISD student population (N = 74,871). Emergent bilingual students’ participation in the BE and ESL, special education, Gifted and Talented, and Career and Technical Education programs are summarized. Additionally, emergent bilingual students’ perception of school climate and aspects of BE and ESL program implementation are discussed.
The Impact of Virtual Bilingual Summer School on English Learners’ Beginning-of-Year (BOY) Performance in 2020–2021
This report examines the beginning-of-year (BOY) reading performance of emergent bilingual students who attended virtual summer school in June 2020. Students' performance on the Texas Kindergarten Entry Assessment (TX-KEA) and MAP reading assessment was compared to that of similar emergent bilingual students who did not attend the summer school program. Students who attended the virtual, bilingual summer school program outperformed the comparison group of students on most assessments.
Eighth-Grade Dual Language Students’ Feedback on the Dual Language Program Secondary Dual Language Program 2020–2021
This report summarizes results from a 2020-2021 survey of 8th-grade students in the middle school Dual Language Program. Most students indicated they felt proud to be bilingual, appreciated the opportunities to receive high school and college credit, and wanted to continue Dual Language in high school.