This report provides a longitudinal analysis of enrollment patterns and development of English proficiency among International High School students.
This report summarizes the longitudinal performance of bilingual and English as a second language participants’ STAAR reading and math scores across 5 school years, from 2013–2014 through 2017–2018. Students’ performance is summarized by program.
This report examines the beginning-of-year (BOY) performance of English learners (ELs) who attended summer school in June 2018. Summer school ELs’ performance on Texas Kindergarten Entry Assessment (TX-KEA) and iStation Indicators of Progress (ISIP) was compared to the performance of similar ELs who did not attend summer school. Statistically significant differences were found between the two groups.
This report summarizes results from a 2019 spring survey of 8th-grade students in the middle school Dual Language Program. Most students indicated they enjoyed the program, realized the academic benefits, and wanted to continue Dual Language in high school.
This report summarizes results from a sample of Dual Language (DL) Program classroom observations conducted in the 2017-2018 school year. Instructional specialists used an instrument to rate aspects of program implementation which included classroom environment and instructional methods.
This report provides student feedback on their experiences in the 2017–2018 middle school dual language program.
This reports examines the Fall 2017 early reading performance of students who attended the English learner summer school in June 2017.
Bilingual and English as a Second Language Academic Performance Summary Report, STAAR and EOC, 2017-2018
This report summarizes the bilingual and English as a second language participants’ academic performance during 2017–2018. Students' advanced placement course performance, STAAR and EOC performance, and graduation and dropout rates are summarized.
ELLs are assessed annually in academic subject areas using the State of Texas Assessments of Academic Readiness (STAAR) at elementary and middle school levels. This report describes continuously enrolled AISD ELLs’ performance as compared with all AISD students' performance on STAAR reading and math by program, from 2012–2013 through 2015–2016.
Summary of Elementary Principals’ Comments on Bilingual and English as a Second Language Program Choices for School Year 2018—2019
This report summarizes elementary principals' comments from a December 2017 discussion about the process for choosing bilingual and English as a second language programs for their schools in the 2018-2019 school year.