Ten AISD elementary campuses implemented one-way and two-way dual language pilot programs in the 2010–2011 year. What were parent and staff’s perception of its implementation? Did students advance in second language proficiency? Find out more.
This report provides a description of ELL enrollment in the district, examines ELL progress in English proficiency and academic content areas, and evaluates the dual language program in its first year of district wide implementation.
Prekindergarten Evaluation Series: Peabody Picture Vocabulary Test Performance by Vertical Team 2010-2011
Although pre-K students average gains on the 2010-2011 PPVT/TVIP significantly differed by vertical team, these differences were attributed more to the students’ school or classroom rather than to the vertical team in which a school resides.
The AISD pre-K program advanced nearly one-third of students to above the national average in receptive vocabulary ability in their native language by Spring 2012, with more than 50% of students scoring above the national average on the test.
In 2012-2013, AISD pre-K students demonstrated growth in receptive vocabulary on a nationally-normed test. Students enrolled in multiple programs showed greater growth in receptive vocabulary in their native language than did other pre-K students.
Although more than a third of tested pre-K students (37%) entered AISD one standard deviation below the national average in receptive vocabulary, the AISD pre-K program accelerated these students’ growth by nearly twice the national average.
This report summarizes the Dual Language Training Institute October 2012 observations of implementing dual language classrooms in schools across the district.
AISD Burmese refugee student enrollment has increased since the 2006–2007 year, and the number is expected to rise as Austin resettlement agencies serve more families coming into the US. Learn more about how AISD can better serve this population.
Twenty-nine percent of students enrolled in AISD were English language learners in 2009-2010. The majority of them (62%) continued to make progress in English proficiency and their TAKS scores have continued to improve over the years.
Question: What were the strongest 8th-grade predictors of dropout among students who would have been members of the graduating class of 2009?
The most powerful predictors of overall student dropout risk were having an 8th-grade attendance rate of less than 90% and failing both the 8th-grade reading and math TAKS tests.