This report summarizes Spring 2016 Texas English Language Proficiency Assessment System (TELPAS) results for Austin ISD's English language learner (ELL) students. TELPAS is used annually in Texas public schools to assess ELLs' English acquisition in listening, speaking, reading, and writing.
AISD provided summer programs in 2010 for students to accelerate academic learning, maintain academic skills between school years, recover course credits, retake state achievement tests, or experience school-level transition activities.
This report summarizes the bilingual and English as a second language programs implemented during 2017–2018. Programs and program participation are summarized, as well as student demographic characteristics and the number of students served.
This annual report summarizes Austin ISD's English language learner students and the bilingual education programs that served them during the 2014-2015 school year. The report includes summaries of data on student demographics, language acquisition, and academic performance.
This report summarizes existing evidence on the impact of mixed language classroom instruction, providing a summary of 2017 AISD elementary students' performance on the state's reading test.
This report summarizes AISD services and activities funded by the federal Title I Part A grant for the 2007-2008 school year.
This report summarizes AISD services and activities funded by the federal Title I Part A grant for the 2006-2007 school year.
American Recovery and Reinvestment Act (ARRA) Individuals with Disabilities Education Act (IDEA) Evaluation 2009-2011
AISD used $16 million to support 25 ARRA IDEA projects to reduce the student academic achievement gap, reduce disproportionality, reduce dropout, improve district processes, improve teacher quality, and evaluate programs.
AISD used $13,541,075 federal Title I funds for 2001-2002 to serve low-income students and support district parent involvement and other grant activities.
This report summarizes feedback from elementary dual language teachers who participated in focus group discussions in January and February 2016. Teachers gave their opinions about the program components and suggestions for how to improve the program implementation.