This report summarizes the 2007-2008 program evaluation results of the AISD-UT partnership to improve math instruction in all high schools and thus increase student math achievement across the district.
English language learners were more likely to attend school and to meet the STAAR passing standards in reading and math when their teachers used creative teaching strategies more frequently. These findings coincide well with the research that encourages teachers of foreign languages to be creative in their teaching so that students not only benefit from language learning, but also develop broader educational objectives and learning outcomes (Maley & Peachey, 2015).
The disparity in passing rates of at-risk and not at-risk students decreased for nearly half of STAAR subjects and grades, but increased in nearly as many cases. However, the gap narrowed to the smallest measured in six years of graduation rates.
Twenty-nine percent of 2010-2011 AISD students were English language learners (ELLs). The majority of ELLs (62%) made progress in English proficiency and they showed overall improvement in most TAKS content areas for most grades.
This report summarizes the academic performance of emergent bilingual students, also known as English learners, for the 2019–2020 school year. Results are presented from the Texas English Language Proficiency Assessment System (TELPAS), advanced placement (AP) course enrollment and exam performance, college readiness indicators, and graduation and dropout rates. Results for the State of Texas Assessment of Academic Readiness (STAAR) test, academic course performance, and end-of-course tests were unavailable this year due to the COVID-19 pandemic.
This report summarizes student demographics and participation in Bilingual and English as a Second Language programs for 2019—2020 (N = 22,758). Emergent bilingual students’ perceptions of school climate and college intentions are also discussed.
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.
Bilingual and English as a Second Language Academic Performance Summary Report, STAAR and EOC, 2018-2019
This report summarizes the academic performance of students in the AISD bilingual and English as a second language programs during 2018–2019. Students' advanced placement course performance, STAAR and EOC performance, as well as graduation and dropout rates are summarized.
This report summarizes AISD's bilingual and English as a second language programs implemented during 2018-2019. Programs 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.