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 AISD English learners’ (ELs) Texas English Language Proficiency Assessment System (TELPAS) performance on the 2019 Spring test administration. Student performance is summarized by domain and composite ratings, years in U.S. schools, and yearly progress.
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.
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 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.
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.
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 documents feedback obtained at two meetings with principals and teachers of pre-kindergarten centers offering the dual language (DL) program. Participants were asked to provide input about DL program implementation in the 2015-2016 school year, and to discuss recommendations about proposed changes for the DL program delivery model in the 2016-2017 school year.
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 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.