Publications
Eighth-Grade Dual Language Students' Feedback on the Dual Language Program, 2018-2019
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.
Students Served by LUCHA
This brief report summarizes the enrollment, graduation rates, and leave reasons of AISD students served by the Language Learners at the University of Texas’s Center for Hispanic Achievement (LUCHA) program between 2011–2012 and 2015–2016.
Students of International High School
This report provides a longitudinal analysis of enrollment patterns and development of English proficiency among International High School students.
Project GLAD Focus Group Summary 2016
This report summarizes feedback from teachers and program coordinators who participated in focus group discussions about a newly implemented professional development model called Project GLAD.
Bilingual Education Program Evaluation Summary, 2014-2015
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.
Ninth Grade English Language Learner Performance Groups, Spring 2012
English language learners may have different instructional needs based on their English proficiency, academic knowledge, and number of years in U.S. schools. Analysis of these data helped define 6 ELL performance groups at the 9th grade level.
Resumen del Informe Sobre Aprendices del Idioma Ingles, 2011-2012
En el otoño de 2011, se identificaron como LEP en AISD 24,000 estudiantes, que representan un 28% de la matrícula total de AISD.
English Language Learner Programs Annual Report, 2011-2012
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.
Identifying Long-Term English Language Learners 2010-2011
The performance data on long-term English language learners (ELLs) were mixed and suggest not all long-term ELLs were struggling in English proficiency or content area knowledge. A quarter of long-term ELLs received special education services.
English Language Learners Summary Report 2010-2011
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.