Educator Quality Research Series Issue 3: Traditional and Alternatively Certified Novice Teacher Effectiveness in AISD, 2008-2009
This report describes the results of analyses comparing TAKS performance of novice (teachers with 1-3 years of teaching experience) alternatively certified teachers with novice teachers who were traditionally certified. Click here for more!
Career and Technical Education Program Evaluation Series Issue 2: Postsecondary Outcomes for the Class of 2009
Issue 2 assesses whether significant differences existed in the postsecondary enrollment or employment of 2009 AISD graduates, based on their participation in Career and Technical Education.
This report examines student growth on TAKS as a measure of effective teaching in AISD. Results highlight the importance of analyzing student growth along with student passing rates when examining teacher effectiveness.
This report summarizes AISD teacher characteristics and research regarding which teacher and school factors differentiate effective AISD teachers from their less effective peers.
The most powerful predictors of overall dropout risk among 9th graders were failing either reading or math TAKS tests, attendance below 90%, and being 16 years or older at the start of the school year.
Question: Did mother's completion of the ePromotora program influence children's prekindergarten (pre-k) academic achievement, school attendance, and personal development?
This 2008-2009 school year program uses a train-the-trainer model in which Spanish-speaking mothers participate in a 6-week course about teaching early literacy skills and preparing their children for school. Sixty-nine of 107 mothers completed the program in 2008–2009. Students of mothers who completed the program showed academic gains.
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.
The OEYP state-funded program provides extended learning for students who are at risk of academic failure. This report summarizes AISD's OEYP activities during 2008-2009.
This report examines 2008-2009 academic performance of students who have exited bilingual education (BE) or English as second language (ESL) programs.
Bilingual Education and English as a Second Language Programs Longitudinal Summary Report: 2005-2006 to 2008-2009
This report summarizes data on English language learners' academic achievement, English language acquisition, and other school data from 2005–2006 to 2008–2009 school years.