This report examines the impact of Creative Teaching techniques on students’ academic growth on the State of Texas Assessment of Academic Readiness (STAAR) reading and math tests from 2016–2017 to 2017–2018. Statistically significant growth on STAAR reading was found for students who had teachers who were moderately competent at Creative Teaching techniques and used these techniques at least two times per week in their classrooms.
The Creative Learning Initiative (CLI) is a community-wide effort to bring creative learning and the arts to each and every student in Austin. Lead by MINDPOP, the City of Austin, and Austin Independent School District (AISD), CLI designs systematic and sustainable programs that integrate creativity, creative teaching strategies, and the arts with classroom teaching, campus programming, and campus improvement. Overall, CLI implementation in 2018–2019 was comparable to prior years and continues to have a positive impact on students. This report summarizes the CLI implementation 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 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 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.
Fifth-Grade Native English Speakers' Performance on the Spanish-Language Proficiency Assessment, STAMP 4Se, 2018-2019
This report examines fifth-grade native English speakers’ performance on the Spanish language proficiency assessment. Spanish language proficiency was assessed with the STAMP 4Se assessment, which was given in the Spring 2019 semester to fifth-grade native English speaking students enrolled in the two-way Dual Language (DL) Program. Students were assessed on four domains of Spanish language proficiency (reading, listening, writing, and speaking). Student performance levels on all four domains increased compared with student performance in 2018.
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.
This report summarizes AISD English learners’ (ELs) TELPAS performance on the 2018 Spring administration. Student performance is summarized by domain and composite ratings, and years in U.S. schools. The changes made to the test are also discussed.
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.