Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: Annual Evaluation Report 2019–2020
In 2019–2020, the program’s third federally funded year, GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) Austin served a cohort of 8th grade students (n = 2,546) across 11 middle schools. Nearly all GEAR UP students received support services relevant to college preparation. Evaluation findings suggest that students, teachers, and parents had a positive perspective on the role of the program services in college preparation.
This report summarizes findings and outcomes from the revised Dyslexia Program at Overton Elementary School during the 2018-2019 school year and provides recommendations for future literacy intervention programs in AISD.
Early College High School (ECHS) provides students with the opportunity to earn a high school diploma and 60 college hours, which lead to an associate’s degree. This report describes demographic characteristics and academic outcomes of the students served by ECHS and highlights emerging topics from the program coordinator survey.
The AISD Family Learning Preference survey was sent to all families of students on middle and high school campuses. Families responded on behalf of over 21,000 students (N= 21,547) out of a possible 37,400 students for about a 58% response rate for the survey. Families were asked which instructional model they planned for their student to participate in from the options remote off-campus learning and on-campus learning beginning November 2nd. Overall, about 78% of responses for students on the survey indicated that families plan for their student to be engaged in remote off-campus learning.
Pathways in Technology (P-TECH) provides a 6-year, career-focused program that combines high school and college coursework with real-world work experience. This report includes findings regarding demographic characteristics and academic outcomes of the students served by the program and highlights emerging topics from P-TECH coordinators survey.
This report summarizes the first year of the prekindergarten partnership between AISD, United Way for Greater Austin, and participating child development centers that served 417 students. Classrooms and students displayed high quality of instruction and academic performance, and teacher professional development opportunities are summarized.
This report includes findings regarding demographic characteristics and academic outcomes of Twilight students; highlights emerging topics from the student, teacher, and staff surveys; and provides recommendations for future program implementation.
This report includes findings regarding demographic characteristics and academic outcomes of DELTA students; highlights emerging topics from the student, teacher, and staff surveys; and provides recommendations for future program implementation.
Professional Pathways for Teachers: 2018-2019 Appraisal Results for Career and Technical Education Instructors
Comparisons between CTE and non-CTE instructors and between CTE endorsements were examined in the context of PPfT and CTE’s overlapping goals of quality instruction and professional learning. CTE instructors had significantly higher summative scores than did non-CTE instructors. Almost twice as many CTE as non-CTE instructors earned a distinguished rating. Results supported key indicators of CTE high-quality instruction (i.e., prepared and effective program staff, engaging instruction, work-based learning opportunities, and standards-aligned and industry-based curriculum and instruction).
Part of Austin Independent School District (AISD)'s ongoing commitment to employees’ well-being and retention includes understanding employees’ feelings toward their work environment. AISD’s customer experience department, CARES (customer focused, action oriented, responsive, empathetic, and service driven), worked with AISD's Department of Research and Evaluation (DRE) to create items to be added to staff surveys to accomplish this. Analysis of responses to these items and comparisons between feelings and perceptions of campus-based staff and Central Office staff are described in…