English language learners were more likely to attend school and to meet the STAAR passing standards in reading and math when their teachers used creative teaching strategies more frequently. These findings coincide well with the research that encourages teachers of foreign languages to be creative in their teaching so that students not only benefit from language learning, but also develop broader educational objectives and learning outcomes (Maley & Peachey, 2015).
This annual report summarizes Austin ISD's English language learner students and the bilingual and ESL programs in which they participated during the 2015-2016 school year. The report includes summaries of data on student demographics, language acquisition, and academic performance. Este informe anual resume los estudiantes de Austin ISD que aprenden inglés y los programas bilingües y de ESL en los que participaron durante el año escolar 2015-2016. El informe incluye resúmenes de datos sobre demografía estudiantil, adquisición de lenguaje y desempeño académico.
This report summarizes English language learners’ (ELLs) performance on the Evaluación del Desarrollo de la Lectura, an assessment of Spanish reading ability over three consecutive school years. It includes only ELLs who joined AISD in kindergarten in 2012.
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.
This report summarizes Austin ISD elementary dual language teachers' Spring 2016 survey results. Teachers were asked about different aspects of the district's dual language models, instructional practices, and support.
This report summarizes Spring 2016 Texas English Language Proficiency Assessment System (TELPAS) results for Austin ISD's English language learner (ELL) students. TELPAS is used annually in Texas public schools to assess ELLs' English acquisition in listening, speaking, reading, and writing.
This report is one of several that examines the data to investigate equity in AISD. It describes the performance gaps between and among student groups district-wide for reading, math, writing, disciplinary removals/placements, and graduation rates.
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 report summarizes highlights from the Dual Language Program rubric classroom observations conducted in October 2015. Observers rated several aspects of program implementation according to the rubric and provided comments about classroom practices observed.
This report summarizes feedback from elementary dual language teachers who participated in focus group discussions in January and February 2016. Teachers gave their opinions about the program components and suggestions for how to improve the program implementation.