This report includes results for Austin Partners in Education (APIE) programs in 2018-2019 including math classroom coaching, GEAR UP tutoring, college readiness, and mentoring. It highlights continued academic support programs serving students in 8th grade math classroom coaching and 12th grade college readiness programs, as well as, provides baseline data of pilot programs and expansion.
This report summarizes AISD Fall 2017 enrollment and academic performance outcomes for students who attended the 2017 summer programs supported with federal Title I funds.
The district's MBK program provided mentors for students experiencing chronic absenteeism at six campuses in the 2016–2017 school year. This report summarizes program outcomes.
This report describes the School Turnaround AmeriCorps Initiative and the program's impact on students at Reagan High School and Travis High School during the 2015-2016 school year.
This report provides a brief overview of key component's of AISD's federal Title I, Part A program for 2015-2016, including funding, student and teacher demographics, student academic performance, and accountability.
This report summarizes AISD's Title I, Part A program for 2014-2015. AISD annually receives federal NCLB Title I funds, based on the percentage of low-income students in the district's attendance zones, for the purpose of improving educational programs.
In the 2014–2015 school year, Eastside Memorial High School implemented a High-Dosage Tutoring (HDT) Program that served approximately 156 Algebra I students. This report summarizes student outcomes, tutor, teacher, and student perceptions, and program logistics.
This report describes characteristics of students from the Class of 2014 who graduated on time, dropped out, or continued in high school. We present demographic information and data for dropout risk factors identified in previous research.
In the 2013–2014 school year, the High-Dosage Tutoring (HDT) Program served approximately 1,698 students at nine AISD schools. This report summarizes the third year of implementation and outcomes.
The disparity in passing rates of at-risk and not at-risk students decreased for nearly half of STAAR subjects and grades, but increased in nearly as many cases. However, the gap narrowed to the smallest measured in six years of graduation rates.