In this report, we grouped students into three distinct categories, based on how they approached arts learning during high school, which we named spartans, explorers, and deep divers. The approach to arts learning represents not just the students, but also the opportunities and barriers they encountered. We found that these approaches are strongly associated with student characteristics and postsecondary outcomes. Our hope is that understanding the three approaches to arts learning will inform how we strategize for more equitable access to the arts during high school.
Fifth-Grade Dual-Language Students’ 2020 Performance on the Spanish Language Proficiency Assessment (STAMP 4Se)
This report examines the Spanish language proficiency of fifth-grade students enrolled in the two-way Dual Language (DL) Program. Both native and non-native English speakers’ Spanish language proficiency was assessed with the STAMP 4Se assessment in Spring 2020. Students were assessed on four domains of Spanish language proficiency (reading, listening, writing, and speaking). Compared to last year's scores, student performance levels on reading and listening remained the same, while performance levels for writing and speaking improved slightly.
This report summarizes grade-level promotion and graduation outcomes for 2,859 Austin Independent School District (AISD) students who participated in the Twilight Program in 2018–2019. Of the 12th-grade students enrolled in Twilight in 2018–2019, 95% graduated. Of Twilight students in 6th through 11th grades, 94% were promoted to the next grade level.