AISD graduates completed a follow-up survey about their high school college and/or career preparation one year after graduation. This report focuses on students’ perceptions of their postsecondary preparedness and ways it could be improved.
Patterns of course credit attainment for 2009-2010 AISD high school students are discussed. Among those most likely not to be on track to graduate in 4 years were English language learners and students in special education.
This report assesses whether significant differences existed in the postsecondary enrollment or employment of 2010 AISD graduates, based on their participation in Career and Technical Education and their industry certification status.
Overall postsecondary enrollment of AISD graduates increased slowly over time until 2010. The drop in enrollment this year follows a national trend. Enrollment at 4-year colleges fell more than did enrollment at 2-year colleges.
AISD Prekindergarten Program Longitudinal Summary Report, Issue 2: Half-Day versus Full-Day Programs, 2001-2002 Pre-K Cohort
Full-day pre-K students from the 2001–2002 cohort were more likely to pass the 2010 7th-grade reading TAKS than were kindergarten students from the 2002–2003 cohort who were assumed eligible for pre-K but did not attend pre-K in 2001–2002.
This report examines the relationship between four broad dimensions of school climate (i.e., respectful school environment, school engagement and community involvement, expectations for student achievement, and campus support for teachers) and the percentage of students meeting the state standard on TAKS (math and reading only).
This report describes results for the school-wide growth component of the AISD REACH strategic compensation program in 2009-2010.
AISD Prekindergarten Program Longitudinal Summary Report, Issue 1: Long-Term Benefits, 2005-2006 Pre-K Cohort
Economically disadvantaged English language learners who were enrolled in the 2005-2006 AISD pre-K program performed better on the Spring 2010 reading and math TAKS than did similar students who first enrolled in AISD during kindergarten or later.
This report summarizes the 2009-2010 results of 25 AISD's special education grant projects. Goals were to reduce the student achievement gap and disproportionality, improving teacher quality and district processes, and evaluating projects.
Travis County Collaborative Afterschool Program served 1,309 students during the 2009-10 school year. Program participation had mixed results on students' attendance, discipline and academic performance.