Publications
Perceptions of Student Voice at AISD High Schools
AISD high school students were less likely than high school staff to believe their ideas and opinions influenced school policies, according to findings from the 2020-2021 AISD Student Climate Survey and the 2021 AISD Multi-Program Survey. Differences between students' and staff's perceptions were greatest at schools with a higher percentage of white students. In addition, students at smaller high schools were more likely to believe their ideas and opinions mattered when compared to students at larger high schools.
Culturally Responsive Restorative Practices: Preliminary Data from Participating Schools, 2020-2021
Culturally Responsive Restorative Practices, an innovative framework intended to counteract discipline disparities and improve school climate and culture, entered year 3 of implementation in 2020-2021. Highlights from ten participating schools included improved perceptions of school climate by students and staff and consistent participation in professional learning and community building opportunities by staff members.
Gender-Diverse Students' Experiences in AISD
Gender-diverse secondary students (i.e., students in grades 6-11 who identify as transgender, nonbinary, or questioning) continue to report a more challenging school climate than their cisgender peers, according to results from the 2020-2021 AISD Student Climate Survey. This report highlights the largest differences in students' perceptions and includes qualitative responses from gender-diverse students about when they feel welcome or unwelcome at school. Recommendations for strengthening supports for gender-diverse students are discussed.
Student Climate Survey, Spring 2021
The AISD Student Climate Survey measures students' perceptions of school climate across a number of dimensions, including engagement, relationships, safety, personal development skills, and college intentions. Students in grades 3 through 11 are provided with the voluntary opportunity to take the survey every spring, with survey results used by district and campus leaders for planning, goal setting, and decision-making. To view results, click on the link below, then select "Student Climate Survey" from the drop down menu at the top left of the page.
Culturally Responsive Restorative Practices: Preliminary Data from Participating Schools, 2019-2020
This report provides a brief overview of Culturally Responsive Restorative Practices, an innovative framework intended to address discipline disparities and improve school climate and culture at ten AISD schools. This work is part of a 5-year, $3.5 million Education Innovation and Research (EIR) grant from the U.S. Department of Education. Highlights from year two of CRRP implementation include improved perceptions of school climate by students and staff, reduced reliance on exclusionary discipline, and steadily growing staff participation in CRRP and CP&I professional learning…
Perceptions of Staff's Social and Emotional Learning in AISD
This report explores teachers' and administrators' perceptions of social and emotional learning (SEL) in AISD. Based on analysis of responses to the 2019 Employee Coordinated Survey and the 2018-2019 Teaching, Empowering, Leading, and Learning (TELL) Survey, this report indicates significant positive correlations between staff's SEL knowledge and competencies and numerous aspects of school climate and culture.
Student Climate Survey, Spring 2020
The AISD Student Climate Survey provides insight into student engagement, the behavioral environment, academic persistence, adult relationships, safety, respect, personal development skills, and college intentions. The survey is used to monitor a variety of key initiatives and policies, including Campus Improvement Plans and the Superintendent's Scorecard. To view results, click on the link below, then select "Student Climate Survey" from the drop down menu at the top left of the page.
Culturally Responsive Restorative Practices: Preliminary Data from Participating Schools, 2018-2019
This report provides a brief overview of Culturally Responsive Restorative Practices, an innovative framework intended to address discipline disparities and improve school climate and culture at ten AISD schools. This work is part of a 5-year, $3.5 million Education Innovation and Research (EIR) grant from the U.S. Department of Education. Data include staff and student demographics, student attendance, STAAR math and reading passing rates, perceptions of school climate, and disciplinary practices.
Social and Emotional Learning: Best Practices and Barriers to Successful Implementation
This report discusses best practices and barriers to successful implementation of social and emotional learning (SEL) at six case study schools in AISD. Researchers from the AISD Department of Research and Evaluation conducted focus groups and interviews with students and staff at two elementary schools, two middle schools, and two high schools to learn about what helps schools integrate SEL into the pedagogy and culture, and what hinders these efforts. A theoretical framework of AISD SEL implementation is proposed, as well as recommendations for campus and program improvement.
Student Data Dig 2019: Ann Richards School
This report summarizes two student data digs held at Ann Richards School for Young Women Leaders in Spring 2019. Using data from the Spring 2019 AISD Student Climate Survey, students connected their experiences to survey data and brainstormed topics and strategies for a proposed course on social and emotional learning (SEL) skill development as part of the school's broader effort to support student wellness and achievement.