Publications
Twilight Credit Recovery Program Annual Report 2020–2021
Overall, Twilight student outcomes were positive. The middle school students who participated in Twilight had a 60% success rate and high school students who participated in Twilight had a 77% success rate. In addition, 81% of the 12th graders who participated in Twilight graduated from high school. Lastly, students, teachers, and campus administrators had very positive thoughts about Twilight and indicated this program helped students recover grades and attendance so they could be promoted and stay on track to graduate.
Diversified Education Through Leadership, Technology, and Academics (DELTA) Credit Recovery Program Annual Report 2020–2021
DELTA student outcomes were positive. A total of 1,617 students attempted to recover 2,875 credits and 64% of credits were earned. In addition, 79% of the 12th graders in DELTA graduated from high school. Lastly, students, teachers, and campus administrators had very positive thoughts about DELTA and how this program helped students earn credits and stay on track to graduate.
Twilight Credit Recovery Program, Promotion and Graduation Outcomes, 2019-2020
This report summarizes grade-level promotion and graduation outcomes for 2,192 Austin Independent School District (AISD) students who participated in the Twilight Program in 2019–2020. Of the 12th-grade students enrolled in Twilight in 2019–2020, 92% graduated. Of Twilight students in 6th through 11th grades, 90% were promoted to the next grade level.
DELTA Credit Recovery Program Promotion and Graduation Outcomes, 2019–2020
This report summarizes grade-level promotion and graduation outcomes for 2,163 Austin Independent School District (AISD) students who participated in the DELTA Program in 2019–2020. Seventy-four percent of DELTA students in 9th through 11th grades were promoted to the next grade level and of the DELTA students in 12th grade, 83% graduated from high school.
Austin Partners in Education Annual Report, 2019-2020
This report includes results for Austin Partners in Education (APIE) programs in 2019-2020 including math classroom coaching, GEAR UP tutoring, college readiness, and mentoring. It highlights continued academic programs serving students in middle and high school and describes APIE support provided to teachers' instruction. As classroom instruction transitioned to remote format due to the pandemic, APIE staff transitioned services to assist in the development of online curriculum, communication with students, and facilitation of instruction in a virtual format.
Austin ISD Postsecondary Enrollment, Graduating Classes of 2013-2019
This report summarizes postsecondary enrollment rates for AISD graduates, Classes 2013 through 2019.
Early College High School Program Summary Report, 2019-2020
Early College High School (ECHS) provides students with the opportunity to earn a high school diploma and 60 college hours, which lead to an associate’s degree. This report describes demographic characteristics and academic outcomes of the students served by ECHS and highlights emerging topics from the program coordinator survey.
Pathways in Technology Early College High School Program Summary Report, 2019-2020
Pathways in Technology (P-TECH) provides a 6-year, career-focused program that combines high school and college coursework with real-world work experience. This report includes findings regarding demographic characteristics and academic outcomes of the students served by the program and highlights emerging topics from P-TECH coordinators survey.
New Discoveries in High School Arts Participation and the Implications for Equity
In this report, we grouped students into three distinct categories, based on patterns that emerged in arts participation during high school, which we named spartans, explorers, and deep divers. The patterns in arts participation represent not just the students, but also the opportunities and barriers they encountered. We found that these patterns are strongly associated with student characteristics and postsecondary outcomes. Our hope is that understanding these patterns in arts participation 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.