Principal interviews indicate that more practical professional development opportunities for teachers and more strategic support from licensed professionals would better help schools care for students with trauma-related behavioral needs.
This report highlights the results of Austin's 4th- and 8th-grade students on the 2017 National Assessment of Educational Progress, also known as the Nation's Report Card.
This report summarizes Fall 2017 Texas Kindergarten Early Assessment (TX-KEA) results for Austin Independent School District (AISD) kindergarten students, examining those with or without prior AISD prekindergarten experience. Test domains summarized in the report include vocabulary, listening comprehension, blending, letter names, letter sounds, math, and socioemotional.
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.
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 is one of several that examines the data to investigate equity in AISD. It describes the performance gaps between and among student groups district-wide for reading, math, writing, disciplinary removals/placements, and graduation rates.
This report documents feedback obtained at two meetings with principals and teachers of pre-kindergarten centers offering the dual language (DL) program. Participants were asked to provide input about DL program implementation in the 2015-2016 school year, and to discuss recommendations about proposed changes for the DL program delivery model in the 2016-2017 school year.
This report summarizes highlights from the Dual Language Program rubric classroom observations conducted in October 2015. Observers rated several aspects of program implementation according to the rubric and provided comments about classroom practices observed.
This report describes campus effects of AISD's SEL program from the year prior to SEL implementation (i.e., 2010-2011 when available) through 2014-2015. Analyses also examine which SEL outcome measures were related to SEL implementation ratings.
This report summarizes highlights from discussions, or "platicas", held with elementary principals about the district's dual language program. Principals provided their opinions about the program and gave suggestions for improvements.