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.
Professional Pathways for Teachers: 2018-2019 Appraisal Results for Career and Technical Education Instructors
Comparisons between CTE and non-CTE instructors and between CTE endorsements were examined in the context of PPfT and CTE’s overlapping goals of quality instruction and professional learning. CTE instructors had significantly higher summative scores than did non-CTE instructors. Almost twice as many CTE as non-CTE instructors earned a distinguished rating. Results supported key indicators of CTE high-quality instruction (i.e., prepared and effective program staff, engaging instruction, work-based learning opportunities, and standards-aligned and industry-based curriculum and instruction).
The ninth annual High School Exit Survey was administered online to seniors in every AISD high school during Spring 2011. In total, 3,793 seniors completed the survey, for an adjusted response rate of 87.3 percent.
In the first year of the CTE 5-Year Plan, this report describes outcomes for CTE goals in program alignment, quality instruction, and access and equity. Among high school CTE students, 3,203 earned at least one industry-based certification. Industry partners included 140 businesses and organizations that provided work-based experiences to AISD CTE students. Through high-quality, standards-based, industry-aligned pathways, CTE students gain work experience, academic knowledge, technical and professional skills, leadership development, and postsecondary credentials.
This report uses the High School Exit Survey as a vehicle to explore explanations for the consistent postsecondary enrollment gap between Hispanic seniors and students of other races/ethnicities.
The High School Exit Survey was administered online to seniors in every AISD high school during Spring 2010. In total, 3,574 seniors in the Class of 2010 completed the survey, for a response rate of 87.9 percent.
This report summarizes results from AISD's high school exit survey of students in the graduating Class of 2009. Reports are available by campus and for the whole district.
This report summarizes the 1998-1999 program evaluation results of AISD's School-to-Career program, which is a system of integrated school-based and work-based learning that integrates academic and occupational learning.
Sixty-three percent of Class of 2013 graduates enrolled in a postsecondary institution the year after high school, and 74% of Class of 2012 graduates persisted in college for a second year. The supplemental report provides technical documentation.
This report summarizes grade-level promotion and graduation outcomes for 2,646 Austin Independent School District (AISD) students who participated in the DELTA Program in 2018–2019. Seventy-one percent of DELTA students in 9th through 11th grades were promoted to the next grade level and of the DELTA students in 12th grade, 85% graduated from high school.