This report summarizes results from a 2019 spring survey of 8th-grade students in the middle school Dual Language Program. Most students indicated they enjoyed the program, realized the academic benefits, and wanted to continue Dual Language in high school.
Fifth-Grade Native English Speakers' Performance on the Spanish-Language Proficiency Assessment, STAMP 4Se, 2018-2019
This report examines fifth-grade native English speakers’ performance on the Spanish language proficiency assessment. Spanish language proficiency was assessed with the STAMP 4Se assessment, which was given in the Spring 2019 semester to fifth-grade native English speaking students enrolled in the two-way Dual Language (DL) Program. Students were assessed on four domains of Spanish language proficiency (reading, listening, writing, and speaking). Student performance levels on all four domains increased compared with student performance in 2018.
This report summarizes the bilingual and English as a second language programs implemented during 2017–2018. Programs and program participation are summarized, as well as student demographic characteristics and the number of students served.
This report provides student feedback on their experiences in the 2017–2018 middle school dual language program.
This report summarizes results from a sample of Dual Language (DL) Program classroom observations conducted in the 2017-2018 school year. Instructional specialists used an instrument to rate aspects of program implementation which included classroom environment and instructional methods.
This reports examines the Fall 2017 early reading performance of students who attended the English learner summer school in June 2017.
Fifth-Grade Native English Speakers Performance on STAMP 4Se Spanish Language Proficiency Assessment, February 2018
This report documents how 5th grade native English speakers in the two-way dual language program at Austin Independent School District (AISD) performed on STAMP 4Se, a Spanish-language proficiency test, during the 2017-2018 school year.
This report illustrates the 2015–2016 graduation rate for a cohort of 2012–2013 9th-grade students who had ever been categorized as an English language learner (ever-ELL) and reasons ever-ELLs in that cohort left Austin Independent School District (AISD) without graduating.
This report summarizes existing evidence on the impact of mixed language classroom instruction, providing a summary of 2017 AISD elementary students' performance on the state's reading test.
Summary of Elementary Principals’ Comments on Bilingual and English as a Second Language Program Choices for School Year 2018—2019
This report summarizes elementary principals' comments from a December 2017 discussion about the process for choosing bilingual and English as a second language programs for their schools in the 2018-2019 school year.