Results from the 2011-12 pilot teacher appraisal system suggest peer, administrator, and student feedback are valuable tools that can be used with Student Learning Objectives and value-added data to provide a holistic evaluation of teachers in AISD.
This report presents postsecondary enrollment for AISD’s Class of 2011 during the year after high school graduation. Since 2002, AISD postsecondary enrollment has increased incrementally, from 62% to 68%.
AISD’s Office of Turnaround Schools implemented a high-dosage tutoring (HDT) program for selected grade levels and subject areas in the Travis and Eastside Memorial vertical teams. This report summarizes the first year of implementation.
Schoolnet is an instructional tool designed to help district staff at all levels to improve student achievement. In 2011-2012, the evaluation focused on system implementation.
Since 2003, Austin Independent School District’s (AISD) postsecondary enrollment has increased incrementally. Over the years, the percentages of students enrolling in 2-year institutions appear to account for the overall increase in postsecondary enrollment. After the upward tick in postsecondary enrollment for the Class of 2011, enrollment declined for the Class of 2012. AISD figures paralleled national trends, as overall college enrollment rates dropped from 68.3% for the Class of 2011 to 66.2% for the Class of 2012.
This report provides a description of ELL enrollment in the district, examines ELL progress in English proficiency and academic content areas, and evaluates the dual language program in its first year of district wide implementation.
These reports summarize 2011-2012 parent survey results at the campus and district level. The survey was available on the internet and by automated phone call from February through April 2012.
The student climate survey provides campuses with the opportunity to monitor students’ opinions regarding topics such as behavioral environment, adult fairness & respect, student academic self-confidence, teacher expectations, and student engagement.
Data in this report suggest that AISD's full-day pre-K program helped reduce the number of students who were retained a grade level or were placed in special education services. The cost per student for full-day pre-K was less than the costs associated with grade-level retention or special education services.
Based on spring 2012 survey results, teachers' most commonly mentioned professional development need was using technology in instruction, while campus administrators' most commonly mentioned topic was academic rigor.