Announcements

Please click on "CONDUCT RESEARCH IN AISD" to learn more about application requirements and deadlines to apply for research in AISD.

Recent Publications

Understanding the School-Wide Value-Added Measure Used in the Professional Pathways for Teachers (PPfT) Appraisal System

This document describes PPfT school-wide value-added measure by showing how to gain access to your SAS Education Value-Added Assessment System (EVAAS) account, stepping through the school growth measures, and discussing how growth is scored in PPfT appraisal.

2018-2019 Student Climate Survey

The AISD Student Climate Survey provides insight into students’ opinions and perceptions of engagement, behavioral environment, academic self-confidence, adult fairness and respect, teacher expectations, culture and language, social and emotional learning (SEL) skills, and college intentions. The survey is used to monitor a variety of key initiatives and policies, including Campus Improvement Plans and the Superintendent's Scorecard. *To view results, click on the link below, then select "Student Climate Survey" from the drop down menu at the top left of the page.

Pathways in Technology Early College High School Program Summary Report, 2018-2019

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, highlights emerging topics from the student and teacher and program staff surveys, and provides general recommendations for future program implementation.

Early College High School Program Summary Report, 2018-2019

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, highlights emerging topics from the teacher and program staff surveys, and provides general recommendations for future program implementation.

The Impact of Summer School on English Learners’ Beginning-of-Year (BOY) Performance in 2019-2020

This report examines the beginning-of-year (BOY) reading performance of English learners (ELs) who attended summer school in June 2019. Summer school ELs’ performance on the Texas Kindergarten Entry Assessment (TX-KEA) and iStation Indicators of Progress (ISIP) was compared to that of similar ELs who did not attend summer school. Spanish-speaking and non-Spanish-speaking summer schoolers' results also were compared. Results for ELs who attended summer school for two years were compared to those who only attended one year. Significant differences were found among groups.