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…

This reports examines the Fall 2017 early reading performance of students who attended the Austin Independent School District's English learner summer school program in June 2017.

This report summarizes Austin Independent School District (AISD) English learner students' (ELs) Texas English Language Proficiency Assessment System (TELPAS) performance on the 2019 Spring test administration. Student performance is summarized by domain and composite ratings, years in U.S. schools, and yearly progress.

This report summarizes Austin Independent School District's spring 2015 English language learners' early reading performance in kindergarten through grade 2.

These maps provide an overview of existing dual language programs in the district for the 2012-2013 school year and the distribution of Spanish-speaking English language learners.

This report summarizes highlights from discussions, or "pláticas," held with Austin Independent School District elementary principals about the district's dual language program. Principals provided their opinions about the program and gave suggestions for improvements.

This report summarizes highlights from December 2015 discussions, or "platicas," held with Austin Independent School District elementary principals about the district's dual language program. Principals provided their opinions about the program and gave suggestions for improvements.

This report summarizes Austin Independent School District's English language learner students' 2015 state academic test (STAAR) reading, writing, and science results (grades 3-5) and state English language proficiency test (TELPAS) results (kindergarten through grade 5).

This report summarizes highlights from the Austin Independent School District 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.

AISD staff's top three suggested priorities for the Dual Language (DL) program in 2013-2014 were: professional development opportunities, program alignment, and increased availability of materials and resources.

On average, Austin Independent School District kindergarten English learner students (ELs) had lower scores on two types of early reading assessments (English, Spanish) at the end of the 2009-2010 school year than did non-ELs. For first graders, no significant difference was found between Spanish-speaking ELs and non-ELs on the test.

This report summarizes the Dual Language Training Institute October 2012 observations of implementing dual language classrooms in schools across the Austin Independent School District.

This report summarizes Austin Independent School District's prekindergarten student data from 2001-2002 (half-day and full-day programs) and 2007-2008 (full-day program only), including student demographics, academic performance, and attendance.

This report summarizes AISD's activities supporting accelerated reading and math instruction for students in grades kindergarten through 4 during the 2003-2004 school year.

This report summarizes evaluation results from AISD's prekindergarten program during 1999-2000.