This report examines Austin Independent School District's fifth-grade native English speaking students' 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…

This report provides eighth-grade students' survey feedback on their experiences in the 2017-2018 middle school dual language program in the Austin Independent School District.

This report summarizes the academic performance of students in the AISD secondary dual language program during 2019-2020. Topics include program and student characteristics, performance on the Texas English Language Proficiency Assessment System (TELPAS), enrollment in advanced placement (AP) courses and performance on AP exams. Due to the…

This report examines the Spanish language proficiency of fifth-grade students enrolled in the two-way Dual Language (DL) Program. Both native and non-native English speakers' Spanish language proficiency was assessed with the STAMP 4Se assessment in Spring 2020. Students were assessed on four domains of Spanish language proficiency (reading,…

This report documents how 5th grade native English speakers in the two-way dual language program at Austin Independent School District performed on STAMP 4Se, a Spanish-language proficiency test, during the 2017-2018 school year.

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 documents how native English speaking students enrolled in the two-way dual language program at Austin Independent School District (AISD) performed on STAMP 4Se, a Spanish-language proficiency test during the 2016-2017 school year.

This report summarizes Austin Independent School District dual language teachers' feedback that was collected individually or during focus groups in the fall and winter of 2016-2017. Teachers gave their opinions about program components and suggestions for how to improve the program.

The report examines 2012-2013 Austin Independent School District (AISD) student academic performance results on the state academic test (STAAR), on an early reading test (Tejas Lee), on the Language Assessment Scales (LAS) Links, and on the state's English language proficiency test (TELPAS) for English language learners in the AISD dual language…

This annual report summarizes Austin ISD's English language learner students and the bilingual and ESL programs in which they participated during the 2015-2016 school year. The report includes summaries of data on student demographics, language acquisition, and academic performance.

AISD's Spanish English language learner students' (ELLs) 6th-grade TAKS reading passing rates declined from 2008 to 2011, possibly due to the increased number of Spanish ELLs who exited language programs prior to 6th grade and increasing state academic achievement standards in Spring 2010.

This report provides information on Austin Independent School District's bilingual and English as a Second Language programs implemented in 2016-2017, summarizing the numbers of students served, and students' language acquisition and academic performance.

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.

Ten Austin Independent School District (AISD) elementary campuses implemented one-way and two-way dual language pilot programs in the 2010-2011 year. This report includes summaries of parent and staff's perception of its implementation, as well as students' levels of advancement in second language proficiency.