In the fall and spring semesters, the Peabody Picture Vocabulary Test and the Test de Vocabulario en Imágenes was administered to a sample of pre-K students in Austin Independent School District. The following report provides Fall 2013 results for each vertical team of schools.

This brief report summarizes Austin Independent School District prekindergarten (pre-K) students' achievement on the Peabody Picture Vocabulary Test-IV (PPVT) and Test de Vocabularío en Imagenes Peabody (TVIP) in Fall 2014. The PPVT and the TVIP measure knowledge of receptive (i.e., hearing) vocabulary in English and Spanish.

A sample of Austin Independent School District prekindergarten students showed growth from Fall 2014 to Spring 2015 on a nationally normed test for receptive vocabulary. These results were found for students in a Head Start program as well as those not in Head Start.

Each year in the fall and spring semesters, the Peabody Picture Vocabulary Test and the Test de Vocabulario en Imágenes are administered to a sample of pre-K students in AISD. The following report provides Fall 2013 results for each vertical team of schools.

This report evaluates a sample of students' achievement in the Austin Independent School District pre-K program during the 2013-2014 school year, based on Peabody Picture Vocabulary Test-IV (PPVT) and Test de Vocabularío en Imagenes Peabody (TVIP) results.

On average, Austin Independent School District prekindergarten students scored below the national average range on a test for receptive vocabulary ability in Fall 2012. English language learner students (ELLs) scored lower, on average, than did non-ELLs.

Although pre-K students' average gains on the 2010-2011 Peabody Picture Vocabulary Test (PPVT in English, TVIP in Spanish) significantly differed by vertical team, these differences were attributed more to the students' school or classroom rather than to the vertical team in which a school resided. [For "Prekindergarten Evaluation Series,…

This is an executive summary of a longer report: "AISD Prekindergarten Program Longitudinal Summary Report Issue 2: Half-Day versus Full-Day Programs." In the Austin Independent School District, full-day pre-K students from the 2001-2002 cohort were more likely to pass the 2010 Texas state assessment for 7th-grade reading TAKS than were…

Although more than a third of tested pre-K students (37%) entered AISD one standard deviation below the national average in receptive vocabulary, the AISD pre-K program accelerated these students' growth by nearly twice the national average by the end of the 2010-2011 school year.

Full-day pre-K students from the 2001-2002 cohort were more likely to pass the 2010 7th-grade reading TAKS than were kindergarten students from the 2002-2003 cohort who were assumed eligible for pre-K but did not attend pre-K in 2001-2002. There is a full report and a separate executive summary report. [For the executive summary of this study, see…

A separate full report also was published. Austin Independent School District served 5,450 pre-K students in 2009-2010. Approximately 70% of sampled English-speaking pre-K students and 74% of sampled Spanish-speaking pre-K students had faster than the expected growth rate on an assessment of receptive vocabulary.

This is the full report, and a separate research brief also was published. Austin Independent School District (AISD) served 5,450 pre-K students in 2009-2010. Approximately 70% of sampled English-speaking pre-K students and 74% of sampled Spanish-speaking pre-K students had faster than the expected growth rate on an assessment of receptive…

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.

A total of 1,718 pre-K students had valid PPVT-III/TVIP pre- and posttest scores, and an analysis showed that 77% were in the average range at post-test in their language of instruction. An analysis of 2007 Texas Assessment of Knowledge and Skills (TAKS) reading and mathematics data for a cohort of students who attended pre-K in the 2002-2003…

THE CULTURALLY DISADVANTAGED CHILD, ALTHOUGH VERY VERBAL IN HIS LOCAL ENVIRONMENT, IS USUALLY VERBALLY DEFICIENT WITH RESPECT TO SOCIETY AS A WHOLE. PART OF THE ANSWER TO PROVIDING A MORE EFFECTIVE LANGUAGE EDUCATION TO THE CULTURALLY DEPRIVED YOUTH IS ENRICHMENT OR COMPENSATORY PROGRAMS LIKE HEAD START. TO INVESTIGATE THE EFFECT OF THE AUSTIN…