In Fall 2016, bilingual specialists were hired in the Austin Independent School District to provide support to campuses implementing the re-designed dual language program. This report summarizes the services provided by these specialists to administrators, campus staff, and teachers in Fall 2016.

In Texas, English language learner (ELL) students are assessed annually in academic subject areas using the State of Texas Assessments of Academic Readiness (STAAR) at elementary and middle school levels. This report describes continuously enrolled Austin Independent School District (AISD) ELLs' performance as compared with all AISD students'…

This report summarizes existing evidence on the impact of mixed language classroom instruction, providing a summary of 2017 Austin Independent School District elementary students' performance on the state's reading test.

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow…

This annual report summarizes information on Austin Independent School District's English language learner students and the bilingual education and English as a second language programs that served them during the 2014-2015 school year. The report includes summaries of data on student demographics, language acquisition, and academic performance.

The Melbourne International School of Japanese (MISJ) is a supplementary Saturday school which offers Japanese language and mathematics taught in Japanese from kindergarten to senior secondary level. Classes are scheduled on Saturdays from 9am to 3pm and approximately half of the program is dedicated to mathematics. While mathematics education…

This report summarizes feedback from Austin Independent School District (AISD) elementary dual language teachers who participated in focus group discussions in January and February 2016. Teachers gave their opinions about the program components and suggestions for how to improve the program implementation.

The New Bilingual Teacher Institute follow-up survey during March 2014 allowed new bilingual teachers in Austin Independent School District to reflect on how well their August 2013 training prepared them and its usefulness, professional development, and support and resources received in their first year of teaching.

This report summarizes the bilingual and English as a second language programs implemented during 2017-2018 in the Austin Independent School District. Programs and program participation are summarized, as well as student demographic characteristics and the number of students served. [For the Executive Summary, see ED620143.]

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 the Austin Independent School District bilingual and English as a second language programs students' academic performance during 2017-2018. Students' advanced placement course performance, state academic tests (STAAR and EOC) performance, and graduation and dropout rates are summarized. [For the Executive Summary, see…

Although generally acknowledged as complex and multidimensional, bilingual education, when successful, plays an important role in maintaining and developing bilingualism, resulting in numerous benefits to those who undertake it. This essay will discuss the necessary components and principles of what is required to make a successful bilingual…

Bilingualism and its reference methodology: CLIL are spreading at a very fast pace all through educative systems from some years on. The young status of bilingual programmes leads to little research about how bilingualism is influencing real learning contexts and which factors play important roles in that influence. In this way, this study aims to…

This report suggests potential program sites for the middle school dual language program based on student needs, campus capacity, and parental and staff interest.