This report illustrates the 2015-2016 graduation rate for a cohort of 2012-2013 9th-grade students who had ever been categorized as an English language learner (ever-ELL) and reasons ever-ELLs in that cohort left Austin Independent School District (AISD) without graduating.

The growing diversity in schools dictates alternative approaches to meeting the need of all students. In particular, the changing demographics coupled with the increase in linguistically diverse student populations pose a challenge for teachers and educators alike. Thus, teacher education programs must integrate necessary ingredients to prepare…

Properly defining a population ensures that resources, such as funding and access, meet the needs, expectations, and intended outcomes for those represented. Ethical concerns arise when a target population, such as the English Language Learner population, is defined in numerous yet incomplete ways, and differently in research and in state policies…

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…

Students are non-randomly assigned, or sorted, into classrooms in various ways across and within schools. In this study, we use longitudinal data sets from three districts to investigate a metric for the characterization of sorting at the school level. We analyze whether non-random student assignment is associated with value-added estimates for…

This study aims to rank types of English language learning strategies that are used by Iranian female university level learners of English language as a university major. The results show that except for the Metacognitive Strategies category, the mean score for each of the five categories fell in the range of medium strategy use.

This report describes Austin Independent School District English language learner (ELL) students who were more likely to exit the language program within 5 years of 1st-grade enrollment. A summary of student academic performance associated with successful program exit and long-term ELL status is provided.