During the 2015-2016 academic year, the parents of 4,974 students participated in APTT [Academic Parent Teacher Teams] at 10 Title 1 elementary schools in the Houston Independent School District (HISD). Students were predominately economically disadvantaged and at risk of dropping out of school. The impact of the program was assessed using the…

This study utilized a causal comparative (ex post facto) design to determine if a consistent relationship existed between fifth-grade students' success on the Science Texas Assessment of Knowledge and Skills (TAKS) at the elementary (K-5) level in comparison to fifth-grade students' success on the science TAKS at the intermediate (5-6) level. The…

The purpose of this phenomenological study was to examine the perceptions of Texas public Montessori school principals as instructional leaders in science. Twelve public Montessori school principals were interviewed for this study. Two research questions were used: How do public Montessori principals perceive Texas science standards in public…

This one-year exploratory case study attempted to discern which adjustments in culture, physical classroom environment, and instruction were needed to improve reading instruction in ailing K-2 classrooms at Lion Elementary School. A holistic approach was created to diagnose the problem surrounding poor early reading achievement. After proper…

The Austin Collaborative for Mathematics Education (ACME) was an initiative begun in August 1997 to improve mathematics education in all AISD elementary and middle school classrooms by providing teachers with long-term, high quality professional development. This report summarizes program evaluation information for school year 2001-2002.

This report summarizes results from the 1999-2000 evaluation of the Austin Collaborative for Mathematics Education in AISD.

This report summarizes evaluation results from AISD's Austin Collaborative for Mathematics Education (ACME) and campus support initiative during school year 2000-2001.