This study explores the relationship between English Learners (ELs) in the Texas school system and their outcomes on the State of Texas Assessments of Academic Readiness (STAAR) tests and the Texas English Language Proficiency Assessment System (TELPAS). Schumann's Acculturation Model and Krashen's Input Hypothesis were used as theoretical…

With this study I investigate the consequential validity of a state English language proficiency (ELP) assessment, following Messick's (1989) expanded theory on validity. I examined intended and unintended consequences of the Texas English Language Proficiency Assessment System (TELPAS) through stakeholder perceptions. TELPAS is a federally…

Pushback against the perceived federal overreach into educational reform has led to renewed calls for a return to local control of schools. In contrast to this general trend, there has continued to be a strong national role for English learner (EL) accountability policies related to EL identification, monitoring and reclassification processes. In…

With over one million emergent bilinguals enrolled in Texas public schools, a call to action and a review of high-stakes online assessment policy for this student population is essential to achieve equity in education. The purpose of this phenomenological study aimed to explore teachers' perceptions of high-stakes online TELPAS testing and digital…

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 summarizes the academic performance of emergent bilingual students, also known as English learners, for the 2019-2020 school year, in the Austin Independent School District. Results are presented from the Texas English Language Proficiency Assessment System (TELPAS), advanced placement (AP) course enrollment and exam performance,…

These are the appendixes for the report, "English Proficiency and the Pandemic: How Texas English Learner Students Fared during the COVID-19 Pandemic. REL 2023-144." This study examined levels of English proficiency before and during the COVID-19 pandemic among English learner students in grades 3-12 in Texas. In 2020-2021, nearly…

This study examined levels of English proficiency before and during the COVID-19 pandemic among English learner students in grades 3-12 in Texas. In 2020-2021, nearly 750,000 students in grades 3-12--approximately one in five Texas students--were English learner students. In accordance with Texas state law and the Every Student Succeeds Act,…

Castañeda v. Pickard (1981) mandated that educational programs for emergent bilinguals be tested for program efficacy. Since English language development (ELD) curricular materials are one part of an instructional program, we assess this mandate by examining the effectiveness of ELD materials in Texas. Using local linear matching, we find that…

Sixty-two percent of AISD English Language Learner students (ELLs) demonstrated yearly progress toward English language proficiency, based on Spring 2013 TELPAS results. TELPAS is the state of Texas annual assessment of English language proficiency for ELLs.

This report summarizes program evaluation information for the AISD bilingual and English as a second language programs for the 2004-2005 school year.

This report summarizes Austin Independent School District's (AISD's) 2005-2006 bilingual and English as a second language programs.