Publications Archive
Ninth Grade Predictors of Dropout Risk Research Brief
The most powerful predictors of overall dropout risk among 9th graders were failing either reading or math TAKS tests, attendance below 90%, and being 16 years or older at the start of the school year.
English Language Learners' Risk of Dropping Out of School, 2006-2007 9th-Grade Cohort
Ninth-grade predictors of dropout risk among English language learners were having an attendance rate below 90%, being 16 years or older, earning less than 5 credits, attending a Title I campus and scoring beginning or intermediate on TELPAS reading.
2010 ÁùºÏ±¦µä Employee Coordinated Survey
This report summarizes results of ÁùºÏ±¦µä's 2010 employee coordinated survey.
Results of the ÁùºÏ±¦µä High School Exit Survey - Class of 2010
The High School Exit Survey was administered online to seniors in every ÁùºÏ±¦µä high school during Spring 2010. In total, 3,574 seniors in the Class of 2010 completed the survey, for a response rate of 87.9 percent.
Question: Did mother's completion of the ePromotora program influence children's prekindergarten (pre-k) academic achievement, school attendance, and personal development?
This 2008-2009 school year program uses a train-the-trainer model in which Spanish-speaking mothers participate in a 6-week course about teaching early literacy skills and preparing their children for school. Sixty-nine of 107 mothers completed the program in 2008–2009. Students of mothers who completed the program showed academic gains.
Question: What were the strongest 8th-grade predictors of dropout among students who would have been members of the graduating class of 2009?
The most powerful predictors of overall student dropout risk were having an 8th-grade attendance rate of less than 90% and failing both the 8th-grade reading and math TAKS tests.
Summary of Parent Survey on Love and Logic Training, 2009–2010
ÁùºÏ±¦µä supported parent training in the Love and Logic curriculum during 2009–2010, and survey results indicated that most parents reported improvements in their children’s behavior and their own behavior after completing training.
Bilingual Education and English as a Second Language Programs Longitudinal Summary Report: 2005-2006 to 2008-2009
This report summarizes data on English language learners' academic achievement, English language acquisition, and other school data from 2005–2006 to 2008–2009 school years.
A Summary of ÁùºÏ±¦µä's Optional Extended Year Program Activities, 2008-2009
During 2008–2009, state funds supported academic intervention activities for 3,623 students struggling in reading or math at 55 ÁùºÏ±¦µä campuses during the regular school year and in summer school. The program also provided parental involvement activities, staff development sessions for teachers, and student performance evaluations. Almost all students served (95.5%) were promoted to the next grade level.
Question: What were the longitudinal Texas Assessment of Knowledge and Skills (TAKS) achievement patterns for English Language Learners (ELLs) from school years 2005-2006 to 2008-2009?
This report shows the longitudinal TAKS passing rates by subject area for ÁùºÏ±¦µä's English language learner students over time (2005-2006 to 2008-2009).