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In compliance with state law, the Austin Independent School District (AISD) (Texas) provides programs to help students identified as limited English proficient (LEP). These are Bilingual Education (BE) courses which provide dual-language instruction in major content areas, and English as a Second Language (ESL), which provides intensive English instruction. In 1993-94, AISD enrolled 9,139 LEP students, of whom 91% were Spanish speakers, 4% were Vietnamese, and 5% represented 52 other language groups. Most LEP students (7,213) were served through LEP or BE programs, although the parents of 1,339 LEP students refused services for their children. The numbers of AISD's LEP students have been increasing for the last 7 years. Their achievement as measured by standardized tests, including a Spanish-language instrument, is generally below that of state and national comparison groups. Exited LEP students dropped out less frequently; were retained less often; made higher grade point averages (GPAs); and were involved in fewer disciplinary incidents than students districtwide. A 4-year comparison of LEP students and those whose parents refused services indicated better attendance, GPAs, and lower retention and discipline rates for served students. Recommendations are made for program improvement. (Contains 41 figures, 11 attachments in tabular form, and 13 references.) (SLD)

The Iowa Educational Excellence Act and its amendments provide for four types of Phase III programs: performance-based pay, supplemental pay, a combination of both, or comprehensive school transformation. In 1993, the Des Moines Phase III program, which originated as a combination of performance-based pay and supplemental pay, changed to a comprehensive school-transformation program. The first 6 years emphasized the enhancement of organizational development through professional-development programs for teachers. Since 1993, the Des Moines program has focused on building the capacity of both professional staff and the school organization to better meet students' needs. This document describes the history of the Des Moines program, its objectives, current activities, process evaluation, and product evaluation. Phase III programs focus on school improvement through school-based management and shared decision making. Phase III revenues support the use of research in planning efforts; training that builds professional and organizational capacity; evaluation techniques to determine program quality; and collaboration with diverse groups of stakeholders. Seven tables and four graphs are included. (LMI)

In fall 1993, the Austin (Texas) Independent School District (AISD) contracted with two community-based organizations to serve eligible AISD dropouts during the 1993-94 school year. The American Institute for Learning and Middle Earth Unlimited, Inc. provided services through the Creative Rapid Learning Center (CRLC) and the 78702 RAYS program, respectively. The CRLC program served 216 youths and the RAYS program served 59. At best, the dropout recovery program reduced the district's annual dropout rate an estimated 1.3 percentage points. The dropouts served represented about 13% of district dropouts each year. Of the youths served, none earned a high school diploma, and only 24% completed the requirements for the GED. While only 1 student returned to school, 78 remained enrolled. However, 129 (47%) left the program. It is recommended that the district continue to place the greater proportion of its resources into dropout prevention, and dropout recovery in dropout prevention but that the district should continue to contract with community-based agencies to provide dropouts with further education and job training, while encouraging the community agencies to serve many more youths. Eight figures and five attachments present findings and supplemental information. (Contains 14 references.) (SLD)

In 1993-94, the Austin (Texas) Independent School District (AISD) allocated money to four operations areas for five dropout prevention programs for overage ninth graders. Three of the five area dropout programs had positive effects on the dropout rates of students served. The dropout rates for these programs were lower than the sixth six-weeks dropout rate for high school students districtwide, and fewer students dropped out than predicted from their at-risk characteristics. The following year, students in two of these programs were recommended for retention in grades at lower rates than those of the district overall, but other indicators of program effectiveness do not show influence of the programs overall on achievement, attendance, grades, or discipline incidents. Several of the programs served a small number of students, and were consequently very expensive. In addition, not all students served were at risk or ninth graders. Recommendations center on identifying and targeting a greater percentage of at-risk and overage ninth graders and on using the lessons from effective programs to improve the others. Eleven figures and five evaluation summary charts present results of the program evaluations. (SLD)

The Office of Research and Evaluation (ORE) of the Austin Independent School District (AISD) (Texas) reviews the effectiveness of many of the school district's special programs. In 1992-93, ORE reviewed 60 programs or program components. Cost effectiveness was calculated for 31 programs, using an achievement effect measure for 10, a dropout prevention effect measure for 13, and a drug prevention effect measure for 8. An additional three dropout prevention programs were rated on effectiveness, although cost information could not be obtained. Three drug prevention programs were rated for cost, but not effectiveness, and another 23 programs were evaluated on effectiveness based on other evaluation information. Two-thirds of the programs were rated as effective, and 60% were considered cost-effective where calculation was possible. Three of four elementary school technology schools were the most cost-effective among achievement improvement programs. A parent-training program, Mega Skills, was the most cost-effective dropout prevention program, while Plays for Living and Drug Abuse Resistance Education (DARE) were the most cost-effective drug abuse prevention programs. Seventeen tables present evaluation findings. (Contains 11 references.) (SLD)

This report presents information on the effectiveness, including cost effectiveness, of many programs of the Austin (Texas) Independent School District (AISD). In 1991-92, the AISD Office of Research and Evaluation (ORE) reviewed 85 programs or program components. Cost effectiveness was calculated for 18 programs using an achievement effect measure and for 16 programs using a dropout prevention effect measure. Most evaluated programs were rated as effective. In general, the programs showing the highest achievement gains for students tend to be programs that offer students enriching experiences in addition to the regular curriculum. Most have a relatively high initial cost, but once in place, their per-pupil costs are relatively low. A common feature for successful dropout programs is that they provide students with individual attention or the possibility of flexibility in class schedules and enrichment. These findings are in keeping with other conclusions that the ORE has drawn over the years, such as the fact that students with an opportunity to learn will learn, and that a limited number of people need to be responsible for a student's learning. Early intervention is recognized as preferable to later remediation. In addition, it has been shown that smaller class sizes produce greater learning only through grade 1. One summary table, three tables of program data, and three tables of example data complement the discussion. (Contains 12 references.) (SLD)

Distributive Information Systems for Campuses (DISC) is a project to increase the data access and information generating capabilities of schools of the Austin (Texas) Independent School District by decentralizing data manipulation functions, while maintaining centralized data processing of major applications. The project means that campuses will be able to create desired reports more quickly, could customize them to meet their own needs, and would not need to rely so much on central processing facilities. A second goal of DISC is to redesign student, district, and school profiles by consolidating a number of reports into a single comprehensive report, creating a permanent data file in the process as a basis for future profiles. In the first year of project implementation, a new school profile was produced and distributed, and an individual student profile was prepared for tryout in fall 1992. Additional requirements are for training, increasing the hardware on each campus, identifying the software that campuses can use, and arranging for support personnel. Issues in creating the profiles and budget implications are explored. An attachment describes the prior profiles. Eight additional attachments are available from the school system. Five figures illustrate this report. (SLD)

Community colleges (CC's) are institutions using postsecondary instruction adapted in context, level, and schedule, to the needs of the community in which they are located, offering programs intended for normal completion over a two-year, full-time equivalent period, and usually offering a comprehensive curriculum with transfer, career, and compensatory elements along with general and adult education components. Two-year technical colleges (TC's), unlike vocational colleges which provide preparation for occupations, are postsecondary schools offering training in the application of technologies at a level between skilled trades and professions (e.g., data processing, and mechanical engineering). TC's fall into one of four categories: technical campuses of multi-campus CC systems; state administered two-year institutions; two-year proprietary institutions; and non-publicly funded, non-profit institutions. Drawing on these two definitions throughout, this 12-part report details the characteristics of the two types of institutions. After an introduction that includes the definitions, the following sections examine the CC's and TC's separately: (1) history; (2) institutional philosophy and related characteristics; (3) governance and administration; (4) finance; (5) student body characteristics; (6) the role of adult educators; (7) curriculum and methodology; (8) body of knowledge taught; (9) demographic trends; and (10) new issues facing the institutions. A brief conclusion underscores the importance of both types of institutions to the nation. A 64-item bibliography is included. (PAA)