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The 1993-94 school year was the first year of the Accelerating Literacy Program (ALP) of the Austin (Texas) Independent School District. The ALP used a grant from the Texas Education Agency to train elementary educators in the methods of a short-term reading intervention program based on the Reading Recovery/Whole Language theory. A group of 367 first-grade students who were identified as low-achieving was selected to participate in the 4-week program of accelerated instruction on 13 elementary campuses. Across the whole program, students increased their reading skills 0.47 levels (on a 4-point scale) on a 26-item developmental checklist, with the difference between preprogram and postprogram means found to be statistically significant. This checklist was used when no common standard of comparison was available; the lack of a common standard made evaluating program success difficult. Levels of student attendance varied greatly, as did levels of parent involvement. Plans were made for continuation of the program in the 1994-95 school year, with recommendations for improvement centered on establishing a common standard for judging achievement and additional staff training and student retention efforts. (Contains 1 summary table, 5 figures, and 3 references.) (SLD)

The City of Austin (Texas) provided funds for a supplementary educational activity to involve at-risk minority high school students in water quality issues. The program attempts to provide an interesting and authentic activity that also develops academic skills. Principal activities were testing river water for pollutants and the tutoring of at-risk students by their student mentors. In addition to the 9 1992-93 student trainees who continued in the program, the 1993-94 Youth River Watch Program recruited and trained 37 minority, at-risk students in river water monitoring. As a group, participants achieved higher grade point averages than the mean for all Austin high school students. All participants agreed that they would encourage others to participate, and all planned to continue participation. In addition, the water quality database for the Colorado River and its tributaries was improved. Recommendations were made for program continuation and continued student recruitment and training. (Contains 1 summary table, 10 figures, and 4 references.) (SLD)

In 1990-91, the Austin Independent School District (Texas) received a 3-year grant under Title VII to serve a population of limited-English-proficient high school students called "newcomers" (i.e., recent arrivals to the United States). In addition to their limited English proficiency, these students, who have typically suffered interrupted educations, have a wide range of literacy skills. The program provides a sheltered environment for its students, with small classes and intensive English instruction in addition to other academic subjects. Students are expected to move to the regular high school curriculum after a year with continued support in English. In 1993-94, 120 students were served by the Title VII Newcomers Program. In spite of the difficulties they had encountered, newcomers typically demonstrated a commitment to attending school and moving forward with their educations and considered the program very helpful. They demonstrated an average gain of 11 raw score points on a language assessment battery. Recommendations for the 1994-95 school year, the final year of federal support, include a call for additional student support at the end of the Newcomers' Program. A program evaluation checklist is attached. (Contains 1 chart, 32 figures, and 4 references.) (SLD)

Title II of the Elementary and Secondary Education Act, reauthorized under the Hawkins Stafford Amendments, provides federal funds for the improvement of mathematics and science teaching at all levels of elementary and secondary education, targeting improvement of teacher skills, instructional quality, and student access to instruction. In 1993-94 the Austin Independent School District (AISD) (Texas) received $206,662 from Title II funds, plus carryover for a total of $344,795. A total of 1,034 AISD teachers and administrators attended workshops or conferences sponsored with Title II funds, and this number included an increase in male participants of about 10%. A total of 832 AISD staff members at all levels attended workshops devoted to Title II topics (mathematics and science) in the school year, and others assisted with Title II funds or attended mathematics and science conferences. A mathematics specialist was hired to address school district concerns with middle school and junior high school mathematics underachievement. Based on these evaluation findings, recommendations are presented for continuing funding and participation, with emphasis on minority teacher recruitment and support. (Contains 10 figures and 8 references.) (SLD)

A report of retention rates is produced at the end of each school year in the Austin Independent School District (AISD), Texas. Information is gathered after the beginning of the school year to reflect counts of actual retainees from the previous year. Overall retention rates for the beginning of the 1993-94 school year are: (1) elementary, 0.5%; (2) middle school, 2.8%; (3) high school, 14.6%; and (4) school system overall, 4.3%. Retention rates for elementary and middle schools continue to decline, but the rate for high schools continues to increase, causing a rise in the district-wide rate. Implications of retention are discussed, arguing that retention of students is not consistent with the strategic objective that every student will function at the highest possible level of achievement. Alternatives to retention are recommended. Five appendixes contain supplemental information and background materials. Seven figures and 21 retention charts present study findings. (SLD)

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)

Chapter 1, a federally funded compensatory education program, provided funding to 31 elementary schools with high concentrations of low-income students in the Austin (Texas) Independent School District (AISD) through the following components: (1) nonschoolwide projects of supplementary instruction; (2) schoolwide projects (SWP) in the most disadvantaged schools; (3) full-day kindergarten classes; (4) additional services in one nonpublic school and nine institutions for the neglected or delinquent; (5) Chapter 1 Migrant programs for migrant students; and (6) parent and community involvement programs. Evaluation of these programs focused on language and achievement gains. All Chapter 1 programs met the required gains in prekindergarten, and 21 of 25 met requirements for kindergarten. Less than half (18 of 31) of Chapter 1 schools met the required level of reading comprehension for their first grade Chapter 1 students. The majority of the schools improved their passing rates on the Texas Academic Assessment. Programs new to Chapter 1, such as Reading Recovery, were expanded to 20 elementary schools. Fifty-six tables and 61 figures present evaluation findings. Three attachments present supplemental information about some programs. (Contains 9 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)

The Drug-Free Schools and Communities (DFSC) Act of 1986 provides funding to school districts to supplement efforts to eliminate drug and alcohol use by students. In 1993-94 the Austin Independent School District (AISD) received $466,151 from the DFSC grant. Three types of program components were funded--student programs, programs for curriculum and staff development, and support staff and services. Major findings were: (1) AISD students appear to have increasing patterns of lifetime alcohol, tobacco, and other illegal drug use; (2) lower percentages of students reported recent use of alcohol, tobacco, and other illegal drugs than in 1992-93; however, these rates were still higher than in 1991-92; (3) the effect of substance abuse education and prevention programs lessens each year after the year the student participated; (4) DFSC administrators reported that there is no current scope and sequence to AISD's drug education curriculum for pre-kindergarten and grades 7-12; (5) one-third of secondary teachers surveyed believe that student drug and alcohol use are among the top five problems with which their schools must deal, however, only 1 in 10 campus administrators agree; (6) students who have participated in Drug Abuse Resistance Education (DARE) reported a recent substance abuse rate 14 percentage points lower than non-participants; and (7) during 1993-94, 12,454 students in grades 1-6 were exposed to the required drug free schools curriculum. Budget implications and recommendations are addressed. Data is presented through extensive charts and figures. (JBJ)

Chapter 2 Formula funds provide federal aid to states through the Elementary and Secondary Education Act (ESEA) of 1965 as amended in 1988 by PL 100-297. Funds can support programs for students at risk of failure or dropping out, or students for whom providing an education entails higher than average costs. Funds can also support programs for educational innovation, professional development, and a variety of supplemental and compensatory efforts. In 1993-94 the Austin Independent School District (Texas) received $631,904, which included some funds from prior years. Funds were allocated for a number of initiatives. Administration of the Peabody Picture Vocabulary Test-Revised shows gains from pretest to posttest for kindergarten beneficiaries of Chapter 2 Formula funds. The Academic Decathlon and Spanish Academy supported by the funds benefitted students and promoted academic excellence. Library resources purchased through Chapter 2 were well received by librarians and administrators, and the recipients of program-funded professional development training reported themselves to be better prepared teachers. Recommendations are made for improved program evaluation and more parent participation efforts. Seventeen figures and one table summarize Chapter 2 activities and services. (SLD)

During the 1993-94 school year, the Office of Research and Evaluation of the Austin Independent School District (AISD) (Texas) conducted a districtwide evaluation of instructional technology. The evaluation consisted first of an accurate count of all computers in AISD schools, and then of an in-depth evaluation of the integrated learning systems of the Computer Curriculum Corporation (CCC) and Jostens Learning. The over 11,000 computers in the Austin schools are more than twice the amount present 3 years ago. Of these, 39% are considered old. This amounts to six students for every one computer in the district. Gains in student achievement have not been significant enough to declare either of the integrated learning systems effective, but the gains made at some schools warrant their continued use. Better communication and training are needed to encourage use of laser disc technology and to ensure the effectiveness of the integrated learning systems. The district should add computers and plan to replace outdated models. Eighteen figures and two tables present evaluation findings. Four attachments provide supplemental information, including the principal questionnaire. (Contains 7 references.) (SLD)

As part of a sweeping educational reform package, the Texas legislature passed a No Pass/No Play provision requiring that a student have a 6-weeks average of at least 70 in every course or sit out of all extracurricular activities for the next 6 weeks. A review of the effects of this provision in the Austin Independent School District indicated that, on balance, the provision appears to have a positive effect. More students have remained eligible for extracurriculars than in the years before the provision was enacted, with the highest increases among student athletes. From 1984-85 through 1992-93, students involved in extracurriculars dropped out at a lower rate than students not participating. No effect of the provision has been seen on the dropout rate for students involved in extracurriculars. In the period since the enactment of no pass/no play, the numbers of students enrolled in honors courses has risen. While the provision has not met the optimistic hopes of some legislators, it has not had the negative impacts many feared. Dropouts do not appear to have risen among students who lost eligibility for extracurriculars. Five figures and six attachments (tables) present evaluation findings. (SLD)

The Science Academy of Austin (Texas) was given a 4-year National Science Foundation (NSF) grant beginning in 1990-91. This evaluation report covers the third year of implementation. The grant provides a vehicle for linking the public and private sectors in Austin with the school system, providing in-depth partnerships for creating a thinking curriculum with two major goals: improving teaching skills with technology tools and increasing student learning and performance through holistic, interdisciplinary approaches. In the evaluated year, NSF funds provided staff development, student involvement in outreach activities in elementary schools, development of a groundwater curriculum for high school students, development of new private and public sector partnerships, followup on previous development, and additional staff. Evaluation suggested positive attitudes on the parts of teachers and students and useful curriculum changes. Recommendations are offered for program continuation. Ten figures illustrate the evaluation findings. (Contains 7 references.) (SLD)

In the 1992-93 school year, in response to a request from the Board of Trustees of the Austin Independent School District (Texas) (AISD), the district's Office of Research and Evaluation conducted a retrospective examination of the 1991-92 AISD programs to determine cost-effectiveness when possible. This report describes the review process. Cost-effectiveness was calculated by dividing a measure of cost in dollars by one of two measures of effect: achievement or not dropping out. Cost was defined as the program's appropriation (budget). Achievement was based on scores on the Norm-Referenced Assessment Program for Texas or the Iowa Tests of Basic Skills. Dropout information came from the district's system or comparisons of predicted and actual dropouts. The office reviewed 85 programs or program components, with cost-effectiveness calculated for 18 by achievement, 16 by dropout measures, and the balance rated on other measures of effectiveness. Most programs were rated as effective. Many programs with high initial costs were relatively low in cost per student once established. The cost-effectiveness of volunteer services was also demonstrated. Twenty-seven tables present study data. (Contains 12 references.) (SLD)

The Office of Research and Evaluation of the Austin Independent School District TX annually collects dropout statistics for grades 7 through 12. This report contains various summaries and more detailed breakdowns for rates from 1985-86 to 1992-93. The class of 1993 had a 4-year dropout rate of 23.3%, the lowest rate in the last 5 years. Except for the class of 1992, this is consistent with previous decreasing trends. The annual dropout rate for grades 7 and 8 has been decreasing since 1984-85, reaching 3.7% in 1992-93. Hispanics have the highest dropout rate of any ethnic group in Austin's schools. The annual high school rate increased in 1992-93 for the first time since 1987-88. The class of 1994 has a 3-year dropout rate of 19.3%, which is higher than the 3-year rate for the class of 1993. While the long-term dropout rate improved, the annual rate remained above 6% and did not improve in 1992-93, meaning that most of the district's schools are at the clearly unacceptable rate of the Texas Education Agency's Academic Excellence Indicator System. Eighteen figures, and 4 attachments with 12 tables present evaluation findings. (Contains 41 references.) (SLD)

The research and evaluation agenda for the Austin Independent School District (AISD) (Texas) is determined for each school year, subject to current needs and requests. The evaluations and other major projects for 1993-94 will focus on three major areas. First is providing school support. Testing programs mandated by state law and district policy will be coordinated and administered, and information and support will be provided to schools. Second is research and analysis. Tools for evaluation, such as the AISD Generic Evaluation System (GENESYS) and other district techniques, will continue to be developed, maintained, and improved. Using them, some long-range analyses will be performed. Third is the evaluation of locally funded programs, treatments, and initiatives with a high priority for the school district. Program effectiveness studies are to include cost effectiveness when possible. Programs funded by resources outside the AISD budget, such as Federally funded and state- funded programs are also to be evaluated. New directions that are influencing the allocation of priorities and resources of the Office of Research and Evaluation (ORE) are (1) accountability, (2) the 1993-94 District Improvement Plan, and (3) the study of dropouts. Three attachments provide information about ORE staff and operations and three figures illustrate the discussion. (SLD)

In 1989, a long-term partnership began between International Business Machines (IBM) Corporation and the Austin Independent School District (AISD) to form Project A+ (later named the A+ Coalition), a program designed to be a catalyst for educational improvement by identifying fundamental changes needed to enhance education and to marshal community support for those changes. School Based Improvement (SBI) is a vehicle for restructuring schools to meet these goals. It is based on the concepts of decentralization of decision-making authority, shared decision making, and accountability. Impact is felt mainly in budget development, instructional delivery, staffing, and staff development. After pilot tests in 1990-91 and 1991-92, AISD began districtwide implementation of SBI in 1992-93. Surveys of 277 teachers and 52 parents in 1993 indicated that SBI is partially implemented, with six of nine core components in place. Most teachers believe that the school board and central office support, which are considered as still lacking, will be essential to program success, and that overall not enough support is available. Recommendations are made for completing the implementation of SBI, with emphasis on parent participation, staff development, and the roles of individual campuses. Eleven figures present survey findings. Eight attachments contain supplemental information and SBI models. (Contains 10 references.) (SLD)

The Chapter 2 Formula provides federal funds to states through the Elementary and Secondary Education Act of 1965 (ESEA). These funds are used to help students at risk of academic failure or dropping out, support purchases and programs, and develop teachers' professional skills. In 1992-93, the Austin Independent School District (AISD) received $511,123 in Chapter 2 Formula funds for 13 programs and expenditures. Evaluation of the programs found that the Peabody Picture Vocabulary Test-Revised aided prekindergarten students. High school educators judged the Academic Decathlon effective. Nearly all librarians and educators approved of the Chapter 2 Formula library purchases. Parents in the Megaskills program valued its lessons. In the Spanish Academy, 87 percent of the students said the course helped them communicate with Spanish-speaking students. In the Student Alcohol/Drug Abuse Education and Prevention Program (SADEPP), students judged the program helpful. And Middle Schools Fellows Program participants approved of the program and wanted to continue with it. Recommendations for Chapter 2 Formula funds include continuing their use to supplement half-day prekindergarten programs, decreasing the number of programs, increasing funds to programs for at-risk students, and initiating programs proven successful elsewhere. (Contains 14 references.) (JPT)

The federal Drug-Free Schools and Communities (DFSC) Act of 1986 provides funding to school districts to help eliminate drug and alcohol use on their campuses. In 1992-93, the Austin Independent School District (AISD) received $467,362 from the act. The funds supported a wide assortment of preventative and educational programs regarding the illegal and harmful use of alcohol, tobacco, and other drugs. Student programs included the Conflict Resolution Program, Drug Abuse Resistance Education (DARE), innovative programs, Peer Assistance and Leadership (PAL), Plays for Living, private schools, Student Assistance Program, and Student Alcohol and Drug Abuse Education and Prevention Program (SADAEPP). MegaSkills was a parent program. Curriculum and staff development programs included K-12 curriculum, Medicine Education and Safety Program, Quality Schools, and All Well Health Services. Findings show that the programs helped lower alcohol and illegal drug use. The DARE and SADAEPP programs decreased the likelihood of students using alcohol or illegal drugs. Staff responded positively to the Plays for Living program. However, fewer staff believed that the presence of illegal drugs on campus is decreasing. Use of alcohol or illegal drugs by Austin students within the past 30 days was found to be two to three times the state average. (Contains 21 references.) (JPT)

The 1992-93 school year was the third year of the Elementary Technology Demonstration Schools program of the Austin (Texas) schools; the project is funded by International Business Machines Corporation (IBM) and Apple Computer Inc. Grants from these corporations were used to equip three elementary schools with IBM equipment and one with Apple equipment. The IBM schools pursued a mixed instructional approach with computers in the classroom as well as computer laboratories. The Apple program used computer laboratories, one dedicated to writing and two for basic skills acquisition. The program is nearing full implementation. Problems inhibiting full participation include difficulties with the class reporting option, inconsistent implementation of the computer take-home policy, difficulties in teacher use of telephone technology, and the lack of parent and community involvement. Recommendations are made to improve program implementation and availability for students. The percentage of students passing the Texas Assessment of Academic Skills in writing did increase in the IBM schools. Thirty-one figures present study findings. Eight attachments, with an additional 10 tables and 4 figures, provide supplemental information about the program. (Contains four references.) (SLD)

The Austin (Texas) Independent School District conducts survey research as a means of collecting information from people affected by district policies and programs. Some general results are presented for the following surveys: (1) the School Climate Survey; (2) the Office of Research and Evaluation Coordinated Survey; and (3) the Former Student Survey. Information is also provided about the School-Based Surveys Support for independent surveys conducted by individual schools. Overall, school campus professionals were less positive this year about their schools' climates than in previous years. Teachers felt less confident about their students' ability to achieve mastery, less confident about safety in the schools, and less positive in their feelings of being treated as professionals. In general, the district is doing a good job in preparing students to enter postsecondary school, with improvements needed in some areas. Recommendations are made for program improvement and the investigation of the downward trend in satisfaction with the school climate. Twenty-one figures illustrate the discussion. Seven appendixes review the reports, survey methodology, and comparisons of results with surveys from previous years. (Contains 17 references.) (SLD)

The City of Austin (Texas) provides funds for an educational initiative to involve minority high school students in water quality issues and to reduce the dropout rate through positive role model interaction with academically successful students. Principal program activities were testing river water for pollutants and tutoring at-risk students by student mentors. Both trainees and mentors are paid for their time spent testing water and in conducting tutoring sessions. The program recruited and trained 32 high school students (19 males and 13 females) and included 10 mentors (5 males and 5 females). There were 16 Hispanic, 10 African American, 2 White, and 3 other students. Full information is available for 27 of these students. Compared to all district high school students, fewer of the participants dropped out of school than predicted, and none were recommended to be retained at their 1992-93 grade level. The program appears to have a positive effect on academic achievement, and students generally thought it had helped them learn more about science and mathematics. In addition, three potentially harmful or costly leaks in the city's water system were detected. Program continuation is recommended, with some suggestions for expansion and improvement. Fourteen figures illustrate study findings. (Contains two 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)

Chapter 1, a federally funded compensatory education program, provided funding to 29 elementary schools with high concentrations of low-income students in the Austin (Texas) Independent School District (AISD). Sixteen of the schools had so many disadvantaged students that they qualified to be Chapter 1 schoolwide projects (SWPs). Chapter 1 Migrant, also federally funded, provided compensatory reading services to migrant students through teachers, tutors, or computer labs at seven AISD elementary and secondary schools. Evaluation of both these programs focused on student achievement. Chapter 1 students at both SWP and supplementary schools made average gains of five normal curve equivalent (NCE) points on the Iowa Tests of Basic Skills/Norm-referenced Assessment Program for Texas (ITBS/NAPT) reading comprehension, but Chapter 1 students at SWPs had an average 1 NCE point loss on the mathematics portion of the same test. Twelve of the Chapter 1 schools did not meet the effectiveness tests required by the state. Although the 16 priority schools maintained a lower student-teacher ratio than other schools, student achievement continued to be a cause for concern. Recommendations for program improvement are provided. Eleven figures and 37 tables present evaluation findings. (Contains 6 references.) (SLD)

This report describes and presents analyses of school climate information collected in the Austin Independent School District (AISD) since 1988-89. Three survey instruments were used to collect most school climate data--an anonymous survey of teachers, a confidential survey of teachers and administrators, and a survey of high school students. Findings indicate that: (1) school climate results have been stable over the last 4 years; (2) students and teachers have similar perceptions of school climate, but teachers are more positive than students; (3) high schools with positive climates have higher rates of learning and lower dropout rates; (4) teacher expectations for student success and teachers' instructional goals had the most significant impact on student achievement; and (5) school climate scores and socioeconomic status both predict dropout rates, but school climate scores are the better predictor. Recommendations are made to improve school climate with a focus on fostering staff expectations that all students can succeed; to establish goals and related activities for all students; and to continue to conduct and refine the measurement of school climate. Eleven figures are included. (Contains 13 references.) (LMI)

Texas schools were required by educational reform legislation to identify students at risk of dropping out and to notify their parents. The Austin Independent School District developed operational definitions for the State criteria. For grades 9-12 the brief descriptors for these definitions are age, achievement, Fs, and the Texas Educational Assessment of Minimum Skills. In 1991-92 for grades 7-12, the most important findings were: (1) the number of students considered at risk was 44% of the enrollment; (2) high school students were more likely to be at risk than grade 7 and 8 students; (3) a greater proportion of the Hispanic and Black enrollment were identified as at risk than American Indian, Asian, or White; and (4) more males were at risk than females. The most important findings for grades PK-6 in 1991-92 included: the percentage of at-risk students which had been declining reversed; the number of students considered at risk was 36.7% of enrollment; the majority of at-risk students became at risk while at the elementary level; a greater proportion of the Hispanic and Asian enrollment was identified as at risk than Black, American Indian, or White; the number of at-risk students in grade one greatly decreased in 1991-92; and one-third of elementary at-risk students were limited English proficient. (ABL)

The Title VII Newcomers Program of the Austin (Texas) Independent School District served 104 students in its second year of operation. The program was designed to improve the English language proficiency and academic skills of limited-English-proficient (LEP), immigrant students in 3 high schools. Most were native Spanish speakers. Major findings of the program evaluation for the 1991-92 school year include the following: (1) students are predominantly low-income, over-age for their grade, dominant or monolingual in a language other than English, and academically below grade level but demonstrate a commitment to their education; (2) participants, on average, showed improvement in language skills; (3) compared to similar LEP students, the participants performed better on measures of school success such as attendance and grade point average; they improved credits earned and had a lower dropout rate than anticipated; (4) staff opinion was that the program was very effective and assisted students in making the transition to English and the school culture; and (5) participant opinion was that the program was very beneficial academically, linguistically, and socially. Program and budget data and profiles of two graduating students are included. (MSE)

The Austin (Texas) Science and Mathematics Consortium funded by a 4-year grant that has 2 basic goals: to improve the skills of K-12 teachers in science and mathematics and to increase student learning and performance in science concepts. Program activities, which began in 1990-91, focus on four components: curriculum development, staff development, student participation, and private sector involvement. This evaluative report relates findings that emerged from survey data collected from participating teachers and students. The three new curricula piloted during 1991-92 focused on environmental issues and received positive ratings from the piloting teachers. Most students who participated in the pilot curricula projects reported an increased knowledge and awareness of environmental issues. Some students reported increased interest in science. During the three staff development institutes held for teachers during the summer of 1991, teachers received training in educational technology and curriculum development. As a result of the Technology Institute, teachers reported an increase in both their computer skills and classroom use. However, few of the teachers who participated in the institute on water pollution consistently monitored their curriculum-related activities, resulting in little information on the impact of this staff development activity. The program included extensive private sector involvement. (IAH)

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)

The Elementary Technology Demonstration Schools program, where four elementary schools were equipped with computer hardware and software, was made possible by grants from IBM and Apple, Inc. The goals of the program were, in 3 years, to reduce by 50% the number of students not in their age appropriate grade level and those students not achieving on grade level in the areas of reading, writing, and mathematics; develop a comprehensive teacher training program for effective implementation and classroom use of technology; and demonstrate to the community the educational benefits of technology. This report uses ROPE (Report on Program Effectiveness) comparisons, ROSE (Report on School Effectiveness) scores and comparisons, and standardized test results to describe student achievement after the second year of implementation and the first full year of computer usage by the students. A description of project implementation includes logs of computer use and employee survey responses as well as discussions of campus computer issues, training, parent take-home computers, telephone installation, and restructuring issues. Noting that the program has not yet provided the benefits envisioned, the report suggests that a long term view may be necessary to judge program effects adequately. Recommendations are given based on the findings of this report. Six appendixes contain the statistical data collected and 20 figures illustrate the findings. An executive summary of the report is also provided. (Contains 4 references.) (ALF)

Title II of the Elementary and Secondary Education Act provides federal funds for the improvement of mathematics and science teaching at all levels of education (pre-K through 12). In 1991-92, funds were targeted by the Austin (Texas) Independent School District to serve 630 elementary and secondary teachers of mathematics and science. A project was conducted which provided a needs assessment, staff development workshops, funds for teachers to attend professional conferences, materials and/or equipment, funds for gifted and talented programs, and a 1991-1992 evaluation of previously funded Title II projects. The needs assessment determined that teachers of mathematics and science perceive their training as sufficient to teach basic skills but are interested in further training. Staff development workshops were rated positively by most participants; elementary and secondary teachers who participated in professional conferences believe that attendance will assist in making them better teachers, and classroom observations documented the use of materials and teaching techniques demonstrated at Title II workshops. Appendices provide a needs assessment questionnaire; evaluation results of elementary, secondary, and gifted mathematics and science workshops; and professional conference evaluations. (LL)

Education Consolidation and Improvement Act (ECIA) Chapter 2 Formula has provided funding to the Austin (Texas) Independent School District (AISD) in order to expand existing programs and implement new programs, including the addition of staff and the acquisition of materials and equipment that would not otherwise be available from state or local funding sources. Continued funding will allow the District to provide programs that meet the educational needs of at risk students, provide for the acquisition and use of educational materials, provide training for District personnel, provide programs to enhance the personal excellence of students and student achievement, and provide for other innovative projects, such as early childhood education programs. In 1991-92, Chapter 2 Formula funds were allocated for 15 programs, which are described in some detail in this report: (1) Academic Decathlon; (2) Bridge Computer Lab at Read Elementary; (3) Wicat Computer Lab at Blanton Elementary; (4) Writing to Read Computer Lab at Blackshear Elementary; (5) Extracurricular Transportation; (6) Library Resources; (7) Middle School Homeroom Training; (8) Multicultural/Special Purpose Buses; (9) Prekindergarten Supplements; (10) Secondary Library Technology Support; (11) Spanish Academy; (12) Support for Restructured Robbins Secondary School; (13) Technology Learning Center; (14) Private Schools; (15) Administration/management; and (16) Evaluation. The description of each of these programs includes a summary of its effectiveness based on a districtwide employee survey. An executive summary of the report is also provided. (Contains 6 references.) (ALF)

This document describes Project A+, a cooperative school and privately funded program designed to assist the Austin Independent School District (AISD) in becoming an exemplary school district by the year 2000. The project is divided into four components. The curriculum development component presents three new curricula piloted in AISD schools in 1990: The Biological Sciences Curriculum Study, Science for Life and Living; Planet Earth; and Nonpoint Source Pollution. The staff development component describes three training institutes offered to train teachers in technology and in curriculum development: the Technology Institute; The Biological Sciences and Curriculum Development Institute; and the River Watch Institute. The student participation component conducted outreach activities with the students of teachers who attended the training institutes. The final component is a private sector partnership formed with local corporations and institutions of higher learning in order to fund the activities. Contributions by the private sector and pending grants are included in the report. (MDH)

In April 1987, the Austin school board approved the current student assignment plan, which returned most elementary students to their neighborhood schools and created 16 predominantly minority schools with many students from low-income families. This report summarizes the outcomes of a 5-year plan, "A Plan for Educational Excellence," in each of the 16 priority schools. Methodology involved an employee school climate survey, a survey of parents of priority and other elementary students, and an analysis of school effectiveness reports, student standardized test scores, and various school records. The district provided priority schools with full-day prekindergarten classes, a lowered pupil-teacher ratio across all grade levels, innovative funds and extra support staff, and extra support and directives from the central office. Major findings indicate that: (1) five schools failed to demonstrate improvement in low-achieving students; (2) the overall TAAS (Texas Assessment of Academic Skills) scores of priority schools were lower than district levels; (3) priority schools as a group increased in the percent exceeding expectations for reading and mathematics achievement, but decreased in language achievement; (4) in priority schools, kindergarten students made gains in achievement test scores but prekindergarteners' scores decreased; and (5) priority school students' median scores on the Iowa Tests of Basic Skills (ITBS)/Norm-Referenced Assessment Program for Texas (NAPT) improved since 1987. Other outcomes include slightly higher teacher and student attendance in priority schools, positive parent opinions about both priority and other elementary schools, and the existence of various multicultural education activities in all 16 priority schools. Attachments contain statistics on achievement test results, various school reports, and survey data. (Contains 13 references.) (LMI)

Outcomes of Project A+, a school-based improvement (SBI) partnership developed between International Business Machines (IBM) and the Austin Independent School District, are described in this document. SBI is a vehicle for restructuring schools to meet the goal that all students will function successfully at or beyond their appropriate grade levels. This document evaluates 16 Phase 1 and 12 Phase 2 schools that joined the project in 1990-91 and 1991-92, respectively. Methodology involved interviews with six central office administrators; three surveys--a campus, an employee, and a school climate survey; and analyses of campus improvement plans and student achievement data. Findings indicate that the 1991-92 student outcomes are mixed, and that a drop in the school climate tends to occur during Phase 1, which improves during the second phase. The SBI campuses have not yet found the AISD objectives to be reasonable and attainable and do not see SBI as a vehicle for achieving them. The following obstacles to success were identified: varied expectations, levels of understanding, and ownership; differential training for Phases 1 and 2; lack of adequate and timely clarification of roles, policies, and parameters; lack of universal commitment to SBI concept from the board, central office, and others; need for ongoing training for whole faculties; varying degrees of willingness to practice shared decision making and consensus; issues of trust; and the impact of change. Six recommendations are highlighted. Two figures are included. Attachments contain the SBI timeline, model, mission statement and goals, and action plan summary. (LMI)

The purpose of the Elementary Technology Demonstration Schools (ETDS) Project, funded by IBM and Apple, Inc., was to demonstrate the effectiveness of technology in accelerating the learning of low achieving at-risk students and enhancing the education of high achieving students. The paper begins by giving background information on the district, the schools involved in the project, and the ETDS project. It is noted that the four participating elementary schools received microcomputers for teachers, students, and laboratories from IBM (three schools) and Apple, Inc. (1 school); the laboratories at all four schools were networked through a file server into an integrated learning system; and all schools had both instructional and tools software. The paper then presents the lessons learned during the first year of implementation of the project as identified in interviews with the school principals. The lessons are presented as issues schools need to consider when implementing a computer technology program: (1) training of teachers should occur when equipment is installed and operable; (2) time goals for computer use should be set by each school for individual grade levels and subjects to conform to specific needs and goals; (3) establishing a computer continuum that delineates specific computer skills students should acquire in each grade facilitates meeting specific school needs; (4) computers can be used to help meet specific school objectives more effectively; and (5) the shift in instructional methods demands considerable time and effort from teachers and staff. Four tables provide additional details of the project, and two attachments contain data on the ETDS schools membership and ethnicity and a copy of the Galindo Elementary School Computer Continuum. (Contains 43 references.) (ALF)

This report describes an evaluation of Project Success, a dropout prevention program at Crockett High School in Austin (Texas). The class centered program provided incentives for improved educational performance and attendance of at-risk ninth-grade students in the 1990-91 school year. The project served 103 students over the fall 1990 and spring 1991 semesters. The evaluation includes comparison of program participants with a similar group at another school. The evaluation produced the following major findings: (1) participants had a dropout rate of 6.8 percent, which is lower than the comparison group; (2) the project did not have a positive impact on achievement because participants did not achieve predicted test score gains; (3) participants' attendance rates declined from the 1989-90 to the 1990-91 school year, however, the extent of the decrease was less for the participants than for the comparison students; (4) it was not possible to determine the impact of the incentives on students' attendance and achievement; and (5) teachers perceived conference attendance, planning periods, and smaller class size as fringe benefits rather than performance incentives. Statistical data are provided in two figures. (JB)

This report presents major drop-out prevention events in the Austin (Texas) Independent School District (AISD) since these efforts were initiated in 1982 by the Office of Research and Evaluation (ORE). The following are the major findings of the report: (1) the ORE has been researching and studying the dropout problem since 1982-83, and the effort has grown with district initiative, community cooperation, and Federal funding; (2) the ORE developed a system for tracking dropouts in 1983-84 and has published yearly reports since then; (3) state legislation continues to impact the identification and treatment of at-risk students; (4) the AISD is a leader in dropout prevention efforts in Texas, and Texas state policymakers often uses the AISD as a resource when designing legislation; (5) there has been a recognition that the schools as currently structured are not meeting the needs of all students, and consequently, the Evening High School, the Alternative Learning Center, and the restructuring of Robbins Secondary School were developed; (6) the AISD and individual district schools are open to experimenting with new ideas and concepts in order to reduce the district dropout rate; and (7) the AISD continues to respond to research reporting the needs of students. Included are 13 references. (JB)

In 1990-91, over 75,000 surveys were administered to Austin Independent School District (AISD), Texas, high school students. elementary school and secondary school teachers and administrators, other school professionals, and parents of students. These surveys gave respondents a chance to express their views on the AISD, and provide insight into the effectiveness of program and improvement activities in the AISD. The survey results are discussed in terms of the following topics: (1) school quality and effectiveness; (2) school safety; (3) district strengths and weaknesses; and (4) parent involvement. Overall, all responding groups were positive in their perceptions of the quality and effectiveness of AISD schools. All respondents agreed that school staff members believe in students' ability to achieve academically. All groups agreed that the schools are safe and secure places to learn. Students reported that they are satisfied with the involvement of their parents in their education; however, teachers at all levels believe that parents' lack of interest is one of the district's biggest problems. Students considered student lack of interest and truancy the biggest problem the district faces; most teachers and administrators are pleased with dropout prevention efforts. Teachers are generally satisfied with the instructional leadership of principals, inservice training and staff development, and the fairness of job appraisals. Twenty-four figures illustrate the survey findings. Five appendices with nine tables contain more specific survey results. (SLD)