[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-584893-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-584893-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","bilingual-english-as-a-second-language-program-evaluation-report-2021-2022-memo","BILINGUAL & ENGLISH AS A SECOND LANGUAGE PROGRAM EVALUATION REPORT 2021 - 2022 - Memo","","Evaluation report of the Houston Independent School District’s bilingual and English as a Second Language (ESL) programs for emergent bilingual students during the 2021–2022 school year. Summarizes academic achievement and English language proficiency results for emergent bilinguals, including those reclassified as English proficient, and reports demographic characteristics. Highlights performance comparisons on STAAR and TELPAS, plus professional development activities for staff, as required by Texas education policy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/bilingual-english-as-a-second-language-program-evaluation-report-2021-2022-memo/584893/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/bilingual-english-as-a-second-language-program-evaluation-report-2021-2022-memo/584893.png","ImageObject",300,407,{"name":42,"@type":43},"Sophia Brooks","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What programs are evaluated in this report?","Question",{"text":63,"@type":64},"The report evaluates Houston Independent School District’s bilingual programs and its English as a Second Language (ESL) programs for emergent bilinguals during the 2021–2022 school year.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which student outcomes are included in the evaluation?",{"text":68,"@type":64},"It covers academic progress and English language proficiency, including the number of students reclassified as English proficient, along with related assessment results and demographic characteristics.",{"name":70,"@type":61,"acceptedAnswer":71},"What assessments and indicators are highlighted?",{"text":72,"@type":64},"Key highlights include performance on STAAR and STAAR EOC exams and reading results, as well as English proficiency measures reported through TELPAS, with attention to changes across grades and years.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},584893,1792192607,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","MEMORANDUM November 1 , 2022  \nTO: Sonya Monreal  \nExecutive Director, Multilingual Programs  \nFROM: Allison E. Matney, Ed. D.  \nExecutive Officer, Research and Accountability  \nSUBJECT: 2022 BILINGUAL & ENGLISH AS A SECOND LANGUAGE PROGRAM EVALUATION REPORT  \nThe Texas Education Code (§ 29 .051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. Attached is the evaluation report summarizing the performance of students who participated in the district’s bilingual and ESL programs during the 2021–2022 school year. Included in the report are findings from assessments of academic achievement and English language proficiency for all students classified as emergent bilingual (EB) and demographic characteristics of students served by these programs. The report also summarizes the professional development activities of staff involved with the bilingual and ESL programs.  \nKey findings include:  \n• District EB enrollment in 2021–2022 was 68, 144 , an increase of 2,535 from 2020–2021.  \n• A total of 32,545 EB students participated in bilingual programs in 2021–2022 , and an additional 32,983 in ESL programs.  \n• Results from the STAAR and STAAR EOC assessments showed that students currently enrolled in a bilingual or ESL program performed less well than students districtwide on most subjects tested, with performance gaps being smallest on mathematics assessmentsand greatest on the English I and English II EOC exams.  \n• STAAR 3-8 reading performance of both current bilingual students and that of current ESL students improved between 2021 and 2022 (+19 and +17 percentage points, respectively), with the district also showing an increase over the same period (+14 percentage points) .  \n• Students from either program who had been reclassified as non-EB performed above the district average on both STAAR reading and mathematics and the EOC assessments.  \n• On the TELPAS, ESL students showed higher English language proficiency through fourth grade, but by fifth grade this performance gap was eliminated. More bilingual students showed growth on TELPAS in 2022 than did ESL students.  \n• Students who were either current or reclassified EBs were just as likely to be a valedictorian or salutatorian, as the average senior in the district.  \n• Four-year dropout and graduation rates for EB students improved over the previous year.  \nFurther distribution of this report is at your discretion. Should you have any further questions, please contact me at 713-556-6700.  \nAEM  \nAttachment  \ncc: Millard L. House II Shawn Bird, Ed. D. Khechara Bradford, Ed. D.  \nH o u s t o n I n d e p e n d e n t S c h o o l D i s t r i c t  \nRESEARCH  \nEducational Program Report  \nBILINGUAL & ENGLISH ASA SECOND LANGUAGE PROGRAM EVALUATION REPORT 2021 – 2022  \nHouston Independent School District  \nHattie Mae White Educational Support Center 4400 West 18th StreetHouston, Texas 77092-8501  \n[www.HoustonISD.org](www.HoustonISD.org)  \nIt is the policy of the Houston Independent School District not to discriminate on the basis of age, color, handicap or disability, ancestry, national origin, marital status, race, religion, sex, veteran status, political affiliation, sexual orientation, gender identity and/or gender expression in its educational or employment programs and activities.  \n2022 Board of Education  \nJudith Cruz  \nPresident  \nElizabeth Santos  \nFirst Vice President  \nKathy Blueford-Daniels  \nSecond Vice President  \nSusan Deigaard  \nSecretary  \nMyrna Guidry  \nAssistant Secretary  \nPatricia Allen, Ed.D.  \nKendall Baker, D.D. Dani Hernandez Bridget Wade  \nMillard L. House II  \nSuperintendent of Schools  \nAllison Matney, Ed.D.  \nExecutive Officer  \nDepartment of Research and Accountability  \nKevin Briand, Ph.D.  \nSenior Research Specialist  \nVenita Holmes, Dr.P.H.  \nResearch Manager  \nBilingual and English as a Second Language Program Evaluation 2021–20","cbCaigR0CsdxK853","https://ap.wps.com/l/cbCaigR0CsdxK853","pdf",2344679,35,"English","# Executive Summary\n## Program Description\n## Highlights\n## Required Evaluation Components","[{\"question\":\"What programs are evaluated in this report?\",\"answer\":\"The report evaluates Houston Independent School District’s bilingual programs and its English as a Second Language (ESL) programs for emergent bilinguals during the 2021–2022 school year.\"},{\"question\":\"Which student outcomes are included in the evaluation?\",\"answer\":\"It covers academic progress and English language proficiency, including the number of students reclassified as English proficient, along with related assessment results and demographic characteristics.\"},{\"question\":\"What assessments and indicators are highlighted?\",\"answer\":\"Key highlights include performance on STAAR and STAAR EOC exams and reading results, as well as English proficiency measures reported through TELPAS, with attention to changes across grades and years.\"}]","BILINGUAL & ENGLISH AS A SECOND LANGUAGE PROGRAM EVALUATION REPORT 2021 - 2022 - Memo | PDF",1792052855,88]