[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584883-105":59,"doc-detail-584883-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","english-as-a-second-language-student-performance-report-english-staar-and-telpas-2021-2022-executive-summary","English as a Second Language Student Performance Report: English STAAR and TELPAS 2021-2022 - Executive Summary","","Houston Independent School District provides an English as a Second Language (ESL) performance overview for the 2021–2022 school year, covering Content-Based ESL (CB-ESL), Pullout ESL (PO-ESL), and Alternative ESL (Alt-ESL). The report summarizes enrollment counts and compares academic achievement and English language proficiency results, including English STAAR, STAAR EOC, and TELPAS. Findings highlight program-to-program differences in STAAR reading and EOC outcomes and TELPAS proficiency level distributions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/english-as-a-second-language-student-performance-report-english-staar-and-telpas-2021-2022-executive-summary/584883/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/english-as-a-second-language-student-performance-report-english-staar-and-telpas-2021-2022-executive-summary/584883.png","ImageObject",300,407,{"name":92,"@type":93},"Sophia Brooks","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What ESL program models are included in the report for 2021–2022?","Question",{"text":112,"@type":113},"The report covers Content-Based ESL (CB-ESL), Pullout ESL (PO-ESL), and Alternative ESL (Alt-ESL) students instructed by a teacher not yet ESL certified.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do ESL students generally perform compared with district students on STAAR/EOC assessments?",{"text":117,"@type":113},"ESL students in the programs did not perform as well as district students overall on STAAR or STAAR EOC assessments.",{"name":119,"@type":110,"acceptedAnswer":120},"What TELPAS proficiency patterns are reported for CB-ESL versus PO-ESL or Alt-ESL?",{"text":121,"@type":113},"On the TELPAS, CB-ESL has fewer students rated at the Advanced level or higher and more students rated at the Beginning level than PO-ESL or Alt-ESL.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584883,1792061800,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","MEMORANDUM December 8 , 2022  \nTO: Sonya Monreal  \nExecutive Director, Multilingual Programs  \nFROM: Allison Matney, Ed. D.  \nExecutive Officer, Research and Accountability  \nSUBJECT: 2022 ESL STUDENT PERFORMANCE REPORT  \nThe Houston Independent School District offers two different English as a Second Language (ESL) programs for language minority students. One of these is a Content-Based ESL (CBESL) program where ESL methodology is used to deliver English instruction across a variety of subject areas. The second is a Pullout ESL program (PO-ESL) where students attend special intensive language classes for part of the day, separate from their regular all-English classes. Content-Based ESL is mainly used in the elementary grades, while Pullout-ESL is primarily a secondary-level program. Attached is a report summarizing the performance of students who were in these two ESL programs during the 2021–2022 school year. Included in the report are findings from assessments of academic achievement and English language proficiency, including results from the English STAAR, STAAR EOC, and the TELPAS.  \nKey findings include:  \n• A total of 7,579 students were in the Content-Based ESL program in 2021–2022 (down from 8,224 in 2020–2021), with 23,018 students in the Pullout ESL program ( up from 21,195 in 2020–2021) . An additional 2,386 were considered Alternative ESL by virtue of being instructed by a teacher who was not yet ESL certified.  \n• Students in ESL programs did not perform as well as district students overall on the STAAR or STAAR EOC assessments.  \n• Students in both CB-ESL and PO-ESL showed increases in STAAR reading performance in 2022 compared to 2021 (+15 and +18 percentage points, respectively) and these increases were larger than the improvement shown by the district (+14 percentage points) .  \n• On the STAAR for grades 3-8, students in CB-ESL had higher passing rates than those in PO-ESL, but on the EOC assessments the opposite was the case.  \n• ESL students who had been reclassified as non-EB had higher passing rates than the district on both STAAR 3-8 and EOC assessments.  \n• On the TELPAS, Content-Based ESL had fewer students rated at the Advanced level or higher, and more students rated at the Beginning level, than did PO-ESL or Alt-ESL.  \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 D. 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  \nENGLISH AS A SECOND LANGUAGE STUDENT PERFORMANCE 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  \nEnglish as a Second Language Student Performance Report: English STAAR and TELPAS 2021–2022  \nExecutive Summary  \nProgram Description  \nThe Houston Independent School District (HISD) offers two main ESL programs for students whose native language is not English","cbCaiaRPf5EXA076","https://ap.wps.com/l/cbCaiaRPf5EXA076","pdf",2187786,"English","# Executive Summary\n## Program Description\n## Highlights","[{\"question\":\"What ESL program models are included in the report for 2021–2022?\",\"answer\":\"The report covers Content-Based ESL (CB-ESL), Pullout ESL (PO-ESL), and Alternative ESL (Alt-ESL) students instructed by a teacher not yet ESL certified.\"},{\"question\":\"How do ESL students generally perform compared with district students on STAAR/EOC assessments?\",\"answer\":\"ESL students in the programs did not perform as well as district students overall on STAAR or STAAR EOC assessments.\"},{\"question\":\"What TELPAS proficiency patterns are reported for CB-ESL versus PO-ESL or Alt-ESL?\",\"answer\":\"On the TELPAS, CB-ESL has fewer students rated at the Advanced level or higher and more students rated at the Beginning level than PO-ESL or Alt-ESL.\"}]","English as a Second Language Student Performance Report: English STAAR and TELPAS 2021-2022 - Executive Summary | PDF",1792052816]