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Key results show 12,655 immigrant students enrolled for part of the year, with most originating from Central America and additional representation from Afghanistan. Assessment findings indicate lower STAAR 3–8 and EOC passing rates than emergent bilingual peers, along with lower English proficiency but comparable yearly progress. The report also documents higher retention and dropout/negative graduation outcomes, plus gaps in post-secondary preparedness measures.",{"@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/immigrant-student-program-evaluation-report-2021-2022-executive-summary/584884/",{"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/immigrant-student-program-evaluation-report-2021-2022-executive-summary/584884.png","ImageObject",300,407,{"name":92,"@type":93},"Sophia Brooks","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How many immigrant students were enrolled during the 2021–2022 school year?","Question",{"text":112,"@type":113},"A total of 12,655 immigrant students were enrolled in the district for at least part of the 2021–2022 school year, including both currently enrolled and former immigrant students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did immigrant students perform on STAAR 3–8 and EOC assessments?",{"text":117,"@type":113},"Immigrant students showed lower passing rates than emergent bilingual peers and the district overall. Passing rates on STAAR 3–8 improved as enrollment length in U.S. schools increased.",{"name":119,"@type":110,"acceptedAnswer":120},"What trends were reported for retention, attendance, and post-secondary preparedness?",{"text":121,"@type":113},"Immigrant students were retained at a higher rate than other emergent bilinguals and the district overall, and they had higher annual (grades 7–12) dropout rates and worse four-year graduation/dropout data. The report also indicates deficits in post-secondary preparedness, lagging on measures such as non-zoned campus attendance, magnet status, AP enrollment, and AP test participation.","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},584884,1792061799,{"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":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","MEMORANDUM November 11 , 2022  \nTO: Sonya Monreal  \nExecutive Director, Multilingual Programs  \nFROM: Allison Matney, Ed. D.  \nExecutive Officer, Research and Accountability  \nSUBJECT: 2022 IMMIGRANT STUDENT PROGRAM EVALUATION REPORT  \nMany of the district’s students are recent immigrants who have been in the United States for three years or less. \"Immigrant\" children or youth, as defined under the No Child Left Behind Act of 2001 (NCLB), and later Every Student Succeeds Act of 2015 (ESSA), are \"individuals who are aged 3 through 21; were not born in any state; and have not been attending schools in anyone or more states for more than 3 full academic years\" (P. L. 115-224 Title III, Part B, § 3201(5)) . There have been over 11,000 immigrant students enrolled in HISD each of the past eight years. This report summarizes data from programs dedicated to serving district immigrant students during the 2021–2022 school year.  \nKey findings include:  \n• A total of 12,655 immigrant students were enrolled in the district for at least part of the 2021–2022 school year. About one in ten of district students overall, and between one in four and one in five emergent bilinguals, were either current or former immigrants in 2021– 2022.  \n• More than half (59%) of immigrant students came from three Central American countries , Honduras, El Salvador, and Guatemala, with an additional 10 percent from Afghanistan.  \n• Data from the STAAR 3-8 and EOC assessments showed that immigrant students had lower passing rates than either EBs or the district overall. Passing rates on the STAAR 3-8 improved the longer an immigrant student was enrolled in U.S. schools.  \n• Immigrant ELs had lower overall English language proficiency than did other EBs but showed equivalent levels of yearly progress. Overall English proficiency also improved for immigrant students in their 2nd or 3rd year in school.  \n• Immigrant students were retained at a higher rate than EBs or the district overall. Immigrant students also had a higher annual (grade 7–12) dropout rate than ELs or the district, and their four-year graduation/dropout data was worse than that of EBs.  \n• Finally, immigrant students appear to have deficits regarding their post-secondary preparedness, as they lagged both EBs and the district on four different measures (attendance at non-zoned campus, magnet status, Advanced Placement course enrollment, and Advanced Placement test participation) .  \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  \nImmigrant Student 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  \nImmigrant Student Program Evaluation Report  \n2021–2022  \nExecutive Summary  \nProgram Description  \nThere are ","cbCaimJcjTwk6uPE","https://ap.wps.com/l/cbCaimJcjTwk6uPE","pdf",2319124,28,"English","# Executive Summary\n## Program Description\n## Highlights","[{\"question\":\"How many immigrant students were enrolled during the 2021–2022 school year?\",\"answer\":\"A total of 12,655 immigrant students were enrolled in the district for at least part of the 2021–2022 school year, including both currently enrolled and former immigrant students.\"},{\"question\":\"How did immigrant students perform on STAAR 3–8 and EOC assessments?\",\"answer\":\"Immigrant students showed lower passing rates than emergent bilingual peers and the district overall. Passing rates on STAAR 3–8 improved as enrollment length in U.S. schools increased.\"},{\"question\":\"What trends were reported for retention, attendance, and post-secondary preparedness?\",\"answer\":\"Immigrant students were retained at a higher rate than other emergent bilinguals and the district overall, and they had higher annual (grades 7–12) dropout rates and worse four-year graduation/dropout data. The report also indicates deficits in post-secondary preparedness, lagging on measures such as non-zoned campus attendance, magnet status, AP enrollment, and AP test participation.\"}]","Immigrant Student Program Evaluation Report 2021-2022 - Executive Summary | PDF",1792052821,71]