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The report highlights an enrollment decrease to 1,898 pre-exit students, stronger performance than other EB students in reading, mathematics, and science, and district outperformance in key STAAR measures. TELPAS results show more students reaching Advanced High and larger proficiency gains. It also notes limited meeting of readiness indicators among first-year pre-exit students.",{"@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/pre-exit-emergent-bilingual-student-performance-english-staar-and-telpas-2021-2022/584892/",{"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/pre-exit-emergent-bilingual-student-performance-english-staar-and-telpas-2021-2022/584892.png","ImageObject",300,407,{"name":92,"@type":93},"Sophia Brooks","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the pre-exit phase for emergent bilingual students in the Transitional Bilingual Program?","Question",{"text":112,"@type":113},"The pre-exit phase provides a transitional period where English instruction is emphasized in core subjects while new concepts are introduced and reinforced in the primary language until students reach full English proficiency and can be reclassified as non-EB.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did pre-exit students perform on English STAAR and how did that compare to other EB students and the district?",{"text":117,"@type":113},"Pre-exit students outperformed other EB students on STAAR reading, mathematics, and science, with reported gaps of about 12 to 15 percentage points. Compared with the district, pre-exit students showed advantages of reading (+7), mathematics (+14), and science (+4) percentage points.",{"name":119,"@type":110,"acceptedAnswer":120},"What do TELPAS results indicate about English proficiency levels for pre-exit students?",{"text":121,"@type":113},"TELPAS results indicate that 31% of pre-exit students scored at the highest proficiency level (Advanced High) in 2022, compared with 16% for other EBs. The report also states that 41% showed gains in proficiency versus 32% for all other EBs.","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},584892,1792189208,{"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":29,"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 October 24 , 2022  \nTO: Sonya Monreal  \nExecutive Director, Multilingual Programs  \nFROM: Allison Matney, Ed. D.  \nExecutive Officer, Research and Accountability  \nSUBJECT: 2022 PRE-EXIT EB STUDENT PERFORMANCE REPORT  \nThe Houston Independent School District offers two primary bilingual programs for Spanishspeaking emergent bilinguals (EBs) . In the Transitional Bilingual program (TBP) , students may move into a pre-exit phase of bilingual education so long as they meet certain performance criteria. In this pre-exit phase, predominantly English-language instruction is used in core subject areas. Attached is a report summarizing the performance of students who were in the pre-exit phase of the district’s Transitional Bilingual program during the 2021–2022 school year.  \nKey findings include:  \n• A total of 1,898 emergent bilinguals were in the pre-exit phase of TBP in 2021–2022 , a decrease from 2,148 in the previous year.  \n• Students in the pre-exit phase outperformed other EB students on the reading, mathematics, and science portions of the English STAAR 3-8 , as well as on the TELPAS.  \n• Results from the STAAR showed that pre-exit students outperformed the district in reading (+7 percentage points) , mathematics (+ 14 percentage points) , and science (+4 percentage points) .  \n• All three groups showed large improvements in STAAR 3-8 performance in 2022 compared to 2021. Pre-exit students had larger gains than did either other EB students or the district overall.  \n• Only nineteen percent of first-year pre-exit students met the recommended readiness criteria for acceptance into the pre-exit phase, and this was a decline from the 43 percent figure observed in 2021.  \n• Students who had not met the acceptance criteria (but who were nonetheless considered pre-exit) showed markedly lower English language proficiency and STAAR reading performance and were less likely to have exited EB status even eight years after beginning the pre-exit phase.  \nFurther distribution of this report is at your discretion. Should you have any further questions, please contact me at 713-556-6700.  \n AEM  \nAttachment  \ncc: Millard L. House II Shawn Bird, Ed. D. Khechara Bradford  \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  \nPRE-EXIT EMERGENT BILINGUAL STUDENT PERFORMANCE ENGLISH STAAR AND TELPAS 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  \nPre-Exit Emergent Bilingual Student Performance Report:  \nSTAAR and TELPAS 2021–2022  \nExecutive Summary  \nProgram Description  \nEmergent bilingual 1 (EB) students are students who are not proficient in English and who must be provided the option of either a bilingual or an ESL program. EBs who are in the district ’s two main bilingual programs (transitional and dual language) are instructed in both English and Spanish. The relative amount of instruction in each language depends on both program and grade level. Students in the transitional bilingu","cbCainYrqdFszynx","https://ap.wps.com/l/cbCainYrqdFszynx","pdf",2212368,17,"English","# Executive Summary\n## Program Description\n## Highlights","[{\"question\":\"What is the purpose of the pre-exit phase for emergent bilingual students in the Transitional Bilingual Program?\",\"answer\":\"The pre-exit phase provides a transitional period where English instruction is emphasized in core subjects while new concepts are introduced and reinforced in the primary language until students reach full English proficiency and can be reclassified as non-EB.\"},{\"question\":\"How did pre-exit students perform on English STAAR and how did that compare to other EB students and the district?\",\"answer\":\"Pre-exit students outperformed other EB students on STAAR reading, mathematics, and science, with reported gaps of about 12 to 15 percentage points. Compared with the district, pre-exit students showed advantages of reading (+7), mathematics (+14), and science (+4) percentage points.\"},{\"question\":\"What do TELPAS results indicate about English proficiency levels for pre-exit students?\",\"answer\":\"TELPAS results indicate that 31% of pre-exit students scored at the highest proficiency level (Advanced High) in 2022, compared with 16% for other EBs. The report also states that 41% showed gains in proficiency versus 32% for all other EBs.\"}]","PRE-EXIT EMERGENT BILINGUAL STUDENT PERFORMANCE ENGLISH STAAR AND TELPAS 2021 - 2022 | PDF",1792052850,43]