The Austin Independent School District (AISD) is facing a state-mandated overhaul that disproportionately targets its dual-language programs. According to the Texas Education Agency (TEA), 33 schools in the district have received “unacceptable” performance ratings, and 28 of them are campuses designed to support students learning English.
Key Takeaways
- The Texas Education Agency has identified 33 Austin ISD schools for intervention due to low performance scores.
- Of these schools, 28 are dual-language campuses, representing 85% of the total.
- Twelve schools with three consecutive low ratings face potential closure or a complete staff and leadership restart.
- The district must submit corrective action plans by November 14 to avoid a state takeover.
State Agency Identifies Schools for Intervention
On September 3, the TEA informed AISD that 33 of its 116 schools require state intervention following consistently low accountability ratings. These ratings are primarily based on student performance on the State of Texas Assessments of Academic Readiness (STAAR) exam.
The state's mandate requires the AISD Board of Trustees to develop and submit Turnaround and Targeted Improvement Plans (TAPs and TIPs) for the identified schools. The deadline for submission is November 14. Failure to provide satisfactory plans could lead to the TEA appointing a state conservator to manage the district, effectively replacing the locally elected school board.
By the Numbers
Out of 33 AISD schools flagged by the TEA, a staggering 85% (28 schools) are dual-language campuses. This highlights a significant trend where schools serving emergent bilingual students are most affected by the state's accountability system.
Twelve Schools on the Brink of Closure or Restart
The situation is most critical for 12 specific schools that have received an “unacceptable” rating for three consecutive years (2023, 2024, and 2025). Under state law, these campuses must either close or undergo a “restart” process.
A restart involves replacing nearly all faculty and staff, who could be hired either by the district or an external third-party charter manager. If closed, students would be reassigned to other schools, which may not offer dual-language programs.
The Schools Facing Drastic Changes
The 12 schools facing the most severe consequences include ten elementary schools and two middle schools. Notably, 11 of these 12 campuses are dual-language schools. The list includes:
- Barrington Elementary
- Dawson Elementary
- Linder Elementary
- Oak Springs Elementary (the only non-dual-language school on this list)
- Pecan Springs Elementary
- Sánchez Elementary
- Wooldridge Elementary
- Widén Elementary
- Winn Montessori
- Paredes Elementary
- Bedichek Middle School
- Martin Middle School
Concerns Over Standardized Testing Bias
Critics argue that the STAAR exam, the primary metric for TEA ratings, places non-native English speakers at a disadvantage. In Texas public schools, standardized tests are not provided in languages other than English after the fifth grade.
This policy means that students who are still developing English proficiency are tested in a language they have not fully mastered, often leading to lower scores. Consequently, schools with high populations of emergent bilingual students are more likely to receive low performance ratings from the state.
The Challenge for Emergent Bilinguals
Dual-language programs are designed to help students learn English while maintaining their native language. Research indicates that students in these programs often outperform their peers in the long term. However, the state's testing system, which shifts exclusively to English after elementary school, creates a significant hurdle for these students and the schools that serve them.
Parents and Community React to the News
The district has begun holding meetings with families at the affected schools, but many parents feel they are being left with few answers and even fewer good options. At a meeting at Pecan Springs Elementary, which is currently operating out of temporary portable buildings, district officials presented limited choices for the school's future.
“We don’t want to be doing this. If we didn’t have to do a restart, we wouldn’t,” said Amie Ortiz, AISD’s director of teacher incentive allotment. “We have to work with the options TEA is giving us.”
Parents expressed frustration over the lack of a concrete plan and voiced strong support for their school's current staff. During the meeting, one father spoke in Spanish about the value of the school to his family.
“They are learning at Pecan Springs. There’s a great team here that is sacrificing so much and is entirely focused on the academic success of our children,” he said. “This is the school for us.”
Even Successful Programs Face Disruption
The district's overhaul extends beyond the low-rated schools. Four high-performing, fully immersive dual-language programs at Becker, Ridgetop, Sunset Valley, and Reilly elementaries are also slated for relocation. The district stated the goal is to move these programs to areas with higher concentrations of emergent bilingual students.
This decision has also drawn criticism. Alejandra Maldonado, a parent at Becker Elementary, spoke at a recent AISD board meeting.
“For immigrant families like mine, who speak Spanish like mine, Becker is more than a school; it’s a refuge,” Maldonado said in Spanish. “To close Becker wouldn’t just close a building, it would break the heart of a community.”
An Accelerated Timeline and Financial Pressures
The TEA's mandate has drastically sped up AISD's pre-existing plans for school consolidation. The district is already managing a $19.7 million budget deficit and has acknowledged it cannot sustain its current number of schools.
AISD Superintendent Matias Segura has expressed concern that the district's financial issues, combined with the new TEA requirements, could trigger a state takeover. The board must vote on the final Turnaround Plans on November 6, leaving little time for community engagement.
AISD Trustee Kathryn Whitley Chu noted the inherent unfairness of the situation. “TEA required TIP/TAP plans punish campuses whose students face disproportionate need,” she wrote.
As the deadlines approach, parents like Ryan Malone, president of the Winn Montessori PTA, worry that the voices of the most vulnerable families may not be heard. “AISD has to do better for all kids,” Malone said, “not just the ones whose parents’ are the loudest.”
