As required by state statute, Texas has assessed minimum basic skills in reading, writing, and math with the Texas Assessment of Basic Skills tests (TABS) (1980–1984). The TABS was an assessment of minimum competency skills. This assessment changed in 1985 to become the Texas Educational Assessment of Minimum Skills (TEAMS) (1985–1989). As the standards movement took hold, a new law in 1990 required students to be tested on a criterion-referenced assessment. It was then when the Texas Assessment of Academic Skills (TAAS™) was born. The TAAS™ shifted the state’s educational focus from minimum skills to a more comprehensive assessment of the state- mandated curriculum. Texas’ first test was mandated in 1979, but it wasn’t made a graduation
requirement until 1985. In 1990, the 10th-grade version of the Texas Assessment of Academic Skills, or TAAS™, was mandated, and it became the primary measure of students and their high schools.
The TAAS™ was first administered to students in grades 3, 5, 7, 9, and 11 in the falls of 1990 and 1991. These tests were considered “exit level” examinations—a measure of the minimum competency skills students were expected to have by the end of their respective grade level.
Beginning in the spring of 1993 TAAS™ tested grades 3–8 and 10. In the summer of 1993 a first attempt at assigning accountability ratings was made. The system was reworked and 1994 was the first year of the accountability system (largely based on TAAS™ performance) that went through 2002. 2002-03 was a transition year with no ratings. We will assign ratings in 2004 for TAKS™ performance (and Completion Rates, Dropout Rates, and SDAA performance).
In 1995, another law was passed stipulating that end-of-course tests be administered to students completing Algebra I, Biology, English II and U.S. History. And, in the spring of 1996 a Spanish version of TAAS™ for grades 3 and 4 in reading and mathematics were benchmarked. (The same was done for grades 5 and 6 in the spring of 1997 and grade 4 writing). In 1999, the testing program was expanded and the Texas Assessment of Knowledge and Skills (TAKS™) was born. The TAKS™ replaced the TAAS™ during the 2002–2003 academic year. It tests grades 3–11, and added science in elementary (English and Spanish).
Students
In 1999, the legislature passed Senate Bill 103 mandating the exit level test be moved from Grade 10 to Grade 11. Thus, to be able to earn a diploma from a Texas public high school, students must pass tests in all four subject areas in English Language Arts, Mathematics, Science, and Social Studies.
TAKS
The Texas Assessment of Knowledge and Skills (TAKS™) is a completely reconceived testing program. It includes more of the Texas Essential Knowledge and Skills (TEKS) than the Texas Assessment of Academic Skills (TAAS™) did and attempts to ask questions in more
authentic ways. TAKS™ has been developed to better reflect good instructional practice and more accurately measure student learning. The state hopes that every teacher will be able to see the connection between what will be tested on this new state assessment and what our students should know and be able to do to be academically successful.
Education Policy Analysis Archives Vol. 14 No. 1 60 Summary of Sanctions and Rewards
While the following may or may not be accurate according to statute, the real rewards and sanctions are the accountability rating labels themselves. Complete info on 2002 (last year we gave out ratings) can be found in the 2003 Accountability Manual at
http://www.tea.state.tx.us/perfreport/account/2002/manual/index.html. The new system for 2004 is being finalized, but preliminary decisions can be found at
http://www.tea.state.tx.us/perfreport/account/2004/develop/decisions.html. The reality is that severe sanctions, while outlined in statute are usually the result of long or ongoing
discussions/actions with the local district and its trustees. Sanctions (Based on Texas Education Code sec. 39.131).
If a district does not satisfy the accreditation criteria, the commission shall take any of the following actions….to the extent the commissioner determines necessary. These decisions are based on how well students do on statewide assessment (TAKS™)
Districts
1. Issue public notice of deficiency to board of trustees 2. Order a hearing to notify trustees of deficiency
3. Appoint someone to oversee the operations of the district
4. If a district has been rated as academically unacceptable for a period of two years or more, the commissioner can annex the district to one or more adjoining ones, or close the district schools.
Schools
1. Notify board of trustees
2. Order report describing parent involvement and a plan for improving the effectiveness of the school;
3. Order a hearing wherein the principal and the superintendent must explain campus’s low performance, lack of improvement and plans for improvement.
4. Recommend actions such as reallocation of resources and technical assistance, changes in school procedures or operations, staff development, intervention for individual teachers or administrators.
5. If low performing for two consecutive years, state can close the school 6. The district has to pay for interventions on a school’s behalf.
Students
1. Students in third grade (as of spring 2003) must pass TAKS to be promoted
2. Students have to pass an exit exam (again, a version of the TAKS) to get a high school diploma. They must start taking it at 11th grade, but can take it before. They have four tries between 11th grade and the end of 12th to pass.
Rewards based on Texas Education Code 39.092
1. Schools and districts may get financial rewards (These may be in statute but have not been funded for a number of years);
High-Stakes Testing and Student Achievement 61 3. Commissioner can establish additional categories of awards and award amounts for
schools or districts;
4. Awards are funded by donations, grants or legislative appropriations;
5. There are award incentives provided to principals for leading exemplary schools. 6. In some districts, teachers, principals, and superintendents receive bonuses based on
how students perform.
Again, what schools and districts most care about is getting one of the good rating labels assigned to their school or district. Proclamations and financial awards have never been a significant factor in our state’s accountability system.