Testing
Heading into the 80th legislative session, the need to reform the state’s
standardized testing system was a hot topic. During the interim, ATPE commissioned a
study on teacher and parent perceptions of the Texas Assessment of
Knowledge and Skills (TAKS) test. The study’s conclusions echoed widespread sentiment that placing
so much emphasis on a single test was detrimental to the school learning and working environment.
ATPE presented the study to the Legislature early during the session, and the Legislature
responded. Several bills were filed relating to multiple criteria and the use of end-of-course
assessments, including Senate Bill 1031 by Senate Education Committee Chair Florence Shapiro
(R-Plano). SB 1031 replaces TAKS at the high school level with end-of-course (EOC) exams.
ATPE looked to members for input on the details of SB 1031 and compiled more than
3,000 responses to an online survey. More than 90 percent of respondents were in favor of
end-of-course assessments. We presented the survey results to both the Senate and House Education
Committees. Former ATPE State President Cindy Chapman represented our association as a witness
before both houses as well. In the end, educator input prevailed, and SB 1031 passed.
SB 1031 dramatically changes the landscape of statewide assessment and
accountability in Texas, calls for a review of the accountability system and implements an
overhaul of the statewide testing system for high school students. This comprehensive legislation
establishes new exit-level performance criteria for graduation and makes many other
testing-related changes.
The following bullet points summarize SB 1031’s key provisions:
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The bill requires a comprehensive study of the current accountability system
beginning no later than October 2007 and a report to the Legislature no later than December
2008.
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Beginning with students entering the ninth grade in 2010-11, SB 1031 will
replace all grade 9-12 TAKS tests with EOC exams for English I-III, algebra I-II, geometry,
world history, world geography, U. S. history, biology, chemistry, and physics. EOC exam scores
will count as 15 percent of the final course grade.
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In order to graduate, a student must earn a cumulative score equivalent to an
average of 70 out of 100 in each foundation subject area. A minimum score of 60 is required for
an exam to count toward the cumulative score. Any score below 70 triggers accelerated
instruction, and any score below 60 requires a retake. Students have the option to retake EOC
exams any time they are offered. The exit-level performance provisions also require the use of
college preparatory content courses and exam score credits for students who are not on track to
meet the cumulative score requirement at the end of their junior year.
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The bill provides for increased college and workforce preparation assessments,
including a required eighth-grade diagnostic, a required 10th-grade diagnostic, and the option
of one state-paid ACT or SAT exam in the spring of 11th-grade or during the 12th-grade year.
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SB 1031 establishes new standards for test administration security, including
the provision of a criminal misdemeanor offense for educators who intentionally disclose the
contents of a secure assessment instrument.
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Field testing for state assessments is limited to every other year. The bill
requires a study of field testing practices with a report by December 2008 and provides for the
release of test items just once every three years.
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SB 1031 limits local assessment in state-tested subject areas (not including AP,
IB, dual credit and state assessments) to only 10 percent of instructional days.
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The bill requires the development of vertical scaling in state assessment
scores. This is to be implemented by 2008.
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SB 1031 stipulates that spring semester EOC exams (except for English I-III EOC
exams) are not to be administered earlier than the first full week of May.
ATPE is pleased with the provision that requires a comprehensive study of the
Texas public school accountability system over the next two years. It spotlights high-stakes
testing and the negative impact of basing decisions on student promotion and school ratings on one
test. The study will focus on the complexity and high-stakes nature of the system as well as
alignment of the state system with the No Child Left Behind (NCLB) Act, which is currently under
revision by Congress. This provision, which was added to the bill through an ATPE-supported
amendment carried by House Public Education Committee Chairman Rob Eissler (R-The Woodlands), is
integral to aligning the curriculum, assessment and accountability systems with workplace and
college-readiness standards as well as ensuring educators have input in the new system’s
development.
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