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Texas
Education News
June 2008
Copyright © 2008 Queue, Inc.
IN THIS ISSUE:
Eighty-Three
Percent of Fifth-Grade Students and 75 Percent of Eighth-Grade Students Pass
TAKS Math
New English
Language Arts and Reading Curriculum Standards Approved
2008 TAKS Scores Show
Steady Progress at Most Grades
Texas Students
Earn Higher Scores on NAEP
El Paso ISD Selects Video
Surveillance Solution
As
about 3 million students across the state spent the day taking a Texas
Assessment of Knowledge and Skills (TAKS) exam in math or reading, the Texas
Education Agency announced the results of tests given earlier this month.
Eighty-three percent of fifth-grade students and 75 percent of eighth graders
passed the math TAKS on the first administration.
Students
in those two grades must pass the math and reading exams to be promoted to the
next grade.
This
marks the first year that the stateÕs promotion requirements apply to
eighth-grade students. It also marks a year of significant change in the
stateÕs testing program. In order to comply with requirements of the federal No
Child Left Behind Act, Texas has replaced a test called the State Developed
Alternative Assessment II or SDAA II, which was an exam given to many students
served by special education, with new versions of the TAKS.
TAKS
includes a form called TAKS (Accommodated) for student served by special
education who meet the eligibility requirements for certain specific
accommodations. The TAKS (Accommodated) form includes format accommodations
such as larger fonts and fewer items per page and contains no embedded
field-test items. Many students who are receiving special education services
this year are taking TAKS (Accommodated).
TAKS
(Accommodated), as required by federal law, tests students served by special
education on material at the grade level in which they are enrolled. SDAA II
allowed students to be tested at their instructional level, which for most
children served by special education was lower than the grade level at which
they were enrolled.
Test
results reported today include both TAKS and TAKS (Accommodated) results. TAKS
results reported in 2003-2007 are for TAKS only because TAKS (Accommodated) was
not a testing option until 2008.
At fifth grade, 83 percent of the
total students who took the TAKS or TAKS (Accommodated) test in English, passed
the math exam and 39 percent earned Commended Performance.
Following are the passing rates, called Met the Standard, and
Commended Performance levels for the stateÕs major student groups. The
percentages represent combined TAKS and TAKS (Accommodated) passing rates.
|
Student
group |
Percent
Met the Standard |
Percent
Commended Performance |
|
Asian
American |
96 |
70 |
|
African
American |
73 |
24 |
|
Hispanic
|
80 |
32 |
|
White
|
90 |
50 |
|
All
students |
83 |
39 |
A
less repetitive, more grade-level specific set of English Language Arts and
Reading curriculum standards will go into use in Texas classrooms in the fall
of 2009.
The
process of revising the 1997 standards began in 2005. Hundreds of teachers,
numerous experts, national facilitators, and State Board of Education members
worked on many drafts of the document over that time.
The
standards ultimately approved by the board represent a blending of a document
crafted by teacher work groups, with the help of facilitators from
StandardsWork, and a version drafted by a coalition of English teachers. Many
of the same teachers worked on both documents.
The
often contentious, extensively debated adoption process ultimately resulted in
standards that put more emphasis on the teaching of grammar than do the existing
Texas Essential Knowledge and Skills (TEKS).
Also
in a departure from the existing standards, the board agreed to provide Texas
teachers with a list of Òreading resources websitesÓ that provides a
compilation of reading materials, which teachers may use at their own
discretion.
Passage
of the English Language Arts and Reading TEKS now creates a ripple effect
throughout the Texas education system. Professional development on the new
standards will be provided to teachers during the next school year.
New
textbooks and other instructional material based on the new TEKS will go into
the classrooms in the fall of 2010 and 2011. State standardized tests will
ultimately reflect the new curriculum framework.
Work
continues on standards for other curriculum areas.
Teams
of teachers are now working on revising curriculum standards for science and
career and technical education. Social studies will then be the next content
area addressed.
Consistent
with their past performance, the vast majority of TexasÕ eighth-grade students
met state promotion requirements with 95 percent passing the Texas Assessment
of Knowledge and Skills (TAKS) reading exam and 75 percent passing the
mathematics test.
This
is the first year that eighth-grade students must pass the math and reading
TAKS to be promoted to ninth grade. But this represents the third time this
group of students have been required to meet promotion requirements that are
part of the stateÕs Student Success Initiative. They were required to pass the
third-grade reading exam and the fifth-grade reading and mathematics TAKS tests
in order to move to the next grade.
Results
from the second administration of the eighth-grade math exam are expected soon
and should raise the cumulative passing percentage on that test above the
current 75 percent before the school yearÕs end. The reading results reported
are cumulative totals for the first and second administration.
One
more testing opportunity exists for those students who are still trying to
master the exams. The eighth-grade math test will be given again on July 1 and
the reading exam will be given on July 2.
Additionally,
90 percent of the eighth-grade class passed the social studies TAKS while 68
percent passed the science TAKS. These figures includes results from both the
standard TAKS and TAKS (Accommodated), which is a form of TAKS for students
served by special education who meet the eligibility requirements for certain
specific accommodations.
TAKS
(Accommodated), as required by federal law, tests students served by special
education on material at the grade level in which they are enrolled. Test
results reported today include both TAKS and TAKS (Accommodated) results. TAKS
results reported in 2003-2007 are for TAKS only because TAKS (Accommodated) was
not a testing option until 2008.
Third
grade and fifth grade
Ninety-three
percent of third-grade students have passed the reading TAKS on their first or
second try. This is the exam, available in English or Spanish, that they must
pass to meet the stateÕs promotion requirements.
Results released today show that 83 percent
of the 314,376 third graders who took the mathematics test in English passed on
the first administration. Seventy-seven percent of the 26,769 students who took
the math test in Spanish passed it.
Fifth-grade students must pass both the reading and math
exams in order to be promoted. During the first or second test administration,
90 percent passed the reading exam in English or Spanish. During the first
administration of the mathematics TAKS given in English, 83 percent of the
students passed. Among the 5,233 students who took the math test in Spanish, 48
percent passed.
Any third or fifth-grade student who has not yet passed the
reading test may retake it July 2. Any fifth-grade student who has not passed
the mathematics test may retake it July 1.
Under Texas law, any student who has not met the promotion
requirements in grades 3, 5 and 8 is retained, unless his or her family appeals
the retention to a Grade Placement Committee made up of the principal, teacher
and parent. Parents should contact their local school to begin the appeal
process.
Along with math and reading, fifth-grade students also take a
TAKS science exam, which 81 percent mastered. Thirty-seven percent performed so
well on the test that they earned a Commended Performance notation.
Among the students tested in Spanish, 35 percent passed the
science exam.
Fourth grade:
Overall, 83 percent of fourth-grade students passed either
the TAKS or TAKS (Accommodated) reading test. Eighty-four percent of the
students passed the math TAKS or TAKS (Accommodated), while 91 percent met the
passing standard on the TAKS or TAKS (Accommodated) writing exam.
When only the scores on the standard TAKS are considered
without including scores on TAKS (Accommodated), scores appeared very stable
with 84 percent of the students passing the reading test in both 2007 and 2008
and 86 percent passing the mathematics test both years. Passing rates on the
writing test rose to 93 percent, compared to 91 percent last year.
The passing rates for students who tested in Spanish were 75
percent for reading, 74 percent for mathematics and 90 percent for writing.
When just TAKS scores in Spanish are examined, the passing rates this year were
within two points or less of last yearÕs passing rates.
Sixth grade:
Sixth-grade students showed strong performance with 91
percent of the 315,668 students passing the reading test in English and 45
percent of the student earning Commended Performance.
Eighty percent of students passed the mathematics test, with
37 percent achieving Commended Performance.
When just TAKS results are compared between this year and
last year, passing rates on the math test rose from 79 percent to 83 percent.
There was a one percentage point increase on the reading exam on the standard
test.
Many students have already graduated from bilingual or
English as a Second Language programs by sixth grade so only 1,370 students
took the sixth-grade reading test in Spanish.
This group had a 50 percent
passing rate and a 21 percent Commended Performance rate on the reading test.
Of the 1,246 students who took the math test in Spanish, 38 percent passed and
11.3 percent achieved Commended Performance. Sixth grade is the last year that
a state test is offered in Spanish.
Seventh grade:
Seventh-grade students were most proficient on the writing
exam, with 90 percent passing and 33 percent receiving Commended Performance.
Eighty-four percent of the students passed the reading test and 76 percent
passed the mathematics exam.
When TAKS (Accommodated) results are excluded, passing rates
increased by 2 percentage points on TAKS reading and by 3 percentage points on
the math test as compared to last year, while passing rates declined by one
percentage point on the writing examination.
Ninth grade:
Eighty-four percent of high school freshmen mastered the
reading test but just 60 percent passed the math test. When 2007 and 2008
results for TAKS only are compared, results on the reading test increased from
86 percent to 87 percent, while the mathematics passing rates rose from 60
percent to 63 percent.
Tenth grade:
Sophomores take TAKS tests in four subject areas. Their
passing rates were 86 percent in English language arts, which is a combined
reading and writing test; 63 percent in mathematics, 88 percent in social
studies and 64 percent in science. A greater percent of students - 32 percent -
achieved Commended Performance on the social studies test than on the other
three subject-area tests.
When TAKS test results only are compared from year to year,
this class showed strong improvement. The passing rates on English language
arts rose from 84 percent in 2007 to 89 percent this year. Math passing rates
increased from 63 percent to 65 percent. Social studies passing rates improved
from 86 percent last year to 90 percent in 2008, while science passing rates
went from 58 percent last year to 66 percent this spring.
Eleventh grade:
Texas students must pass four exit-level tests, which are
first given in 11th grade, along with their classes, to be eligible to earn a
state diploma. The Class of 2009 is well on its way to meeting its testing
requirements.
Ninety percent of the students passed the English language
arts exam, while 95 percent met the standard on the social studies examination.
Eighty percent of the students passed the science test and 79 percent passed
the mathematics test.
When standard TAKS results are compared excluding the new
TAKS (Accommodated) test, this yearÕs 11th grade students had passing rates
that were one to five percentage points higher on the four tests than did last
yearÕs high school juniors.
Overall, 71 percent of the 11th
graders passed all the TAKS or TAKS (Accommodated) exams they took this year.
Those who failed one or more tests will have four more opportunities to take
the tests between now and the end of their senior year.
Detailed summaries of state-level results may be found at: http://www.tea.state.tx.us/student.assessment/reporting/
Eighth Grade Writing Exam Than Their Ethnic Peers Nationally
Students in TexasÕ major ethnic groups earned higher average scale
scores on a national eighth-grade writing exam than did their peer groups
nationally, according to results released today by the U.S. Department of
Education.
Overall, however, scores on the 2007 National Assessment of
Educational Progress (NAEP) writing exam were relatively stable for TexasÕ
eighth graders who earned an average scale score of 151. That is not
significantly different from the average scale score of 152 earned by Texan
students in 2002. Nationally, eighth-grade students received an average scale
score of 154 in 2007, compared to 152 in 2002. The percentage of Texas students
who performed at or above the NAEP Basic level was 86 percent in 2007, compared
to 83 percent in 2002.
This exam, given to a nationally representative sample of eighth
graders, covers narrative, informative and persuasive writing. TexasÕ diverse
student population performed well in comparison to their peers. TexasÕ white
students, who made up 37 percent of the eighth-grade population sampled in
2007, received an average scale score of 165, compared to 162 for white
students nationally. White students accounted for 58 percent of the
eighth-grade class sampled nationally.
TexasÕ Hispanic students earned an average scale score of 142,
compared to a score of 141 for Hispanic students across the country. In this
state, 44 percent of the eighth-grade class is Hispanic, compared to 19 percent
for all the test-taking population in the country.
Scores for African-American students were 142 for Texas students
and 140 nationally. African-Americans make up 15 percent of the Texas class and
17 percent of the group in the United States.
Among Asian/Pacific Islanders, Texas students posted an average
scale score of 167, compared to 166 for the group nationally. Asian/Pacific
Islander students represent 3 percent of the Texas population and 5 percent of
the national population.
Students in the nationÕs major city public school districts
continue to advance in reading and math on state tests and on the more rigorous
federal testÐ the National Assessment of Educational Progress (NAEP). A new
report analyzing academic progress in 66 urban school systems in 37 states and
the District of Columbia shows substantially higher test scores in 2007 than in
2003 in fourthand eighth-grade mathematics and reading on state assessments. It
indicates that the state and national test scores are at their highest levels
since academic proficiency data have been collected for urban schools.
Beating the Odds: An Analysis of Student Performance and
Achievement Gaps on State Assessments by the Council of the Great City
Schools compares this past school yearÕs state test scores with those reported
a year after the federal No Child Left Behind law was
implemented in 2002, requiring school districts to report performance levels
based on state tests and show the percentage of students who score at the
ÒproficientÓ level. The Beating the Odds findings for the 2006- 2007
school year show that 63 percent of urban school students scored at or above
the proficient level in fourth-grade math on their respective state
assessments, a whopping 14 percentage point gain from 49 percent in 2003. For
eighth-graders, the percentage climbed to 55 percent, compared with 42 percent
in 2003, a 13 percentage point rise.
In reading, urban schoolchildren also posted gains over the past
four years. From 2003 to 2007, the percentage of fourth-graders scoring at or
above the proficient level in reading on state tests rose to 60 percent from 51
percent Ð a 9 percentage point hike. For eighth-graders, the percentage
increased to 51 percent from 43 percent in 2003, an 8 percentage point gain.
Reports for Texas school districts are available here:
Austin Independent School District:
http://www.cgcs.org/BTO8/Austin.pdf
Dallas Independent School District:
http://www.cgcs.org/BTO8/Dallas.pdf
Fort Worth Independent School District:
http://www.cgcs.org/BTO8/Fort%20Worth.pdf
Houston Independent School District:
http://www.cgcs.org/BTO8/Houston.pdf
El
Paso Independent School District (EPISD) (http://www.episd.org/)
hass elected LenSec (http://www.lensec.com/), to provide a
district-wide IP video surveillance solution for their network of middle and
high school campuses.
First
organized in 1883, the El Paso Independent School District is the largest
district in the Texas Education AgencyÕs Educational Service Center - Region
19. With more than 63,000 students in 92 campuses, EPISD also is the seventh
largest district in Texas and the 57th largest district in the United States.
It also is El PasoÕs largest employer with nearly 9,000 employees and has an
annual operating budget of $446 million.
According
to Victor Araiza, El Paso ISD Police Chief, ÒWe needed a comprehensive platform
for crisis response that can help us stop an incident before it even occurs.
With this new video surveillance system, EPISD police personnel can proactively
monitor LenSecÕs highly intuitive map-based user interface for all secondary
campuses in a matter of seconds. As a result, our officers as well as campus
administrators will be able to quickly locate areas of concern and investigate
those areas in the fastest and in the most efficient way as possible.Ó
Chief
Araiza further believes that quick emergency response capability via LenSecÕs
network video surveillance will provide a substantial, positive impact on
safety concerns. The new systemÕs presence is expected to encourage good
student behavior and provide the ability to archive and document incidents for
the accurate execution of both administrative and police procedures.
Forney
ISD
Located
approximately 20 miles to the east of Dallas in Kaufman County, the district
encompasses 85 square miles that includes the city of Forney. The ongoing
expansion of the Dallas-Fort Worth metro area has resulted in an accelerated
rate of growth within the district. The district is considered one of the
fastest-growing districts in North Texas with enrollment growth that averaged
almost 16% annually over the past five years. Current enrollment is slightly
more than 7,000. Outpacing enrollment gains, taxable assessed valuation has
grown dramatically as well at slightly less than 27% annually over the past
five fiscal years, reflecting the significant residential development spurred
by the availability of inexpensive land. Growth in the tax base also reflects
the inclusion of an electric generating plant in the district as of fiscal
2004. Incorporating the power plant, which represents nearly 18% of the
district's total TAV, raises the concern of taxpayer concentration. Taxpayer
concentration has declined over time however, and Fitch believes this trend
will continue, given ongoing and planned development and less than half of the
district currently built-out.
Despite
the pressures associated with rapid enrollment growth, financial performance is
stable and adequate with the district recording positive net results in five of
the past seven years. While audited fiscal 2007 results were slightly below
earlier projections, the district still maintained a healthy $3.2 million
balance in unreserved general fund reserves, which equaled 8.6% of spending.
The district's goal is to maintain at least 12% of spending in the unreserved
general fund balance. Fiscal 2008 reportedly remains on target, and it is
anticipated that the district will bring the total general fund balance to $5
million by the close of the year.
The
current offering represents the first portion of a $70 million authorization
approved by voters last year for a second high school. It is anticipated that
the district will issue the remaining authorization for the second high school
early in 2009 in order to complete construction of the facility and open it by
fiscal 2010. The district has some flexibility in regards to future issuances,
since district officials report no immediate needs for the remaining $57 million
authorization with capacity in existing facilities. Debt levels remain high,
however, even after factoring in state support for a portion of debt service.
While only 23% of principal is retired in ten years, the amortization schedule
remains fairly level.
Northwest
ISD
Northwest
ISD encompasses 232 square miles northwest of the Dallas-Fort Worth
metropolitan area. It serves 16 rural communities in Denton, Tarrant, and Wise
counties and has a total of almost 12,000 students enrolled in its schools.
Residential development has steadily boosted the district's enrollment at an
average annual rate of almost 14% over the past five fiscal years with
reportedly little slowdown from the currently softer housing market.
Demographic projections indicate an average 14% annual increase in enrollment
over the next five fiscal years and 22,000 students by fiscal 2013.
The
local economy is tied closely to that of the Dallas-Fort Worth metropolitan
area and its major employment centers, since much of the district is within
commuting distance. Area unemployment rates have consistently been below state
and national levels. Wealth levels, as measured by median household buying
income, exceed both state and national figures. From fiscal years 1999-2008,
the district's TAV growth has outpaced enrollment growth at an average of
approximately 20% annually, primarily due to the availability of affordable
land that spurred residential development. Mineral reserves of the Barnett
Shale field, which underlie the district, have contributed in large part to TAV
growth, most markedly since fiscal 2005. Recent upswings in oil and natural gas
prices and greater production have raised concerns about taxpayer
concentration; the district's top 10 property taxpayers accounted for roughly
26% of fiscal 2008 TAV and Devon Energy Corp. (long-term issuer default rating
of 'BBB+' by Fitch) alone accounts for 13% of total TAV. However, taxpayer
concentration has declined over time, and Fitch believes this trend will
continue, given the amount of affordable land and proximity to the Dallas-Fort
Worth metropolitan area.
Despite
pressures associated with rapid enrollment growth and large wealth equalization
payments made in recent fiscal years, the district's financial performance has
been very strong, reflecting its conservative budgeting and proactive
management. The district posted positive operating results in ten of its past
11 fiscal years. Audited fiscal 2007 results were better than budgeted and
again impressive; $14.4 million was added to general fund balance, recording a
total fund balance of $51.2 million, or 47% of expenditures, transfers out, and
other uses. This total was well above the district's target of 33%, or four
months of current operating expenditures. Although still early in the budgeting
process, district officials anticipate adopting the fiscal 2009 budget with
another moderate increase to fund balance.
Northwest
ISD's debt levels are high, and principal amortization is very slow at 18% in
10 years, which is representative of the district's fast-growth environment and
need to meet facility demands, while limiting the impact to existing taxpayers.
This issuance is the final installment of a $224.5 million bond program
approved by voters in October 2005 that will fund various school building
projects as well as technology needs for the district. In an effort to maintain
an interest and sinking fund tax rate of no more than $0.335 per $100 of TAV,
the Series 2008 bonds are structured with a moderately backloaded maturity
schedule. Voters in the district recently approved a $260 million authorization
for additional school facilities, which is anticipated to meet the district's
capital needs for roughly 3 years at current rates of enrollment growth. Fitch
believes the district's debt ratios will remain high for the foreseeable future
as a result of Northwest ISD's slow debt repayment and substantial capital
needs to accommodate ongoing, rapid enrollment growth.
Frenship
ISD
Frenship
ISD is located immediately to the west and south of the city of Lubbock,
encompassing 122 square miles, with a portion of the district in the city's
boundaries. The district contains the city of Wolfforth with roughly 3,000
residents. Historically a more rural, agricultural area, available land
combined with proximity to the regional Lubbock employment base has recently
spurred primarily residential development. Estimates indicate only 50% of the
district is currently built out. Tax base growth continues to outpace student
enrollment gains at slightly more than 14% annually over the past five years.
Enrollment growth has been substantial at a five-year annual average of almost
5%; district officials indicate that they believe they will sustain this rate
of growth or higher based on recent demographic studies, even with the national
slowdown in housing activity.
Fiscal
2007 continued the district's trend of adding to general fund balance, bringing
the total to almost $11 million or roughly 27% of spending, despite growth
pressures. The district has maintained an unreserved general fund balance of no
less than 22% since fiscal 2002. Revenues and expenditures remain on target for
fiscal 2008 according to district officials, and it is expected that the
district will close the year with either breakeven results or a modest drawdown
of $300,000. The district has historically outperformed budget projections
through cost containment measures.
The
current offering represents the second portion of the district's $127.99
million authorization, approved with record voter turnout by approximately 70%
of the voters last year. The authorization will primarily be used for three new
schools, an athletic complex, and renovations to the existing high school. The
remaining portion of this authorization is currently projected to be issued in
the summer of 2009. This authorization is expected to meet the district's
capital needs for the next five to seven years. Debt levels are high, even
after factoring in state support for a portion of existing debt service. While
only 24% of principal is retired in 10 years, the amortization schedule remains
fairly level.
Martin Middle School, Texas
Walking Through and Talking About Instruction
"What are your expectations in this classroom? How will I
know if your students are learning?" ask Principal Rheba Jones as she
talks to a teacher at Martin Middle School in Corpus Christi,Texas. Jones leads
a team of observers into every classroom of this 700 student school. As a
group, they establish their purpose for visiting. They observe the student work
on the walls, current assignments, cumulative portfolios and journals. Then,
they debrief as a group. "We ask," notes Jones, "what did we see
today? Where are we moving as a school? Did you see evidence of progress in
this classroom? Are we moving quickly enough?"
It is all part of a walkthrough process based on inquiry developed
by the Learning Research and Development Center at the University of
Pittsburgh. "This process moved our school from defining clear
expectations to academic rigor," said Jones.
This urban middle school with a student body that is 98 percent
Latino and where 78 percent of the students qualify for free or reduced price
lunch, has made significant progress. Just three years ago, the school barely
held off a "low-performing school" designation, now the school is
considered "exemplary" by the state of Texas with 80 percent of the
students mastering statewide assessments. Jones is clear on the challenges:
ÒWhen we started this work we knew it needed to happen, but it was much bigger
than we ever thought. WeÕre moving forward now.Ó
Complete report: http://www.naesp.org/client_files/LLC-Exec-Sum.pdf