Texas
Education News
June 2009
Copyright © 2009 Queue,
Inc.
IN THIS ISSUE:
Eighty-Four Percent of Fifth-Grade Students and
79 Percent of Eighth-Grade Students Pass TAKS Math
Bioscience Education Study Criticizes Texas
State of the TexasÕ Pre-K Programs
Texas Education Report Back Issues
(http://www.queuenews.com/TXnews.html)
Education Research Report Back
Issues (http://queueeducation.blogspot.com)
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Eighty-four
percent of fifth-grade students and 79 percent of eighth graders passed the
math Texas Assessment of Knowledge and Skills (TAKS) test on the first
administration, the Texas Education Agency announced today.
Test results reported today include both TAKS and TAKS (Accommodated) scores. Results reported prior to 2008 did not include TAKS (Accommodated), which was first administered in that year .
To
comply with federal requirements of No Child Left Behind, TAKS includes a form
called TAKS (Accommodated) for special education students who meet eligibility
criteria for specific accommodations. The TAKS (Accommodated) form includes
accommodations such as larger print and fewer items per page, and contains no
embedded field-test items. Many students who are receiving special education
services take the TAKS (Accommodated) test.
At
fifth grade, 84 percent of the 327,055 students who took the TAKS or TAKS
(Accommodated) math test in English passed and 44 percent earned Commended
Performance.
Of
the 4,627 students who took the TAKS or TAKS (Accommodated) fifth-grade math
exam in Spanish, 45 percent passed and 13 percent performed at the Commended
Performance level.
Among
eighth-grade students, 79 percent of the 317,830 students tested passed the
math TAKS or TAKS (Accommodated) test and 24 percent earning Commended
Performance. There is not a Spanish language test available in this grade.
While
most students take TAKS or TAKS (Accommodated) tests, some students receiving
special education services take an alternate assessment called TAKS-Modified
(TAKS-M). This test is based on modified academic achievement standards.
Among
fifth-grade students who took TAKS-M, 74 percent of the 15,125 students tested
passed the math exam and 18 percent earned the Commended Performance
designation. At eighth grade, 64 percent of the 16,506 students who were tested
on TAKS-M passed the math test and nine percent received Commended Performance.
Students
who failed the math test will have two additional opportunities, May 19 and
June 30, to retest. |
As
part of the Texas Student Success Initiative, students in fifth and eighth
grades must pass the math and reading TAKS tests to be promoted to the next
grade. Under state law, students who fail these exams must be given extra
instructional help.
School
districts across the nation are recognizing the value of scientifically based
education research in determining effective interventions to improve student
achievement. In an effort to be a catalyst to making positive change, a number
of school districts are participating in a rigorous research study, sponsored
by REL Southwest at Edvance Research, one of ten national research laboratories
under the Institute of Education Sciences, U.S. Department of Education.
The
research study, Assessing the Impact of Collaborative Strategic Reading
(CSR) on Reading Comprehension: Findings for English Language Learners (ELL)
and Fluent English Speakers, includes participation of diverse school districts in the
REL Southwest region including:
á Corpus Christi (Texas)
á Galena Park ISD (Texas)
á Fort Bend ISD (Texas)
á Oklahoma City Public
Schools (Oklahoma)
á and one large district
(Texas)
CSR
is a teaching strategy that incorporates both cooperative learning techniques
and reading comprehension strategies. Some of the strategies include click
and clunk,
previewing the text, fix-up, and wrap up. The study focuses on 5th
grade students during social studies instruction in districts with high ELL
populations, and it evaluates classrooms using CSR compared with those not
using the intervention. For more information on the study, visit www.edvanceresearch.com/CSRPA.htm
What
is the benefit to schools participating in the study?
ÒIt
is no longer acceptable to choose programs and practices without thorough
research,Ó states Donald Barfield, Associate Lab Director at REL Southwest.
ÒSchools are increasingly looking to improve outcomes through the use of
evidence-based strategies.Ó
Through
participation in this research study, schools will receive FREE of charge:
á Professional development
for teachers on how to utilize CSR, which will provide an opportunity to
increase student achievement in reading
á Follow-up coaching
sessions for teachers
á Research evidence based on
student performance
á Opportunity to work with
leading researchers in a Randomized Controlled Trial (RCT), the gold-standard
in research methodology
"As
principal of a large elementary school É I am always looking for ways to help
improve student achievement,Ó says Rafael Silva of Corpus Christi ISD (CCISD).
ÒOur partnership with the Regional Educational LaboratoryÑSouthwest will assist
and provide staff development for the teachers in learning how to help students
with diverse learning styles.Ó
ÒAs
a seasoned teacher of 31 years,Ó says Josephine Quinones, a teacher at CCISD,
Òthe CSR techniques were valuable tools that I have added to my 'teaching bag.'
The use of CSR was both teacher and student friendly.Ó
REL
Southwest, at Edvance Research, is one of ten educational laboratories in the
Regional Educational Laboratory Network (REL Network), under the Institute of
Education Sciences (IES) of the U.S. Department of Education. REL Southwest
serves the states of Arkansas, Louisiana, New Mexico, Oklahoma and Texas and
works for the benefit of over 7 million students and 500,000 teachers in
approximately 14,500 schools in grades pre-kindergarten through college in this
five-state region. The REL Network encompasses ten geographical regions that
span the nation with its primary mission being to serve the educational needs
of designated regions. The REL Network uses applied research, development,
dissemination, and training and technical assistance to bring the latest and
best research and proven practices into school improvement efforts. http://edlabs.ed.gov/RELSouthwest
Educators
in the southwest region may obtain technical assistance through the REL
Reference Desk by calling 1-877-EDVANCE (1-877-338-2623) or e-mailing RELinfo@edvanceresearch.com.
States
across America are failing to prepare students for pursuing biosciences in
higher educationÑa key pipeline for developing the bioscience workforce of the
future. A new report funded and researched by BIO, Battelle, and the
Biotechnology Institute provides the first ever comprehensive study of middle
and high school bioscience education in the 50 states, Puerto Rico, and the
District of Columbia. The report also finds a wide disparity across measures of
student achievement in overall science and biosciences, an uneven record across
states in incorporating the biosciences in state science standards, supporting
focused bioscience education programs and higher level bioscience courses, and
ensuring science and bioscience teachers are well qualified.
This
review of state activities in bioscience education suggests a number of actions
that should be taken. For example, individual states:
á Should incorporate
biotechnology as they revise their science standards and should involve
research scientists with expertise in the biosciences in their development.
á Must commit to improving
student achievement in biology and the life sciences and ensuring that their
high school graduates are ready to pursue college-level bioscience courses.
á Should improve the
collection and dissemination of data, tracking student participation and
performance in the biosciences and the broader sciences and if they do not
participate in the National Assessment of Educational Progress (NAEP) science
exam should be encouraged to do so.
á Should take a more
systematic approach to teacher professional development, experiential learning,
and career awareness.
The
report provides the following evidence that states are not measuring up:
á On average, only 28% of
the high school students taking the ACT , which is a national standardized test
for college admission, reached a score indicating college readiness for biology
and no state reached even 50%.
á Only 52% of 12th graders
are at or above a basic level of achievement in the sciences, and for 8th
graders only 57% are at a basic level of achievement.
á Average scores for 12th
graders in the sciences have actually declined from 1996 to 2005 and shown no
improvement for 8th graders both overall and on the life science component.
á A significant gap exists
in science achievement for low-income middle-school students, although the gap
is slowly narrowing.
Some
states fared much better than others with respect to student achievement in the
biosciences. While it is difficult to give a single grade across states because
of the limited quality and comparability of the student achievement data, the
patterns of student performance suggest the states fall into several broad
categories.
Leaders
of the Pack:
Connecticut, Massachusetts, Minnesota, New Hampshire, New Jersey, Ohio,
Vermont, Wisconsin
Second
Tier:
Colorado, Delaware, Illinois, Maryland, Missouri, North Carolina, North Dakota,
Oregon, Rhode Island, South Dakota, Tennessee, Utah, Virginia, Washington
Middling
Performance:
Alabama, Arizona, California, Hawaii, Indiana, Kentucky, Maine, Michigan,
Montana, South Carolina, Wyoming
Lagging
Performance:
Arkansas, Florida, Georgia, Louisiana, Mississippi, Nevada, New Mexico,
Oklahoma, Texas, West Virginia
Not
Rated:
States that do not participate in the NAEP science assessment were not rated.
The
report also finds an uneven record across states in incorporating the
biosciences in state science standards, supporting focused bioscience education
programs and advanced bioscience courses, and ensuring well-qualified science
and bioscience teachers.
Only
thirty-one states reported that their science standards explicitly mention or
define standards or applied laboratory or other instruction tools specifically
for biotechnology or the biosciences.
At
least half the states have at least one school with a bioscience focus, and all
of the states have schools with a focus on broader STEM education. But states
do not seem to be succeeding in encouraging high school students to take
upper-level science courses. Although data on this subject are very limited,
the share of students taking the AP biology exam averages 4.6% of high school
graduates.
The
report also notes that nearly one in eight U.S. high-school biology teachers
was not certified to teach biology. The average share of biology teachers who
are certified in a given state ranged from 50% to 100% in data collected by the
Council of Chief State School Officers (CCSSO), although 88% of biology
teachers are certified nationally on average.
Texas report:
http://www.bio.org/local/battelle2009/TX_bio_09.pdf
The annual survey of state-funded preschool
programs shows impressive expansion in enrollment and spending. However, the
recession may reverse the trend, curtailing early education opportunities for
children in lower and middle-income families.
The National Institute for Early Education
Research (NIEER) has released The State of Preschool 2008. Key findings included:
¥ Enrollment increased by more than 108,000
children. More than 1.1 million children attended state-funded preschool
education, 973,178 at age 4 alone.
¥ Thirty-three of the 38 states with
state-funded programs increased enrollment.
¥ Based on NIEER's Quality Standards
Checklist, 11 states improved the quality of their preschool programs. Only one
fell back.
¥ State funding for pre-K rose to almost
$4.6 billion. Funding for state pre-K from all reported sources exceeded $5.2
billion, an increase of nearly $1 billion (23 percent) over the previous year.
On a less positive note, whether or not a
child receives high-quality preschool education depends on where his or her
family lives. Twelve states provided no state-funded preschool in 2008.
Of the 38 states with state-funded
preschool, cuts are likely in at least nine including some of the biggest
states Ð California, Florida, New York, and North Carolina.
Currently, Oklahoma remains the only state
where virtually every child can start school at age 4. In at least eight other
states, more than half of 4-year-olds attend a public preschool program of some
kind.
At the other end of the spectrum, are the
12 states that have no regular state preschool education program: Alaska,
Hawaii, Idaho, Indiana, Mississippi, Montana, New Hampshire, North Dakota,
Rhode Island, South Dakota, Utah, and Wyoming. In eight states, less than 20
percent of children are enrolled in a public preschool program at age 4 even
taking into account preschool special education and Head Start.
Most states meet a majority of the NIEER's
10 benchmarks for program quality standards, but five states meet fewer than
half. These states include three of the four states with the largest
populations and numbers of children in pre-K-- California, Texas and Florida.
Texas is the only state that fails to limit both
maximum class size and staff-child ratio. California and Maine have limits on
staff-child ratio but no class size limit. Most other states limit classes to
20 or fewer children with a teacher and an assistant.
In 2008, enrollment of 3-year-olds
continued to rise, though less rapidly than at age 4. The leader in serving
3-year-olds in state pre-K is Illinois, which is the only state committed to
serving all 3-year-olds, but it is closely followed by Arkansas. Four states,
Illinois, Arkansas, Vermont and New Jersey serve at least 20 percent of children
at age 3 in general and special education programs.
Research
shows that high-quality pre-K can help improve the educational success of all
children and by doing so, decrease school failure and dropout rates, and crime
and delinquency. In addition, high-quality preschool education has been found
to improve economic productivity and health.
Texas report:
http://nieer.org/yearbook/pdf/TX.pdf
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 over 13,000 students enrolled in its schools.
Availability of affordable land that spurred residential development rapidly
boosted the district's enrollment at an average annual rate of almost 14% over
the past five years; however, in light of a softer local housing market
comparable to national trends, revised annual enrollment projections over the
near term are now closer to 7%-9%.
The
local economy is tied closely to that of the larger Dallas-Fort Worth-Arlington
metropolitan area and its major employment centers, since much of the district
is within commuting distance. Area unemployment rates have consistently stayed
below state and national levels, and at 6.5%, the unemployment rate in March
2009 for Denton County is no exception. Now totaling approximately $9.4 billion
in fiscal 2009, the district's taxable assessed valuation (TAV ) growth has
outpaced enrollment gains at an average of almost 20% annually over the last
ten fiscal years. Natural gas reserves of the Barnett Shale field that underlie
the district have contributed in large part to TAV growth, most markedly since
fiscal 2005. In previous years, 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 27% of fiscal 2009
TAV, and Devon Energy Corp. alone accounts for nearly 16% of total TAV.
However, taxpayer concentration has declined over time. Fitch believes this
trend will continue, given finite mineral reserves, more recent declines in gas
prices and corresponding drilling activity, and the amount of affordable land
that remains (it is currently estimated that no more than a third of the district
is built out) with proximity to the metro 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 11 of its past 12
fiscal years.
Audited
fiscal 2008 results were better than budgeted and again impressive; $15.2
million was added to general fund balance, recording a total fund balance of
$66.1 million, or about 59% of spending, which was well above the district's
target of 33%, or four months of current operating expenditures. District
officials report the fiscal 2009 budget remains on target and anticipate adding
slightly more than $4 million to reserves by year's end. Although still early
in the budgeting process, a balanced budget that includes a 2% salary increase
is assumed for fiscal 2010 under conservative tax base growth assumptions in
conjunction with the anticipated adoption of a discretionary $0.04 per $100 TAV
to the district's operating tax rate that was previously planned in order to
help offset additional costs associated with the opening of Northwest ISD's
second high school.
Debt
levels are high, especially on a per capita basis, and principal amortization
is very slow at 20% in 10 years, which is representative of the district's
rapid enrollment growth demands, while limiting the impact to existing
taxpayers. This issuance is the first portion of a $260 million bond program
approved by a strong 72% of voters in May 2008 that will fund seven new
elementary schools, one additional middle school, various school
building/renovation projects, as well as technology needs for the district.
Comparable to 2005, voters were again told to expect no increase in the
existing debt service tax rate for the entire authorization, and in order to
maintain that rate, the district will use about $14 million in debt service
fund reserves over the next six fiscal years. Due to declining levels of
projected enrollment growth, district management now anticipates a slower pace
of issuance for the full authorization, which is currently anticipated to meet
the district's capital needs for roughly the next five rather than originally
projected three years. Nonetheless, Fitch believes the district's debt ratios
will remain high for the foreseeable future as a result of further area
development, slow debt repayment, and the ongoing, substantial capital project
funding necessary to accommodate a fast-growth enrollment environment.
Red
Oak ISD
Red
Oak Independent School District is in northern Ellis County approximately 20
miles south of Dallas. Serving an estimated 25,000 population in 41 square
miles, the district primarily serves the city of Red Oak as well as the cities
of Glenn Heights, Ovilla, Pecan Hill and Oak Leaf. Interstate 35-E bisects the
district from north to south. The southern expansion of the Dallas-Fort Worth
metropolitan area has spurred population growth in both Ellis County and the
city of Red Oak, although more moderate student enrollment increases for the
district. The city of Red Oak's population has grown by almost 8% annually
since 2000. Student enrollment, currently estimated at nearly 5,300, has grown
at a manageable rate of nearly 2% annually over the last five years.
The
economic base of the district is shifting away from an agricultural basis to a
bedroom community with affordable residential prices. Tax base growth of nearly
9% annually over the past five years continues to outpace student enrollment
gains. Many residents commute to work in the nearby Dallas-Fort Worth metro
area. Over the past year, residential construction and home closing activity
has slowed sharply. Taxable assessed valuation growth over the near-term will
likely be slower than what was experienced recently and could lead to declines
or a slowdown in enrollment growth; however, the proximity of the district to
the Dallas/Fort Worth metroplex and the recent widening of Interstate 35, are
positive long-term growth indicators.
Operating
deficits incurred in fiscal 2005 and 2006, reduced general fund balance
reserves to a low $1.2 million, or 3.7% of spending by fiscal year ended Aug.
31, 2006. In fiscal 2007, the district moved its fiscal year end to June 30th,
in order to better match its revenues and expenditures to the school year. This
shift provided a one-time boost to the district's operations. For the 10 months
ending June 30, 2007, the district reported a net surplus of $1.4 million,
increasing its general fund balance to a more adequate $2.6 million, or 8.1% of
spending. Fiscal 2008 actual results were close to the anticipated modest
surplus, increasing reserves by a modest $200,000. With a successful rollback
election in November 2008 that enables the district to levy an additional $0.13
for O&M, the district expects to close the 2009 fiscal year with total
general fund balance reserves at about $4.3 million. Also, the fiscal 2010
budget is expected to be prepared with the goal of meeting its 12.5% minimum
fund balance reserve policy adopted by the school board in 2007.
The
new money portion of the current offering is the final installment of a $95
million authorization, the largest so far in district history, approved by 68%
of the voters in May 2007. A bond election for comparable capital projects
failed in 2006. Debt levels are very high even after factoring in state support
for nearly 15% of the district's debt service and amortization is slow at about
17% in ten years. It is expected that this authorization will meet the
district's capital needs over at least the next five years.
Longview
ISD
Longview
Independent School District is located in Gregg County, approximately 120 miles
east of Dallas and 60 miles west of Shreveport, LA and is served by major
transportation corridors. It is part of the larger Longview metropolitan
statistical area (MSA) that serves as the industrial, retail, and distribution
center for East Texas and is estimated to total about 204,000 in population.
The local economy, which has long served as a center for oil and natural gas
operations, has become increasingly diversified. Health care, manufacturing,
distribution, and education are all major employment sectors. Almost half of
the district's tax base is commercial/ industrial, and from fiscal 2004-2009,
TAV grew steadily, averaging gains of almost 10% annually. There are a number
of large-scale, construction/expansion projects currently underway or planned
for local industries that are expected to add to the district's tax base over
the near term and preliminary taxable values for fiscal 2010 indicate a modest
increase of 3%. Despite national trends, the area's local housing market
reportedly remains relatively stable.
Population
growth has been modest in the area at an average annual rate of slightly less
than 1% since the 2000 Census, which is below that of the state. While local
employment levels have recently experienced some softening, Longview MSA
unemployment levels remain below those of the state at 6.2% in March 2009.
Wealth levels are slightly below those of the state; however, this is somewhat
mitigated by the lower cost of living of the region. Totaling about 8,200
students in fiscal 2009, the district's enrollment has fluctuated in recent
years, with a slight increase of less than 1% on average annually since fiscal
2004. District officials point to aging facilities and limited academic
programs as contributing factors in enrollment declines. New and improved
school facilities along with expanded academic programs, including the recently
established science and technology high school academy, are expected to draw
more students to the district over the near-term. Demographers project
enrollment growth at a rate of 2% annually over the next ten years.
The
district's financial reserves have continued to trend upwards since fiscal
2003. Audited fiscal 2008 results reflected another very strong unreserved
general fund balance of $26.4 million or just over 43% of spending, which well
exceeded the district's operating reserve policy amount of at least three
months of expenditures. The district reports that the fiscal 2009 budget
remains primarily on target and, in light of its construction savings, district
officials currently project a significantly smaller than forecasted drawdown in
general fund reserves at year's end of roughly $3 million for one-time capital
expenditures associated with the current bond program.
Direct
debt levels are high with the current new issue at 5.3% of TAV or $4,300 per
capita. Amortization of principal remains slow at 24% in 10 years. The current
offering represents the second portion of the district's nearly $267 million
authorization passed by a slim majority of voters in May 2008. The total
authorization will be used for rebuilding, renovating or repurposing all of the
district facilities. Prior to this authorization, the district had very little
general obligation debt outstanding. Approximately $72 million remains from
this authorization, which is still projected for issuance in approximately one
year. It is anticipated that the district will have minimal capital needs after
this authorization.
Santa
Fe ISD
Galveston
County's economy, historically based on agriculture and lumber production, is
centered on petrochemicals, port activities, tourism and the University of
Texas Medical Branch (UTMB). The county ranks as the fourth largest cruise
terminal in the U.S. and the largest on the U.S. gulf coast. Although the
county's unemployment rates have been trending downward since 2004, the
unemployment rate equaled 7.6% in March 2009, an increase over the 4.6% in
March 2008.
The
district's tax base growth has been moderate, increasing by a compound annual
average of 8% since 2002. Residential properties comprised 84% of the
district's taxable assessed value (TAV) in 2008, reflecting the limited albeit
growing commercial development in the district. Tax base concentration is
modest as the district's top 10 taxpayers comprise less than 6% of TAV,
although the majority of those are in oil and gas exploration.
As
a result of the district's limited tax and economic base, the district receives
substantial state aid for operations, equal to about 64% of general fund
revenues in fiscal 2008. Sound financial management is evidenced by the
district's consistently high reserve levels. Due to increased operating
expenditures coupled with pay-as-you-go capital spending, in fiscal 2008 the
unreserved, undesignated general fund balance declined to 24.7% from 32.3% of
expenditures, transfers out, and other uses in fiscal 2006. The fiscal 2009
budget projected a $1.2 million deficit for the general fund, but due to lower
salary expenditures, a $600,000 deficit is expected. The district has frozen
unessential spending. For fiscal 2010 the district expects on drawing down the
general fund balance by up to $500,000, but Fitch believes this may be
conservative given the district's projection of a larger drawdown than now
seems likely for fiscal 2009.
State support for outstanding debt is equal to about 40%
of debt service. Despite this support, the district's overall debt burden is
moderate at $1,491 per capita and 4% of TAV. The $65.195 million bond program
will be used to fund additions at the high school, as well as other
district-wide improvements and technology upgrades. Fitch believes that debt
levels will remain in the moderate range, if above average, with this future
debt issuance. Given projections for flat enrollment Fitch does not envision
additional debt requirements in the near to intermediate term.