<<Back to
Texas Education News
Texas Education News
November 2008
Copyright © 2008 Queue, Inc.
IN THIS ISSUE:
Texas Public
School Attrition Study, 2007-08 by IDRA
Three of Every
Four Texas Schools Meet Adequate Yearly Progress
Temple Independent School District Install
Projectors
Queue, Inc. Appoints New Sales Reps For Texas
Queue,
Inc. has appointed Neill Sales & Consulting LLC (Phil Neill, 817.637.7445, neillsales@sbcglobal.net) as its
independent sales representative for Texas. Queue publishes a wide variety of
TAX Test prep books in language arts, reading comprehension, math and science.
These outstanding books are available for preview.
Contact
your sales rep or call 1-800-232-2224. You may also go to http://www.qworkbooks.com/TX/TX.html
for descriptions and to order.
This Technical Brief examines the alignment between
the Texas Assessment of Knowledge and Skills (TAKS) mathematics assessment
standards and the 2009 National Assessment of Educational Progress (NAEP)
mathematics framework. It looks at the extent to which current state assessment
standards cover the content on which 2009 NAEP assessments will be based.
Applying the methodology used by Regional Educational Laboratory Southwest in
2007 in a similar study that examined the alignment of TAKS science assessment
standards with the 2009 NAEP (http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=76&productID=36),
this study presents results for areas of full alignment, partial alignment,
nonalignment, and areas where the TAKS assessment standards go beyond the NAEP
standards. The study finds that 74 percent of the NAEP grade 4, 81 percent of
the NAEP grade 8, and 71 percent of the NAEP grade 12 assessment standards are
either fully or partially addressed by the TAKS assessment standards.
http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=168&productID=120
Texas
schools are losing one student every four minutes Ð thatÕs one-third of our
students. The Intercultural Development Research Association has released detailed findings (http://www.idra.org/IDRA_Newsletter/October_2008_Student_Engagement/Texas_Public_School_Attrition_Study_2007_08/) from its latest study showing that the high school
attrition rate is 33 percent, the same as it was 22 years ago. In Texas for
2007-08, 44 percent of Hispanic students, 38 percent of Black students, and 18
percent of White students were lost from public school enrollment.
A
supplemental analysis (http://www.idra.org/images/stories/Will_Attrition_Rate_Get_to_Zero.pdf) indicates that, based on
one statistical scenario of Texas attrition rate history, the state will not
reach an attrition rate of zero until 2044. At this pace, the state will lose
an additional 2.6 million students.
Attrition
rates are an indicator of a schoolÕs holding power, or ability to keep students
enrolled in school and learning until they graduate. IDRA has used the same
methodology since its inaugural statewide study in 1986. IDRA conducted Texas Õ
first-ever comprehensive statewide study of high school dropouts using a high
school attrition formula to estimate the number and percent of students who
leave school prior to graduation. The study in 1986 was the stateÕs first major
effort to assess the school holding power of Texas public schools.
The
annual attrition studies since then include county-level data by race and
ethnicity. Trend graphs of high school attrition in each Texas county are
available online.
IDRA
research shows that between 1985-86 and 2007-08, more than 2.8 million
secondary students have been lost from public school enrollment in the state.
ÒIt
is high time that Texas take a new course,Ó said Dr. Robledo Montecel.
ÒInvestment in change must go beyond discrete dropout prevention programs. It
must reflect our full commitment to providing for quality public schools in all
neighborhoods for children of all backgrounds.Ó
A
school with a high dropout rate must make a concerted effort to reconfigure
part or most of its structure and practices to ensure that it meets these three
goals: (1) strengthen relationships among students, school staff and families;
(2) improve teaching and learning in every classroom every day; and (3) if
necessary, reallocate budget, staff and time to achieve goals one and two that
lead to increased student achievement and graduation rates.
IDRAÕs
Quality School Action Framework (http://www.idra.org/
http://www.idra.org/content/category/31/246/400/) shows how communities and
schools can work together to identify weak areas and strengthen public schoolsÕ
capacities to improve the holding power of schools.
IDRA
also has developed a set of principles for
policymakers (http://www.idra.org/content/category/31/285/542/) and school leaders.
IDRAÕs online School Holding Power web portal helps community and school
partners examine their school data and plan joint action to improve school
holding power. The portal can be accessed free at http://www.idra.org/portal/.
The
main IDRA web site also lists vital components for successful dropout
prevention based on a review of research and IDRAÕs 25 years of experience with
its highly-successful dropout prevention program, the Coca-Cola Valued Youth
Program.
Complete
report:
http://www.idra.org/IDRA_Newsletter/October_2008_Student_Engagement/Texas_Public_School_Attrition_Study_2007_08/
http://www.tea.state.tx.us/comm/page1.html
Oct.
14, 2008
Seventy-five
percent of Texas schools and 66 percent of school districts met federal
Adequate Yearly Progress standards in 2008.
The
federal evaluations are based on:
● graduation rates for high schools and districts;
●
attendance rates for elementary schools;
●
participation and passing rates on state tests for grades 3-8 and 10.
This
year to earn a label called ÒMeets AYP,Ó the schools and districts had to test
at least 95 percent of their students and at least 60 percent of the students
had to pass the reading/English language arts state exam and at least 50
percent had to pass the mathematics exam. High schools or districts had to
achieve a graduation rate of 70 percent or better for the Class of 2007.
Elementary and middle schools were required to achieve at least a 90 percent
attendance rate. Schools and districts can also meet AYP by demonstrating
significant performance improvement.
The tests used to determine the federal evaluations are the Texas
Assessment of Knowledge and Skills (TAKS), which 90 percent of the students in
these grades take, and three new variations of TAKS that are used for students
with disabilities.
One new exam called the TAKS-Alternate (TAKS-Alt), which is given
to students who have significant cognitive disabilities, was included in the
AYP calculations last year. Used in the calculations for the first time this
year are TAKS (Accommodated) and TAKS-Modified (TAKS-M).
TAKS
(Accommodated) is an on-grade level TAKS that contains some modifications, such
as the elimination of field test items. Most students with disabilities who
need some testing modifications take TAKS (Accommodated). TAKS-M, which is also
an on-grade level test, has additional modifications such as fewer items and
fewer answer choices.
The
new tests caused fewer schools and districts to earn a ÒMeets AYPÓ label for
2008. This year, 75 percent or 6,122 schools met AYP, compared to 80 percent or
6,447 campuses in 2007. Sixty-six percent or 816 districts earned a ÒMeets AYPÓ
evaluation today, compared to 1,069 districts or 87 percent in 2007.
Among the approximately 2.2
million students tested statewide in grades 3-8 and 10, results show that 79
percent met the mathematics standard, which equaled 2007 performance levels.
This year, 88 percent of the students met the reading/English language arts
standard, up from 87 percent in 2007.
The AYP system also looks at the performance of the following
student groups: African American, Hispanic, white, economically disadvantaged,
special education and limited English proficient. Statewide, the percentage of
students in the various groups who met the reading/English language arts
standards ranged from 62 to 94 percent.
The percentage of students in the various student categories
who met the mathematics standards varied from 50 percent to 88 percent.
Additional details about the AYP ratings for the state,
districts and schools are available at http://www.tea.state.tx.us/ayp/.
The Brownsville Independent School District (BISD) in Texas won
the 2008 Broad Prize for Urban Education, the largest education prize in the
country awarded to the most improved urban school district. Brownsville,
located at the southern-most tip of Texas along the U.S.-Mexico border, serves
one of the poorest urban populations in AmericaÑwith 94 percent of its students
qualifying for free and reduced-priced school lunch.
The $2 million Broad (rhymes with ÒroadÓ) Prize is an annual
award that honors large urban school districts that demonstrate the strongest
student achievement and improvement in America while narrowing achievement gaps
between income and ethnic groups. The money goes directly to graduating high
school seniors for college scholarships. The winner was selected by a jury of
10 prominent American leaders from government, education, business and civic
sectors, including two former U.S. secretaries of education from both parties.
ÒBrownsville is the best kept secret in America,Ó said Eli
Broad, founder of The Eli and Edythe Broad Foundation. ÒIn the face of stark
poverty, Brownsville is outpacing other large urban districts nationwide
because it is smartly focusing all resources on directly supporting students
and teachers. Other school districts can learn a great deal from BrownsvilleÕs
success.Ó
As the winner of The Broad Prize, the Brownsville Independent
School District will receive $1 million in college scholarships for graduating
seniors next spring. The four finalistsÑAldine Independent School District,
Texas; Broward County Public Schools, Fla.; Long Beach Unified School District
in California and Miami-Dade County Public SchoolsÑwill each receive $250,000
in college scholarships. Long Beach won the 2003 Broad Prize, and this marked
the second year that the former winner returned as a finalist. Both Aldine and
Miami-Dade are three-time finalists, while this is BrownsvilleÕs and BrowardÕs
first year in the running.
Among the reasons Brownsville stood out among large urban school
districts:
á Outperforming
other similar Texas districts. In 2007, Brownsville outperformed
other Texas districts serving students with similar income levels in reading
and math at all grade levels, according to The Broad Prize methodology. In
addition, BrownsvilleÕs Hispanic and low-income students outperformed their
peers in similar districts in reading and math at all grade levels.
á Greater
improvement by ethnic and income subgroups. Between 2004 and 2007,
BrownsvilleÕs Hispanic students showed greater improvement than their peers in
similar Texas districts in reading and math at all grade levels, according to
The Broad Prize methodology. BrownsvilleÕs low-income students also showed
greater improvement than their peers in similar Texas districts in math at all
grade levels and in elementary and high school reading. From 2004 to 2007,
Brownsville surpassed the state average in raising the percentage of Hispanic
and low-income students who achieved math proficiency at all grade levels and
in elementary and high school reading proficiency.
á Closing
achievement gaps. Brownsville is narrowing income and ethnic achievement gaps in
reading and math at all grade levels. For example, between 2004 and 2007,
Brownsville reduced the gap between Hispanic students and the state average for
white students by 12 percentage points in middle school math and reduced the
gap between low-income students and TexasÕ non-low-income student average by
nine percentage points in high school reading.
á Strong
district-wide policies and practices. BrownsvilleÕs strategic,
district-wide approach puts student needs first, offering them a challenging
curriculum and a range of enrichment opportunities. The district has effective
fiscal practices, directs funds to the classroom, continuously reviews and
updates its curriculum and holds all staff accountable for results.
Each year, 100 of the largest urban school districts nationwide
are automatically eligible for The Broad Prize. Districts cannot apply for or
be nominated for this award.
Students in Austin and
Houston Perform Better or Comparable with International Peers in 4th and 8th
Grades
Students
in six major U.S. cities are performing on par or better in mathematics than
their peers in other countries in grades 4 and 8, according to a new study by
the American Institutes for Research (AIR). However, students from five other
major cities are not faring as well, and overall, U.S. student performance in
mathematics falls off from elementary to middle school grades Ñ and remains
behind many industrialized nations, particularly Asian nations.
The
AIR study offers the first comparison between students from large U.S. cities
and their international peers. The study compares U.S. 4th grade students with
their counterparts in 24 countries and 8th grade students with peers in 45
countries.
The
study found that students in grades 4 and 8 from Austin, Boston, Charlotte, Houston, New York and San Diego
performed better or on par with their peers in other countries. Students from
Atlanta, Chicago, Cleveland, the District of Columbia and Los Angeles performed
below the international average.
When
comparing students who are ÒproficientÓ on two math benchmarks, the United
States places higher than the international average at grade 4 and grade 8.
However, the nationÕs performance overall was significantly lower than that for
Singapore, Hong Kong, Taipei, Japan and the Flemish portion of Belgium at grade
4; for grade 8, the nationÕs students also had fallen behind the Republic of
Korea, the Netherlands and Hungary.
The
AIR study uses a statistical linking strategy to combine results from the
National Assessment of Educational Progress (NAEP) in 2003 and the Trends in
International Mathematics and Science Study (TIMSS) in 2003, when both
assessments were conducted within the United States in the same grades. Once
the linking was completed, it was possible to compare the more recent 2007 NAEP
results with the TIMSS results of 2003. This strategy led to meaningful
comparisons of urban districts and student performance nationally and
internationally at grades 4 and 8, using the index of the percent of students
at or above ÒproficientÓ levels as defined by the NAEP. The index was
calculated across all nations that participate in TIMSS, marking the first
opportunity for international math comparisons.
The
report, Counting on the Future: International Benchmarks in Mathematics for
American School Districts, uses comparisons to the overall average of 24 countriesÕ
achievement at grade 4, and 45 countries at grade 8, but also looked at
comparisons with the average of 10 Organization for Economic Cooperation and
Development (OECD) countries at grade 4, and 12 OECD countries at grade 8. The
11 districts Ñ Atlanta; Austin, Texas; Boston; Charlotte, N.C.; Chicago;
Cleveland; the District of Columbia; Houston; Los Angeles; New York; and San
Diego Ñ voluntarily participated in the 2007 NAEP Trial Urban District
Assessment (TUDA) in Mathematics.
There
is much room for improvement. Overall, the United States and the 11 districts
fall in the middle of the international rankings at grades 4 and 8 Ñ but some
of the nations included are developing countries with few resources, taking
part in their first international large-scale assessment. When compared with
ÒpeerÓ OECD countries, the United States and the 11 districts are seen to have
lower rankings.
Full
report:
http://www.air.org/news/documents/Counting%20on%20the%20Future.pdf
After years of trying to keep track of its textbook inventory in
multiple spreadsheets, McKinney (TX) Independent School District decided it was
time to adopt a more efficient system. The district has chosen Destiny Textbook
Manager from Follett Software Company in an effort to save staff time and
reduce the number of textbooks it loses each year.
McKinney ISD, a 23,000-student district serving the North Dallas
area, tested the new textbook system last spring and is rolling it out to all
schools this month. According to Sonja Bens Harrison, the districtÕs Director
of Administrative Services, a major goal in adopting the system was to reduce
textbook losses.
ÒWeÕre looking at textbook losses really going down. We want to
substantially cut losses back to almost nothing,Ó Harrison said, adding that
the centralized system will help the districts transfer needed books between
schools rather than simply buying extra copies. ÒDestiny gives us a chance to
have a strong textbook inventory, and will allow us to keep up with our books.
That saves time, energy and money,Ó she said.
Destiny installs at the district office and is available to
users throughout the district via the web. School staff check books in and out
of inventory simply by scanning their barcodes. According to Harrison, the
system will be dramatically more efficient than the way the district previously
handled textbooks. ÒWe had everything in spreadsheets. You had to actually go
to a campus or warehouse to verify information,Ó she said. ÒWith Destiny we can
log on from any campus in the system, from a laptop anywhere, and keep up with
warehouse and campus inventory, look at loss reports, add or delete inventory
and more.Ó
Before adopting Destiny Textbook Manager, McKinney ISD had used
Destiny Library Managerª also from Follett Software, so the addition of the new
tracking capabilities was fairly straightforward. ÒEverybodyÕs so excited about
getting the system,Ó Harrison said. ÒTheyÕre definitely looking forward to the
change. Our staff likes the idea of knowing that textbooks will be present and
accounted for.Ó
HoustonÕs Spring ISD
Adds DimensionMª Software to All Secondary Schools
Spring Independent School District (ISD) in Houston plans to add
Tabula DigitaÕs DimensionMª (http://cts.businesswire.com/ct/CT?id=smartlink&url=http%3A%2F%2Fwww.DimensionM.com&esheet=5801768&lan=en_US&anchor=DimensionM%E2%84%A2&index=1) immersive
educational video games to all nine of its middle and high schools, as well as
the districtÕs new Math and Science Center.
The decision to incorporate the robust educational video game
series as a supplement to its current math curricula came after Spring ISD
leaders recognized the significant benefits that were being reaped in
classrooms in Florida, New York, Georgia, California and several districts in
Texas.
ÒSpring ISD is always in search of innovative ways to help
students learn,Ó said Dalane E. Bouillion, Ed.D, associate superintendent for
curriculum and instructional services at Spring ISD. ÒDimensionM offers a new
learning venue that will capture the attention of todayÕs media-oriented
children and draw them into their lessons. It will also help us realize our
goal of making each classroom a true learning platform, not just a teaching
platform.Ó
Spring ISD is located in an urban area of Harris County, located
20 miles north of downtown Houston, TX. The District serves over 33,000
prekindergarten through twelfth-grade students in 31 schools. The DistrictÕs
student population is comprised of 38.45 percent African American, 35.9 percent
Hispanic, 20.6 percent white, 4.8 percent Asian and Pacific Islander and 0.2
percent Native American. For more information go to www.springids.org.
Donna Independent School District (Donna ISD) has selected the
VDIworks Virtual Desktop Platform for all of its 64 computer lab facilities and
840 classrooms for a total of more than 5,400 individual seats. Donna ISD will
deploy virtual desktops using VDIworks technology to streamline IT operations,
optimize use of computing resources, and save money and time by easing
management of individual workstations.
Donna ISDÕs selection of VDIworks demonstrates the clear value
of virtual desktops to schools and classrooms. Since computers are spread among
Donna ISDÕs several campuses, supervising use to prevent abuse is difficult,
and 10 full-time technicians are required to keep up with the volume of support
calls, many of which require a visit to the problem machine. By deploying
VDIworks, Donna ISD will benefit from ease of management, as the virtual
machines are centralized, resulting in significant savings and better security
controls.
ÒThe diverse nature of our IT department is natural for a
virtual desktop solution,Ó said Marie Evans, director of IT at Donna ISD.
ÒVDIworks Virtual Desktop Platform will provide immediate benefit, as we are
expecting a near 50 percent savings in necessary support time, as well as
savings in power consumption. This means we can spend more time teaching our
students and less time worrying about the PCs they are using to learn.Ó
Garland
Independent School District Selects Digital Video Technology Solution
Garland Independent School District, Garland, TX (Garland ISD),
awarded a 3-year digital video technology agreement for SAFARI Montage to equip
all 68 of its school sites with a complete suite of SAFARI Montage products.
The Garland ISD Wide Area Network model provides a state-of-the-art, enterprise
Video-On-Demand and Digital Media Management solution.
ÒGarland ISD
considered proposals from 10 solution providers with the hope of finding a
single proposal for all the requirements of their comprehensive video strategy.
SAFARI Montage, in partnership with systems integrator, Pathway Communications,
produced the only proposal that met every single requirement of the Garland ISD
comprehensive digital video strategy. In fact, it exceeded expectations,Ó said
Stan Maige, Director of Technology, Garland ISD. The 57,000 Garland ISD
students will have access to the finest educational content available,
including Schlessinger Media, PBS, The History Channel, National Geographic and
more. Garland ISD will also be able to easily upload and manage their own video
content through CreationStation.
Jim Hysaw, Executive Administrator of Technology for Garland
ISD, said, ÒI firmly believe that video will be the driving WAN application for
Garland. The impact that video now has in the classroom will grow to be similar
to the impact of the Internet on instruction. To maintain the attention of
todayÕs digital learner requires interactivity with information. With all of
the technology that Garland ISD has introduced into the classroom over the past
five years, we needed to build a relationship with a company who had a
cost-effective, end-to-end solution to meet our digital needs. That is why we
chose SAFARI Montage.Ó
The Spring Independent School District
serves about 34,000 students in 32 campuses in a diverse and growing district
near Houston. The districtÕs school wellness policy covers nutrition guidelines
for foods, nutrition education, physical activity and school-based activities.
The
first year of the districtÕs school wellness policy targeted elementary
schools. Cafeteria managers met with principals to discuss cafeteria
environment, nutritional quality of the menus, and nutrition education in the
classroom. Food service changes included switching to whole grain dinner rolls;
baking reduced fat cookies; adding fresh fruit to serving lines; and switching
to low fat or fat-free gravies, salad dressings and milksÉ
Complete
report:
http://www.districtadministration.com/custompublishing/default.aspx?publisher=dannon&articleid=1714
Temple
Independent School District (ISD) is a 14-campus district that serves
approximately 8,300 students in pre-school, elementary, middle and high school
to the cutting edge of educational AV. Temple ISD recently installed the first
round of Hitachi CP-X206 networkable projectors in 506 of its classrooms
system-wide. This project will be followed in succeeding months with the
installation of an additional 50 to 100 Hitachi projectors (including CP-X201,
CP-X306 and CP-X807 models) in other spaces, including libraries, art rooms and
cafeteria throughout the district.
The
initial round of 506 Hitachi CP-X206 projectors for classrooms are
ceiling-mounted to provide unobstructed views for any sized classroom.
Additionally, they are integrated with a document camera and a laptop computer
offering teachers and students a user-friendly and reliable system for
displaying visual media.
ÒWe
had evaluated DLP¨ technology for our projectors, but in comparison testing
Troxell was able to show us that the output of the HitachiÕs CP-X206Õs LCD
display in terms of brightness and color accuracy rivaled that of the DLP
format and for substantially less cost,Ó said Luann Hughes, technology coordinator
at Temple ISD.
The
Houston Independent School District (HISD), TexasÕ largest school system, has
selected Wireless Generation to provide all of the districtÕs K‐3
classrooms with its mCLASS¨ software platform for using handheld computers to
give the TPRI¨ and Tejas LEE¨ reading assessments. By administering these
assessments with handheld computers, teachers can efficiently track their studentsÕ
developing reading skills, receive timely information about learning strengths
and needs, and deliver effective instruction.
ÒWireless Generation has helped HISD to
simplify our state‐mandated early reading assessment process, from
teacher implementation to data reporting, and has collaborated with our
departmental teams to customize data uploads and downloads, based on our
needs,Ó said Dr. Tracy Weeden, HISDÕs Assistant Superintendent for Elementary
Curriculum, Instruction, & Assessment. ÒIn addition, Wireless Generation
provides quick problemsolving assistance to our district coordinator from
classroom issues to developing systemic collaboration processes.Ó
Teachers throughout Texas rely upon the
research‐based TPRI¨ and Tejas LEE¨ reading assessments to help students
master foundational reading skills in the early grades. The TPRI was developed
and refined by reading researchers at the University of Texas Health Science
CenterÕs ChildrenÕs Learning Institute (CLI), and the Texas Institute for
Measurement, Evaluation and Statistics (TIMES) at the University of Houston.
The Tejas LEE (2004‐ 2008) was developed by reading researchers at the
Texas Institute for Measurement, Evaluation and Statistics (TIMES) at the
University of Houston.