ERIC Number: ED238975
Record Type: Non-Journal
Publication Date: 1983-Sep
Reference Count: N/A
TABS: What Secondary Analysis Reveals about Minority Achievement.
del Refugio Robledo, Maria; Cortez, Albert
Intercultural Development Research Association Newsletter, p4-8,12 Sep 1983
Although the results of minimum competency tests need to be interpreted with caution, data on the Texas Assessment of Basic Skills (TABS) for 1980-82 clearly indicate the inadequate results of remedial programs for minority students in Texas. Secondary analysis of the data shows that overall performance on exit level math and reading tests improved from 1980-82, and that the performance of minorities improved at a relatively faster rate than that of nonminorities. The performance gap among ethnic groups, however, remained significant. Thus, while 87 percent of White 9th graders demonstrated mastery of the exit level math test, only 53 percent of Blacks and 68 percent of Hispanics did so. The percentages for reading were 85 percent, 49 percent, and 56 percent respectively. Examination of data on the percentage of 9th graders achieving mastery of all three TABS subtests, failing to master at least one subtest, and failing to master all three subtests reflects a similar pattern. Tenth and eleventh grade data also reflect the performance gap pattern, as do data on mastery of math, reading, and writing objectives. (CMG)
Descriptors: Achievement Gains, Blacks, Compensatory Education, Grade 9, Hispanic Americans, Mathematics, Minimum Competency Testing, Minority Groups, Program Effectiveness, Program Evaluation, Reading, Secondary Education, Statistical Data, Test Results, Trend Analysis, Whites, Writing (Composition)
Publication Type: Reports - General; Journal Articles
Education Level: N/A
Authoring Institution: Intercultural Development Research Association, San Antonio, TX.
Identifiers - Location: Texas