ERIC Number: ED440109
Record Type: Non-Journal
Publication Date: 2000-Feb
Reference Count: N/A
High Stakes Testing in Texas: An Analysis of the Impact of Including Special Education Students in the Texas Academic Excellence Indicator System.
Linton, Thomas H.
The accountability subset of the Texas Assessment of Academic Skills (TAAS) was studied over 4 years to identify trends that might explain why the 1999 TAAS passing rate did not decrease as was predicted. Expanding the accountability index in those years to include special education students was expected to cause a decline in the TAAS accountability subset, with passing rates expected to drop by about 5%. Data were collected from the state and region academic excellence indicator system. Data showed that the percent of special education students increased both at the state and regional levels from 1996 to 1999. Data also showed that the percent of minority students identified as needing special education was consistently higher than the percentage for white students over the 4 years. In addition, males were almost twice as likely to be classified as special education students. The passing rate remained constant in reading and increased in mathematics and writing. In 1999, the percent of special education students receiving exemptions from the TAAS increased significantly. A causal connection has not been established, but it seems probable that the two events are related. School districts across Texas may have increased exemption rates for special education students to reduce the impact on the accountability subset. Some of the issues raised for the identification of special education students and their exemption from the TAAS are discussed. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Texas Assessment of Academic Skills