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ERIC Number: ED443872
Record Type: Non-Journal
Publication Date: 2000
Pages: 25
Abstractor: N/A
Reference Count: N/A
The Harmful Impact of the TAAS System of Testing in Texas: Beneath the Accountability Rhetoric.
McNeil, Linda; Valenzuela, Angela
Drawing on the collective experience of the researchers, their work with teachers and principals, and their previous research in urban schools where students are predominantly Mexican American, this essay outlines the ways in which the Texas Assessment of Academic Skills (TAAS) harms the educational quality and opportunity of minority, economically disadvantaged youth. The pressure to raise TAAS scores leads teachers to spend time drilling on practice examination materials. Subjects tested by the TAAS are reduced to isolated skills and fragments of fact. Writing instruction is replaced by instruction in writing the rote form of the five-paragraph persuasive essay required by the TAAS. As a management system, the TAAS encourages administrators and teachers to aim school instruction at the lowest level of information and skills, to the neglect of complex assignments and content. The TAAS crowds out other forms of learning in many urban schools, and it encourages the diversion of scarce school resources into TAAS preparation materials. The TAAS system of testing does not agree with what is known in research on children's learning, and the generic TAAS curriculum is divorced from the experiences, language, and culture of minority children, especially those of limited English proficiency. (Contains 19 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Texas Assessment of Academic Skills