ERIC Number: ED468071
Record Type: Non-Journal
Publication Date: 2002-Jun
Reference Count: N/A
Aiming Higher: Meeting the Challenges of Education Reform in Texas. Achieve's Benchmarking Initiative.
Achieve, Inc., Washington, DC.
Texas has spent nearly 2 decades in a slow, steady push for educational reform, and it has successfully adjusted its school improvement initiatives when initial attempts proved off the mark. The Texas record in terms of student achievement has been the subject of some scholarly, and much political, debate over the last 2 years, but this evaluation by Achieve, Inc., found strong evidence that greater numbers of Texas children are learning more now than ever before. Roughly 8 in 10 students now pass all 3 sections of the Texas Assessment of Academic Skills, and roughly 6 in 10 answer 85% or more of the questions correctly. Passing rates for students rise as they move through school. Improvement has come for all students, but Black and Hispanic students have made more rapid gains, causing the achievement gap between them and white students to close. Texas has also made gains when viewed through national and international lenses, as results on the National Assessment of Educational Progress and the Third International Mathematics and Science Study show. To continue this trend, Achieve, Inc., makes these recommendations: (1) ensure that new state tests represent a more challenging expectation; (2) set the academic bar high; (3) pursue with new vigor the development of a world-class teacher workforce; and (4) guard against taking public goodwill for granted. The report contains three appendixes, including review team biographies, references, and a list of those interviewed. (Contains 158 references grouped by topic.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Texas Education Agency, Austin.
Authoring Institution: Achieve, Inc., Washington, DC.
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study