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ERIC Number: ED480881
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
High Stakes Testing in Texas: Does the TAAS Tell the Whole Story?
Linton, Thomas H.; Kester, Donald
This study was conducted to determine whether norm-referenced test data and Texas Assessment of Academic Skills (TAAS) data from 1995 and 1999 showed similar gains in reading and mathematics achievement. TAAS data were collected from all students in Texas who were in the accountability subset of scores used for rating schools, approximately 200,000 students per grade level. Scores from the Metropolitan Achievement Test (MAT-7) were available for approximately 12,500 students for each grade level and each subject area. Effect size comparisons show that TAAS gains were much larger than gains on the MAT-7. The TAAS tests were never designed to measure general academic achievement, but rather whether or not students can perform satisfactorily on a series of objectives measuring basic reading and mathematics skills selected by the Texas Education Agency. Interpretation of TAAS results as a measure of general academic achievement goes well beyond the intended purpose and the psychometric design of the test. (Contains 6 tables, 2 figures, and 11 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Texas Assessment of Academic Skills