TexasPublic School Accountability

Presented at Midwinter by the Texas Education Agency

2

State Performance on Accountability Indicators

Indicator 1994 ‡

1995

1996

1997

1998

1999

2000

2001

2002

Change 94-02

TAAS Results, summed across grades 3-8, and 10 [accountability subset]

TAAS Acceptable Standard 25% 25% 30% 35% 40% 45% 50% 50% 55% +30%

READING

All Students 76.5% 78.4% 80.4% 84.0% 87.0% 86.5% 87.4% 88.9% 91.3% +14.8%

African American 60.2% 63.0% 66.8% 73.2% 78.2% 78.2% 80.8% 82.5% 86.7% +26.5%

Hispanic 64.9% 67.9% 70.3% 75.3% 79.5% 79.5% 80.7% 83.5% 86.9% +22.0%

White 87.2% 88.4% 90.0% 92.4% 94.2% 93.7% 94.3% 95.1% 96.3% +9.1%

Economically Disadvantaged 62.9% 66.1% 68.4% 73.7% 78.4% 78.2% 79.8% 82.3% 86.0% +23.1%

MATHEMATICS

All Students 60.5% 65.9% 74.2% 80.1% 84.2% 85.7% 87.4% 90.2% 92.7% +32.2%

African American 38.1% 43.8% 55.0% 64.1% 70.5% 72.8% 77.0% 81.9% 86.5% +48.4%

Hispanic 47.1% 52.3% 63.9% 71.8% 77.7% 80.7% 82.9% 86.9% 90.1% +43.0%

White 73.3% 79.2% 85.0% 89.5% 91.9% 92.5% 93.6% 95.1% 96.5% +23.2%

Economically Disadvantaged 45.0% 51.4% 62.3% 70.5% 76.1% 78.7% 81.1% 85.3% 88.9% +43.9%

WRITING

All Students 79.0% 82.0% 82.9% 85.3% 87.4% 88.2% 88.2% 87.9% 88.7% +9.7%

African American 65.8% 70.5% 72.8% 76.1% 80.4% 81.9% 82.4% 82.9% 84.5% +18.7%

Hispanic 69.6% 73.4% 74.2% 77.6% 80.9% 83.1% 82.3% 83.0% 83.7% +14.1%

White 87.6% 89.7% 90.5% 92.5% 93.4% 93.1% 94.0% 92.9% 93.9% +6.3%

Economically Disadvantaged 67.7% 71.5% 72.9% 76.0% 79.7% 81.4% 81.3% 81.8% 82.7% +15.0%

SOCIAL STUDIES

All Students — 65.9% 70.2% 67.4% 66.3% 70.1% 71.8% 77.0% 83.7% +17.8%

Annual Dropout Rate, Grades 7-12

All Students 2.8% 2.6% 1.8% 1.8% 1.6% 1.6% 1.6% 1.3% 1.0% -1.8%

African American 3.6% 3.2% 2.3% 2.3% 2.0% 2.1% 2.3% 1.8% 1.3% -2.3%

Hispanic 4.2% 3.9% 2.7% 2.5% 2.3% 2.3% 2.3% 1.9% 1.4% -2.8%

White 1.7% 1.5% 1.2% 1.1% 1.0% 0.9% 0.8% 0.7% 0.5% -1.2%

Economically Disadvantaged 2.9% 2.7% 1.9% 1.7% 1.6% 1.6% 1.5% 1.3% 1.0% -1.9%

Attendance Rate, Grades 1-12 94.9% 95.1% 95.1% 95.1% 95.2% 95.3% 95.4% 95.6% 95.5% +0.6%

‡ TAAS reading and mathematics was administered to grades 3-8, and 10; TAAS writing was administered to grades 4, 8, and 10. [English language]

TAAS reading and mathematics was administered to grades 3-8, and 10; TAAS writing was administered to grades 4, 8, and 10; TAAS social studies was administered to grade 8. [English language]

The accountability subset includes only non-special education students.

The accountability subset includes non-special education and special education students, and Spanish TAAS test takers in grades 3 & 4, reading and mathematics.

The accountability subset includes non-special education and special education students, and Spanish TAAS test takers in grades 3-6, reading, writing, and mathematics.

The annual dropout rate Acceptable standard was 6.0% from 1994 through 2000. This standard was changed to 5.5% in 2001 and to 5.0% in 2002.

Attendance no longer used as a base indicator.

The TAAS Acceptable standard for social studies is 50% and applies only to the All Students group in 2002.

Social studies was first included in the accountability system in 2002; however, information is shown from 1995.

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Campus Accountability Ratings*as of October 2002

Exemplary

67255

1,296

1,571

1,921

1,120

683

394

1,048

1994 1995 1996 1997 1998 1999 2000 2001 2002

TAASStandard

90% 90% 90% 90% 90% 90%90% 90%90%

Recognized

516

1,004

1,617 1,6661,843

2,0092,327 2,400

1,309

1994 1995 1996 1997 1998 1999 2000 2001 2002

80%80%TAASStandard

70%

80% 80%

75%

70%

80%

65%

Acceptable

4,3473,679

3,365 3,147 2,9122,469

2,067

5,176

4,127

1994 1995 1996 1997 1998 1999 2000 2001 2002

TAASStandard45% 50%

30% 35% 40%25%

50%55%

25%

* Excludes campuses evaluated under alternative education procedures.

* Charters were rated as campuses only beginning in 1998.

* Beginning in 1999, TAAS accountability indicators include the results of non-special education students, special education students, and Spanish TAAS.

** The TAAS Acceptable standard for social studies is 50% and applies only to the “All Students” group in 2002.

Low-Performing

67 59

96

146

100

150

108

54

267

1994 1995 1996 1997 1998 1999 2000 2001 2002

TAASStandard

40%35%

30%

25%

50%45%

50% 55%

25%

Includes Charters

**

**

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District Accountability Ratings*as of October 2002

Exemplary

614

122

168149

37

120

65

178

1994 1995 1996 1997 1998 1999 2000 2001 2002

TAASStandard

90% 90% 90% 90% 90% 90% 90%90%90%

Recognized

321 329

383

439471

426

137

54

209

1994 1995 1996 1997 1998 1999 2000 2001 2002

TAASStandard

70%75%

80% 80% 80% 80% 80%

70%

65%

Academically Acceptable

860

650585

428 390449

523

983

788

1994 1995 1996 1997 1998 1999 2000 2001 2002

TAASStandard

25%

30%

35%40%

45%

50% 50%55%

25%

* Beginning in 1999, TAAS accountability indicators include the results of non-special education students, special education students, and Spanish TAAS.

** The TAAS Acceptable standard for social studies is 50% and applies only to the “All Students” group in 2002.

Academically Unacceptable34

46 7

51

16

3

8

1994 1995 1996 1997 1998 1999 2000 2001 2002

TAASStandard

25%

30%35%

40%45%

50% 50%

55%

25%

**

**

5

Texas Accountability: Changes for the Future, 2003 and Beyond New Statutory Requirements:

– Results of the new TAKS assessment program, including additional subjects and grades;

– Results of the State-Developed Alternative Assessment (SDAA);

– Use of completion rates either in conjunction with, or in lieu of, annual dropout rates;

– Incorporation of a new improvement measure;– Results of the Student Success Initiative; and– Progress of prior year failers

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TAAS vs. TAKSA Comparison of Subjects and Grades Assessed

Grades Subject

3 4 5 6 7 8 9 10 11

Reading

Writing

Language Arts

Mathematics

Science

Social Studies

Legend:

= grades tested with TAAS, and continued to be tested with TAKS

= changes to grades tested with New Assessment

= grades tested that are discontinued with the New Assessment

Test content at all grade levels will be affected by the changes in the exit-level requirements for graduation

Subjects to be assessed on TAKS exit-level: English III, Algebra I, Geometry, Biology, Integrated Chemistry and Physics, early American and U.S. History, World Geography, World History

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Ratings and Indicators Student Success Initiative Indicators

– progress of students provided accelerated instruction under student success initiative

– progress of students promoted by the Grade Placement Committee

– progress of students who failed any TAAS test Ratings

– include standards based on current and prior year performance of students failing TAAS under student success initiative

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Texas Accountability: Changes for the Future, 2003 and Beyond

New Federal Requirements:– Assessment and accountability provisions in the No Child Left Behind legislation

Adequate Yearly Progress Additional student groups Minimum size criteria Mobility adjustment 95% testing requirement (5% limit on absences and other) 1/2% ARD exemptions limitation

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Texas Accountability: Changes for the Future, 2003 and Beyond

Advisory Committee Recommendations:– Consideration of a weighted (compensatory) versus “all or nothing” (conjunctive) system;– Consideration of more rigorous minimum size criteria for student group evaluations; and– Consideration of new data quality measures

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Accountability Demands of the Future Accommodate all students

– special education– limited English proficient

Accommodate greater program diversity– charter schools– alternative education– juvenile detention centers

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Accountability Demandsof the Future (continued)

Use longitudinal vs. annual measures of school improvement

Evaluate growth as well as absolute performance Measure performance at all levels Take into account ever increasing rigor of curriculum

content, graduation requirements, as well as other indicators of school success

Provide links between different types of school data– e.g., financial data student performance

Provide national comparisons

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Accountability Demandsof the Future (continued)

Current, accurate, and easily accessible data Transactional rather than snapshot-in-time

collections Continued debate about the appropriate level of

state analysis for school accountability– district?– campus?– grade-level?– classroom?

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Accountability System Features Linked to Student Success An understandable rating system Dual goals: raising standards and increasing student

participation Institutional accountability and student accountability Campuses and districts held accountable A criterion-referenced state assessment program that

is aligned to the state curriculum and assesses all students at specific grade levels

All students held to the same standards

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Accountability System Features Linked to Student Success (continued)

Indicator data disaggregated for specific student groups

Realistic targets for increased standards A stable system with gradual increases in standards Continuous improvement and refinement of the

system Advance notice of future rating standards Multiple indicators of performance and multiple

rating levels

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Accountability System Features Linked to Student Success (continued)

Performance reported against absolute and improvement standards

Program diversity accommodated(alternative education / charter schools)

Special circumstances accommodated (small numbers of students / student mobility)

System safeguards for data integrity A fair appeals process Publicly released annual campus and district ratings

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Accountability System Features Linked to Student Success Public access to accountability information Positive and negative consequences for results Interventions target deficit areas A set of increasingly severe sanctions, applied as

appropriate for specific district and campus circumstances

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Commissioner of Education Plan for 2003 and 2004 Accountability

5/17/02

2003 2004 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug Sep

* * *

2003 TAKS Administration: The first statewide administration of the Texas Assessment of Knowledge and Skills (TAKS) will take place February 25 through May 2, 2003. Districts will receive results for all students tested from the test contractor in late May. The Texas Education Agency (TEA) will receive state results for all students in late May and accountability subset results in mid-June 2003.

2004 TAKS Administration: The second statewide administration of the TAKS will take place in spring 2004. Districts will receive results for all students tested from the test contractor in late May. TEA will receive state results for all students in late May and accountability subset results in mid-June 2004.

2002-03 AEIS Reports (August 2003): Under the modified calendar for 2003 accountability, the 2002-03 Academic Excellence Indicator System (AEIS) reports will be transmitted much earlier, in August 2003 rather than October. District 2002 accountability ratings of Exemplary, Recognized, Academically Acceptable, and Academically Unacceptable will be carried forward to 2003 and printed on the 2002-03 district AEIS reports. 2003/2004 Accountability Development: The period from July through December 2003 will be devoted to development of the new accountability rating system for 2003 and 2004 and beyond. The new accountability system will incorporate the new TAKS and other state and federal requirements. In December 2003 the Commissioner of Education will release final decisions regarding performance indicators and accountability standards on which districts and campuses will be rated in 2004. When the 2004 accountability decisions are announced, campus and district 2002-03 performance results will be evaluated against the 2004 standards for Academically Acceptable to the extent possible. 2003 Campus & District Evaluations (Dec. 2003): Districts will receive an overall designation 2003 Performance Meets 2004 Standard(s) or 2003 Performance Does Not Meet 2004 Standard(s). Districts with a 2002 accountability rating of Academically Unacceptable and designation 2003 Performance Does Not Meet 2004 Standard(s) will receive follow-up site visits during the 2003-04 school year. Campus performance evaluations will identify the indicators and student groups for which 2003 performance fails to meet the 2004 accountability standard(s).

2004 Accountability: Release of ratings will be delayed until late August or September in 2004 to allow time for development and application of TAKS improvement measures, which cannot begin until summer 2004 because two years of test results are required to calculate improvement.

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Student Passing Standards on TAKS and Campus/District/State Accountability Standards

Student Passing Standards Campus/District Accountability Standards

Focus The Student

The Campus, District, and State

Purpose To determine how many items a student must answer correctly on the assessment in order to demonstrate proficiency in a subject at a specific grade

To determine how many students must demonstrate proficiency to achieve a particular rating

Data Availability

The standard setting process requires assessment results that are representative of all students in the state. Field test data meet this requirement.

The standard setting process requires assessment results that are representative of all campuses and districts in the state. Data meeting this requirement will not be available until after the first statewide administration of the TAKS. Accountability system development will begin when TAKS student passing standards and data from the first statewide administration of the TAKS are available.

Context The student passing standard is independent of other student performance measures.

The TAKS accountability standard must be set in relation to standards on other measures in the accountability system such as completion rates and growth measures. Accountability standards can compensate at the campus and district levels for the impact of student passing standards.

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Comparison of Selected Assessment and Accountability Provisions Texas and NCLB

Texas Education Codeor

Texas Administrative Code

No Child Left Behind Act of 2001

Subjects ReadingMathematics

WritingEnglish Language Arts

ScienceSocial Studies

Reading/Language ArtsMathematics

Science (phased in later)

Grades 3-11 3-8 and either 10, 11 or 12

Assessments TAKS & SDAA TAKS, SDAA, & local assessments

Student Groups All studentsAfrican American

HispanicWhite

EconomicallyDisadvantaged

All studentsAfrican American

HispanicWhite

EconomicallyDisadvantaged

Special EducationLimited English Proficient

Student Mobility District mobility Campus mobility

Student Testing Policies 90/95% tested;Data investigations

95% tested;1/2 % ARD exemption limitation

Minimum Size Criteria 30/50 ?

Alternative Education Campuses Separate rating procedures One accountability system

Interventions & Sanctions Low Performing Not meeting AYP

Data Quality Requirements For ISD to be Exemplary or Recognized;Data investigations

N/A

Criss Cloudt, Associate CommissionerOffice of Accountability Reporting and Research

Texas Education Agency1701 N. Congress AvenueAustin, TX 78701-1494

(512) 463-9701(512) 475-3499 (fax)

ccloudt@tea.state.tx.uswww.tea.state.tx.us