Reflections on Ten Years of “Texas-style” Accountability Texas Accountability in the Courts and...
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Transcript of Reflections on Ten Years of “Texas-style” Accountability Texas Accountability in the Courts and...
Reflections on Ten Years of “Texas-style” Accountability
Texas Accountability in the Courts and Classroom: A Lawyer and Advocate Perspective
By Albert H. Kauffman
A 25-Year Look at Student Attrition: Texas’ Widening GapsBy Angela Valenzuela
The Bankruptcy of the Standards-Based School Reform Movement: The Need for Systemic Transformations
By Richard R. Valencia
The Public’s Schools and Our ChildrenBy Linda McSpadden McNeil
Texas Accountability in the Courts and Classroom:
A Lawyer and Advocate Perspective
Albert H. Kauffman, Ph.D.
Graphs courtesy of Dr. Walt Haney, Boston College, The Myth of the Texas Miracle in Education, EPAA Archives Volume 8, Number 41, Aug 19, 2000
Overview
• Negative effect on minority students• Negative effect on schools• Misuse of tests• Problems with tests themselves• Litigation GI Forum v. TEA (W.D. Tex. 2000)• Legislationo 2001o 2009o Future
Projected Passing Rates on TAAS at Time Cut-Off Scores Set in 1990
Math Test
Number of Items
Percent of Items Black Hispanic White Total
36 60% 43% 50% 68% 59%
42 70% 27% 33% 50% 42%
Cumulative Rates of Grade Promotion1996-97
Grade White Black Hispanic
1 to 3 93.22% 88.13% 88.33%
4 to 6 97.72% 95.76% 95.37%
7 to 8 97.12% 94.28% 93.41%
9 to 12 81.22% 57.57% 56.11%
All 12 grades 71.86% 45.81% 44.15%
Increase in Holding Students in Grade 9 1977 to 1999
A 25-Year Look at Student Attrition:Texas’ Widening Gaps
Angela Valenzuela, Ph.D.
Attrition and Dropout Rates in Texas Over Time
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IDRA Attrition Rates
TEA Long. Dropout Rates
TEA Annual Dropout Rates
Source: Intercultural Development Research Association, 2010.
Attrition Rates in Texas Public Schools by Year 1985-86 to 2009-10
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Black
White
Hispanic
Total
Source: Intercultural Development Research Association, 2010.
Longitudinal Attrition Rates by Race-Ethnicity in Texas Public Schools, 1985-86 to 2009-10
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1985
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Native American
Asian/Pacif ic Islander
Black
White
Hispanic
Total
Source: Intercultural Development Research Association, 2010.
The Bankruptcy of the Standards-Based School Reform Movement:
The Need for Systemic Transformations
Richard R. Valencia, Ph.D.
Source: Valencia, R.R. (Ed.). (2011). Chicano school failure and success: Past, present, and future (3rd ed.). New York: Routledge.
Table 1.5
Percentage of Students by Ethnicity, Who Met the TAKSa Standard in 2008:
Sum of All Grades Tested _________________________________________________________________________________________________
TAKS Indicator White Chicano/Latino W-C/L Gap African American W-AA Gap (%) (%) (% pts.) (%) (% pts.) _________________________________________________________________________________________________
Reading/ELAb 96 87 9 87 9
Mathematics 89 75 14 69 20
Writing 96 91 5 90 6
Science 87 66 21 61 26
Social Studies 96 88 8 87 9
All Tests 84 65 19 58 26
_________________________________________________________________________________________________Source: Texas Education Agency (2008, p.11).Notes: aTAKS = Texas Assessment of Knowledge and Skills; b ELA = English language Arts.
Source: Valencia, R.R. (Ed.). (2011). Chicano school failure and success: Past, present, and future (3rd ed.). New York: Routledge.
Source: Valencia, R.R. (Ed.). (2011). Chicano school failure and success: Past, present, and future (3rd ed.). New York: Routledge.
Critique of the Standards-BasedSchool Reform Movement
• It leads to measurement-driven instruction (i.e., “teaching to the test”)
• It fails to use multiple sources of assessment data
• It has adverse impact on students of color
• Is is structurally misdirected
Students of Color and the Achievement Gap: Systemic Challenges, Systemic
Transformations(book in progress)I. Macrolevel-Factors
• The Wages Gap• The Housing Gap• The Health Gap
II. Mesolevel-Factors• School Desegregation, Desegregation, and Integration• School Financing• Teacher Quality• Language Suppression and Cultural Suppression• Curriculum Differentiation
III. Microlevel-Factors• Parental Involvement and Empowerment• Student Agency and Empowerment
The Public’s Schools and Our Children
Linda McSpadden McNeil, Ph.D.
OUR FINDINGS
LOSSES
• Texas loses 135,000 youth from our schools every year
• High-stakes test-based accountability has not reduced this number.
• The study found that 60 percent of the African American students, 75 percent of Latino students and 80 percent of ESL students did not graduate within five years.
Students as Assets or Liabilities to Their Schools
• School ratings based on test scores rise when weaker students leave
• The accountability system rewards principals and schools that "lose” low-achieving students
• Thus the accountability system rewards triaging out weaker students
• African American, Latino, and English Language Learner students are triaged out in greater numbers
“Avoidable Losses: High-Stakes Accountability
and the Dropout Crisis”by
Linda McSpadden McNeil, Eileen Coppola, Judy Radigan, and Julian Vasquez-Heilig.
Education Policy Analysis Archives, vol. 16, 3 (January 2008).
What About the ELLs? The State’s Shortcomings in English
Language Learner Accountability
David Hinojosa, Esq.