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Research

Grade-Level Retention in Texas Public Schools 2003-04
This Texas Education Agency (TEA) report presents grade-level retention statistics for public schools for the 2003-2004 school year. Texas Assessment of Knowledge and Skills (TAKS) passing scores, Texas Education Code laws and Commissioner's Rulings as related to promotion are also discussed. This report concludes with different student population (i.e. gender, ethnicity, English Language Learners, socioeconomic status) retention rates, as well as retention by student performance. Included are a multitude of tables and figures.

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act
Due to the No Child Left Behind Act (NCLB) states were required to implement a student performance indicator system with consequences for lack of progress. Trends from 1990 to 2003 between the Pressure Rating Index (PRI) and the National Assessment for Educational Progress (NAEP) from 25 states were compared. The research concluded high-stakes testing results did not show an increase in national math and reading scores, it proved to have a negative impact on minority students, and also caused a higher level of dropouts. The researchers called for a suspension of future policies that relied on high-stakes testing.

National and State Report Cards in Reading (NCES)
A detailed summary for a national reading test first given in 1992 was an overall 2 points higher than for 2005 4th and 8th grade assessments. Between 2003 and 2005 an overall decrease was noted. Department of Defense (DoD) school results are also referenced. Different student group results are stated with a variable of increase and decrease in scores documented.

National and State Report Cards in Math (NCES)
Math scores increased between the math test date of inception of 1990 and 2005. Short term and long term percentages of students performing above a basic test level was higher. A comparison of different peer groups is also presented in this mathematics national assessment summary.

Using the National Center for Education Statistics Dropout Definition for Texas Leaver Reporting
This article discusses the changes in Texas leaver and dropout definitions, which were created by legislation passed in 2003. The National Center for Education Statistics (NCES) definitions are to be used when reporting to the Texas public school Academic Excellence Indicator system (AEIS). Students in grades 7-12 who are identified as leavers by the Texas Education Agency (TEA) for the 2005-2006 school year will be reported during the 2006-2007 annual data submission.

Pay Now or Pay Later: The Hidden Costs of High School Exit Exams
Two studies conducted in 2003-2004 are presented with information on exit exam costs in Indiana, Minnesota and Massachusetts. Douglas Rose and John Myers wrote the 2003 study conducted on Indiana's costs. These same two researchers along with Justin Silverstein, Keith Gayler and Madlene Hamilton produced the 2004 study on a comparison of exit exam costs in Minnesota and Massachusetts. A combination of key findings from both studies focuses on lessons for policymakers and exam costs.

Multiple Measures Approaches to High School Graduation
High school graduation policies, specifically exit exams and the use of multiple measures to assess a student's status in order to graduate are the focus of this report. Due to the federal No Child Left Behind (NCLB) legislation that forces states to assess 3rd through 11th grade student performance, core content tests caused classroom teaching to focus on basic problem solving skills versus higher-order reasoning. In 2003, eight states used exit exams as the only factor to base graduation decisions. By 2008, 7 out of 10 public school students will be affected by standardized exit exams. This overview focuses on the approach many states use to decide on a student's graduation, primarily a variety of other measures besides standardized testing results.