1.	STUDENT PERFORMANCE

"I congratulate our students for continuing to improve their performance on TAAS. A special thanks goes to the teachers, parents, and members of communities who are helping our boys and girls realize their academic potential.... These results are especially pleasing in our first year of implementation of Senate Bill 1. I do believe that freedom, with accountability, is the surest recipe for improving student performance in Texas."
- Mike Moses, Commissioner of Education, June 1996

Texas public school students continued an upward trend in performance by recording gains on most sections of the Texas Assessment of Academic Skills (TAAS) tests administered in the 1995-1996 academic year. These gains indicate that progress continues in the effort to ensure that Texas schools are adequately preparing students to become successful adults.

This chapter outlines statewide TAAS results for the 1995-1996 academic year, highlighting where progress has been made and where improvement is still needed. Also included in this report are statewide data from the administration of both the Biology I and the Algebra I end-of-course examinations. The TAAS data represent the results for all students not in special education, including those students who attend year-round education schools. District and campus-level results are available in the Academic Excellence Indicator System (AEIS) reports, which can be obtained through the Division of Performance Reporting at the Texas Education Agency.

Texas Assessment of Academic Skills (TAAS)

Spring 1996 results indicate notable gains at all grade levels in mathematics and at most grade levels in reading. In addition, every grade level showed improvement in the all tests taken category.

Table 1.1 and Figure 1.1 present spring 1994, spring 1995, and spring 1996 results by subject-area test and "all tests taken." For purposes of comparison across grade levels, the all tests taken category includes the TAAS reading and mathematics tests at grades 3, 5, 6, and 7, and the reading, writing, and mathematics tests at grades 4, 8, and 10. The results of the science and social studies tests, administered only to students in grade 8, are not included in this report.

The 1996 TAAS results indicate the continuation of an upward trend in achievement at all grade levels. In reading, the percentage of students meeting minimum expectations rose at all grade levels except grade 4 (down one percentage point) and grade 6 (no change); reading scores ranged from 77 percent of all students meeting minimum expectations at grade 8 to 82 percent meeting minimum expectations at grades 5 and 7.

In mathematics, all grade levels made notable gains, with the most impressive improvement at grade 6 (a 13-point gain compared to the 1995 results) and at grade 8 (a 12-point gain compared to the 1995 results). Scores ranged from 65 percent meeting minimum expectations at grade 10 to 78 percent meeting minimum expectations at grades 4 and 5.

Writing scores improved at grade 4 and at grade 8, while grade 10 results were down one percentage point. Scores ranged from 76 percent meeting minimum expectations at grade 8 to 86 percent meeting minimum expectations at grade 4.

Every grade level made gains in the all tests taken category. The percentage of students meeting minimum expectations on all tests taken (reading and mathematics at grades 3, 5, 6, and 7, and reading, mathematics, and writing at grades 4, 8, and 10) ranged from 58 percent at grade 8 to 73 percent at grade 5. The relative standing among the grade levels remained basically the same as it was in 1995, with grades 3 and 5 producing the highest percentage of students meeting minimum expectations and grade 8 producing the lowest percentage.

Texas Learning Index (TLI)

Spring 1996 marked the third year of the Texas Learning Index, or TLI. The TLI is a scale score that describes how far a student's performance is above or below the passing standard. The TLI, provided for the TAAS reading and mathematics tests at grades 3 through 8 and at the exit level, was developed to allow students, parents, and schools the opportunity both to relate student performance to a passing standard and to compare student performance from year to year. Since the purpose of the TLI is to show year-to-year progress, the TLI is not used for reporting the results of those tests which are not administered in sequential grades, i.e., the writing test (administered only at grades 4 and 8 and at the exit level), the science and social studies tests (administered only at grade 8), and the end-of-course tests.

The TLI provides one indicator of whether a student is making sufficient yearly progress to be reasonably assured of meeting minimum expectations on the exit level test. The TLI can be used in this way since the passing standards for the tests administered at the lower grades are aligned with the passing standard at the exit level. In other words, it is as difficult for a third grader to pass the third grade reading and mathematics tests as it is for an eighth grader to pass the eighth grade reading and mathematics tests or for an exit level student to pass the exit level reading and mathematics tests. For example, a student who consistently achieves a TLI score of 70 or above at grades 3 through 8 should be in line to succeed on the exit level test if current academic progress continues.

Average TLI Scores

1996 TLI scores show improvement at every grade level in mathematics and at all but one grade level in reading.

In order to meet minimum expectations on the TAAS reading and mathematics assessments, a student must achieve a Texas Learning Index (TLI) of at least 70. Table 1.2 indicates that with only one exception (grade 4 reading with a loss of 0.2), all grade levels exhibited increases in average TLI scores in both reading and mathematics. Average TLIs in reading ranged from 78.6 at grade 3 to 81.6 at grade 5. Grade 7, with a gain of 2.3, and grade 10, with a gain of 2.2, had the largest TLI increases.

In mathematics, average TLI scores increased even more substantially. Every grade level showed notable gains in performance, with average TLI scores ranging from 72.9 at grade 10 to 77.5 at grade 5. Grades 6 and 8 had the largest TLI increases, with gains of 4.4 and 4.1, respectively.

Table 1.3 presents a comparison of average TLI scores across grade level for the same group of students. This matched group of students tested in reading and mathematics in both 1995 and 1996. For example, the average TLI of students who tested in reading and mathematics at grade 3 in 1995 is compared to the average TLI those same students achieved on the grade 4 reading and mathematics tests in 1996.

The table indicates that the 1996 TLI scores in both reading and mathematics rose for all of the matched groups. In reading, the largest gain was posted by those students who tested at grade 6 in 1996; their average TLI score of 81.4 represented a gain of 1.6 over their performance on the grade 5 test in 1995. Average TLI gains in reading ranged from 0.7 for the grade 7 to 8 matched group to 1.6 for the grade 5 to 6 matched group.

The largest gain in mathematics was recorded by those students who tested at grade 4 in 1996; their average TLI score of 77.3 represented a gain of 3.4 over their performance on the grade 3 test in 1995. The students who tested at grade 7 in 1996 also showed a notable gain, increasing their average TLI by 3.0. Average TLI gains in mathematics ranged from 1.7 for the grade 7 to 8 matched group to 3.4 for the grade 3 to 4 matched group.

Percent Passing the TAAS Results by Student Groups

"We should not be satisfied until our minority students are passing TAAS at a rate that is comparable to nonminority students."
- Mike Moses, Commissioner of Education, June 1996

Texas minority students continue to make gains in closing the performance gap on TAAS, with double-digit gains in mathematics at grades 4 and 8, as shown in Table 1.4.

Note: This section focuses on grades 4, 8, and 10 so that results from the writing test can be included in the comparison.

Grade 4

Reading scores in 1996 held steady for African-American students at 63 percent meeting minimum expectations, while the scores for Hispanic students (70 percent), white students (86 percent), and economically disadvantaged students (67 percent) each dropped 2 percentage points. The two-year comparison between 1994 and 1996, however, shows gains for all groups: up 1 point for white students, up 4 points for both Hispanic and economically disadvantaged students, and up 5 points for African-American students.

Mathematics scores continued their upward trend. African-American students gained 11 percentage points compared to last year and 23 points compared to the 1994 results, with 60 percent meeting minimum expectations. The percentage of Hispanic students meeting minimum expectations rose to 71 percent, a 10-point increase over the 1995 results and a 23-point jump compared to the 1994 results. Similarly impressive gains were exhibited by economically disadvantaged students, whose 68-percent score also reflected a gain of 10 points over the 1995 figures and a 23-point increase compared to the 1994 results. White students achieved a gain of 5 points above last year's results and 16 points above the 1994 results, reaching a total of 86 percent meeting minimum expectations on the mathematics test.

Writing scores rose across all groups. Both the Hispanic and the economically disadvantaged populations, at 82 percent and 79 percent respectively, saw 2-point increases in scores from last year's levels; compared to the 1994 results, these figures represented a 2-point gain for economically disadvantaged students and a 3-point gain for Hispanic students. African-American students gained 3 points this year and 2 points compared to 1994 levels, rising to 76 percent meeting minimum expectations. White students gained 1 percentage point to reach 91 percent, which was the percent meeting minimum expectations on the writing test in 1994 as well.

Results in the all tests taken category provide evidence of improvement across all groups. The percentage of African-American students meeting minimum expectations on all tests taken rose 6 points to 47 percent; this represents an increase of 14 points over the 1994 results. The scores of the Hispanic group, at 57 percent, and the economically disadvantaged group, at 54 percent, exhibited the same 14-point increase in the 1994-1996 comparison. The scores of white students rose 2 points to 77 percent, an 11-point increase over the 1994 results.

Grade 8

Reading scores rose 4 percentage points for both African-American students, at 63 percent meeting minimum expectations, and economically disadvantaged students, at 64 percent; for both groups, these results represent a 3-point gain over 1994 levels. At 65 percent, the scores of Hispanic students rose 3 points from 1995 levels and 2 points from 1994 levels. White students' scores also rose 3 points to 89 percent, a 1-point gain compared to the 1994 results.

Improvement in mathematics scores at this grade level was dramatic. Both the Hispanic and the economically disadvantaged populations, at 54 percent and 53 percent respectively, saw 16-point increases in scores from last year's levels; compared to the 1994 results, these figures represented a 14-point gain for economically disadvantaged students and a 13-point gain for Hispanic students. African-American students gained 14 points this year and 13 points compared to 1994 levels, rising to 46 percent meeting minimum expectations. The scores of white students rose 9 points to 82 percent, representing a 9-point gain compared to 1994 levels.

Writing scores rose for all groups, with African-American students gaining 4 percentage points to reach 64 percent meeting minimum expectations; compared to 1994 levels, this represented a 12-point gain. At 64 percent, Hispanic students' scores rose 1 point, an increase of 7 points compared to the 1994 results. The scores of economically disadvantaged students also rose 1 point; at 63 percent, this score reflects a gain of 9 percentage points over 1994 levels. The percentage of white students meeting minimum expectations rose to 87 percent, which is a 2-point gain over the 1995 results.

In the all tests taken category, which comprises the reading, mathematics, and writing tests only, the 1996 results indicated notable gains in performance by all groups. Both the Hispanic and the African-American populations, at 42 percent and 37 percent respectively, saw 10-point increases in scores from last year's levels; compared to the 1994 results, these figures represented a 9-point gain for Hispanic students and an 11-point gain for African-American students. For economically disadvantaged students, whose 1994 and 1995 scores had held steady at 31 percent, a notable 9-point increase brought their 1996 results to 40 percent meeting minimum expectations. The percentage of white students meeting minimum expectations on all tests taken rose 8 points to 74 percent, a 9-point increase compared to the 1994 results.

Grade 10 (Exit Level)

Reading performance improved substantially, with the African-American group posting the largest gain (11 points) and rising to 71 percent meeting minimum expectations; this figure reflects a 10-point increase compared to the 1994 results. For Hispanic students, whose 1994 and 1995 scores had held steady at 62 percent, a 7-point increase brought their 1996 results to 69 percent meeting minimum expectations. Scores of both the white students and the economically disadvantaged students exhibited the same pattern as the Hispanic students: after a flat two years, 1996 performance improved, with economically disadvantaged students gaining 8 points to 67 percent and white students gaining 3 points to 91 percent.

Mathematics scores reflected gains across all groups. Both the economically disadvantaged and the African-American populations, at 50 percent and 44 percent respectively, saw 8-point increases in scores from last year's levels; compared to the 1994 results, these figures represented a 10-point gain for economically disadvantaged students and an 11-point gain for African-American students. The scores of Hispanic students rose 9 points to 52 percent, an increase of 11 points above 1994 levels. Rising to 78 percent meeting minimum expectations, the white students' scores gained 4 points compared to last year's results and 8 points compared to the 1994 results.

Writing scores remained fairly stable, with the white students (93 percent meeting minimum expectations) and the Hispanic students (76 percent) maintaining their previous year's results. The percentage of economically disadvantaged students meeting minimum expectations, at 74 percent, was one point less than the previous year, and African-American students' scores, at 76 percent, lost 2 points. The two-year comparison between 1994 and 1996, however, shows gains for all groups: up 3 points for white students, up 6 points for both Hispanic and economically disadvantaged students, and up 7 points for African-American students.

Increases across all groups were evident in the all tests taken category. The percentage of Hispanic students meeting minimum expectations on all tests taken rose to 44 percent, a gain of 7 points compared to the previous year. The percentage of economically disadvantaged students also rose 7 points to reach 42 percent, and the scores of African-American students rose to 38 percent meeting minimum expectations, a gain of 6 points. For these three groups, the gain compared to 1994 levels was the same: up 9 percentage points. The scores of white students rose 4 points to 74 percent, which represented a gain of 7 points compared to the 1994 results.

Table 1.4 presents three-year comparisons of student group performance by subject-area test and all tests taken for grades 4, 8, and 10 (exit level).

Percent Passing the TAAS Results by Special Population

Table 1.5 presents 1995 and 1996 results by special population for all grade levels. Categories of students considered as special populations include students with limited English proficiency (LEP) and students identified as at risk of dropping out of school (at-risk).

The LEP/Non-LEP portion of the table indicates that both groups at all grades made gains in performance in 1996. Grade 5 LEP students showed the greatest improvement, rising to 45 percent meeting minimum expectations; this represented a gain of 10 points.

As the At Risk/ Not At-Risk portion of the chart shows, with the exception of grade 4 Not At-Risk students, whose 1996 results remained at 1995 levels, both groups made gains in performance at all grades. Grade 7 at-risk students exhibited the greatest improvement, rising to 39 percent meeting minimum expectations; this represented a gain of 10 points.

Average TLI Scores by Ethnicity

Mathematics performance by Hispanic and African-American students exhibited notable improvement.

Average TLI scores in reading rose for all major ethnic groups in all grades except for grade 4 Hispanic and African-American students (Table 1.6). Gains in average TLI scores ranged from 0.1 for grade 6 Hispanic students to 4.0 for grade 10 African-American students.

An even greater gain across all groups was registered for mathematics; all grade levels participated in this improvement. Gains in average TLI scores ranged from 1.0 for grade 10 white students to 6.0 for grade 6 African-American students.

Average TLI Scores by Economic Groups

The economically disadvantaged population continued its upward trend in performance, with the average TLI in mathematics at grades 3, 6, and 7 rising into the seventies for the first time.

Average TLI scores of students identified as economically disadvantaged through eligibility for a free or reduced-price meal program reflected gains in reading across all grades with the exception of grade 4; these gains ranged from 0.3 at grade 6 to 2.7 at grade 7 (Table 1.7). The average TLI of students not identified as economically disadvantaged also showed improvement, with gains at all grade levels ranging from 0.3 at grade 4 to 2.3 at grade 7.

In mathematics, both economic groups registered improvement at every grade level. Gains in the average TLI for economically disadvantaged students ranged from 2.7 at grade 10 to 5.4 at grade 6. Gains in the average TLI for those students not identified as economically disadvantaged ranged from 1.5 at grade 10 to 3.9 at grades 6 and 8.

Average TLI Scores by Special Population

LEP students and At-Risk students narrowed the performance gap in mathematics by exhibiting greater TLI gains at most grade levels than the Non-LEP and Not At-Risk populations, as indicated in Table 1.8.

Categories of students considered as special populations include students with limited English proficiency (LEP) and students identified as at risk of dropping out of school (At-Risk).

In reading, LEP students achieved gains in average TLI scores at all grades except for grades 4 and 6; the largest gain was registered at grade 7, with an increase of 3.3. The average TLI scores of non-LEP students dropped 0.2 at grade 4 but rose at the remaining grades, with gains ranging from 0.6 at grade 3 to 2.3 at grade 7.

Increases in average TLI scores for mathematics were registered by LEP students in all grades, with gains ranging from 1.5 at grade 10 to 6.0 at grade 6. The average TLI scores of non-LEP students also showed improvement, with gains ranging from 1.7 at grade 10 to 4.3 at grade 6.

In comparing 1995 and 1996 TLI averages of At-Risk students in reading, gains were recorded at most grade levels with the exception of grades 4 and 6; at the remaining grades, gains ranged from 0.8 at grades 3 and 5 to 2.6 at grade 7. The Not At-Risk population registered gains at most grades, with the largest increase, 1.8, at grade 7.

In mathematics, gains in average TLI scores for At-Risk students continued their upward trend at all grade levels; the gains ranged from 1.7 at grade 10 to 4.9 at grade 6. The Not At-Risk population also registered gains at all grade levels, ranging from 0.3 at grade 10 to 3.3 at grade 6.

Intensive Instruction

Section 39.024 of the Texas Education Code specifies that districts must offer an intensive program of instruction for students who did not perform satisfactorily on an assessment instrument mandated by the code.

As Table 1.9 indicates, in the 1996-1997 school year, districts must offer intensive instruction in either reading, writing, mathematics, or a combination of these subject areas to between 28 percent and 33 percent of the students tested at each grade level in grades 3 through 8. At grade 10, 41 percent of the students tested in spring 1996 did not meet minimum expectations on one or more tests (reading, writing, mathematics) of the exit level TAAS and must be offered intensive instruction.

End-Of-Course Examinations

End-of-course examinations are administered at the end of the last semester of the appropriate course. In addition to providing requisite statewide, regional, and district-level data on specified secondary-level courses in various content areas, school districts may use the end-of-course tests for local purposes. The State Board of Education has set the passing standard for the both the Biology I and the Algebra I end-of-course examinations at an equivalent of 70 percent of the items correct, which is represented by a scale score of 1,500.

Table 1.10 presents the 1996 Biology I and Algebra I end-of-course test results for all students not in special education. For Biology I, a comparison with the 1995 results is included.

Biology I

Results of the spring 1996 administration showed that 76 percent of the students tested performed successfully, up from 73 percent the previous year. Gains in percent passing were exhibited by all ethnic groups, special population groups, and economic groups. The greatest gains were reflected in the performance of Hispanic students, whose results rose 5 points to 61 percent passing, and LEP students, whose results rose 5 points to 33 percent passing.

Algebra I

Since spring 1995 was a benchmark year for the Algebra I test, no data are available for comparison with 1996. Results of the spring 1996 administration showed that 28 percent of the students tested performed successfully. The group performance data show that percentages passing ranged from 9 percent (LEP students) to 40 percent (Not At-Risk students and white students).

Release Of Tests

"I think that the release of the TAAS tests will go a long way in answering parents' and educators' questions about what's on the tests and how they measure what students are being taught in school....We are happy to eliminate any secrecy about these tests. I think it can relieve a great deal of parent and teacher anxiety. I believe that it will strengthen the state's assessment system."
- Mike Moses, Commissioner of Education, May 1995

For the first time in the testing program's history, the actual TAAS items on which students were scored were made public on May 19, 1995, shortly after spring testing. The contents of the spring 1995 reading, mathematics, and writing tests were released in order to disclose test items to educators, parents, and all interested members of the public, and to provide released tests to school districts for use in formative student evaluation.

Beginning with the 1995-1996 academic year, legislation mandated yearly release of all actual test items that counted towards student scores for each test administered under the requirements of the Texas Education Code, Chapter 39, Subchapter B. Therefore, the 1996 release included the "primary" administration and "alternate" administration forms of the reading and mathematics tests in grades 3 through 8 and 10 (exit-level), writing tests at grades 4, 8 and 10 (exit-level), as well as the Spanish versions of TAAS reading and mathematics at grades 3 and 4. In addition, all exit level TAAS retests and all Algebra I and Biology I end-of-course tests administered in the 1995-1996 academic year were released. Districts received the released test booklets in August 1996.

Released materials include test booklets, answer keys, and written composition scoring guides. These scoring guides contain the criteria used in the scoring of the essay portion of the writing test; samples of scored student responses with explanatory annotations are also included in the guides.

Each school superintendent, as well as each regional education service center, was provided with multiple copies of the released test materials. Districts and individuals also have the opportunity to purchase additional copies of the released tests, which are copyrighted by the Texas Education Agency. In addition, districts were provided with group item analysis reports which indicate the percentage of students at the campus or district level who selected each answer option. Districts may also obtain individual item analysis reports that indicate which answer options a particular student selected. This detailed information may enable districts to more easily identify student and/or programmatic strengths and weaknesses.

The contents of the assessments must remain secure prior to any given administration in order to ensure that all students are tested on a "level playing field." Therefore, the items that are released to the public can never again be used in an actual testing situation. Many new items must continually be developed and field-tested in order to replenish the "bank" of items used in the construction of future assessments.

A Study of the Correlation of Course Grades with the Grade 8 TAAS Mathematics Test

Texas Education Code Section 39.182(a)(4) mandates biennial studies to evaluate the correlation between student grades and student performance on state-mandated assessment instruments. To comply with this statute, the Student Assessment Division at the Texas Education Agency has conducted periodic studies to determine the relationship between a student's classroom performance and his/her scores on statewide criterion-referenced assessments.

This section describes the most recent study, which compares specific end-of-year mathematics course grades of eighth-grade students with their pass/fail rates on the TAAS grade 8 mathematics test. Only students enrolled in the course described as "mathematics, grade 8" in the Texas essential elements were considered in this study. Passing the grade 8 TAAS mathematics test is defined as attaining a Texas Learning Index (TLI) of at least 70. Two large urban districts and a large suburban district, each representing a different region of the state, volunteered to participate in this study. District assistance with this study was critical since data representing specific final grades for grade 8 mathematics are not available through the Public Education Information Management System (PEIMS). All three districts used a numeric grading scale. For this study the numerical grades were transformed into letter grades using the following scale:

A = 90 - 100
B = 80 - 89
C = 70 - 79
D = 60 - 69
F = below 60

Each district provided the Student Assessment Division with data for the TAAS mathematics test administered in March 1996 and for the mathematics course completed in May 1996. The purpose of this case study is to examine the relationship between pass/fail rates of eighth graders on TAAS mathematics and the specific letter grades issued to those same students at the end of their mathematics course. This study is not intended to represent state patterns.

Large Urban District I

This large urban district administered the March 1996 TAAS grade 8 mathematics test to more than 1,800 students who were also enrolled in grade 8 mathematics during the 1995-1996 school year. Seventy-five percent of these students were Hispanic, 19 percent were white, and five percent were African American. In addition, more than 75 percent were classified as economically disadvantaged, and 63 percent were identified as at-risk of dropping out of school.

The higher the letter grade a student received in the grade 8 mathematics course, the more likely it was that he or she passed the TAAS mathematics test (Figure 1.2). The lower the letter grade, the more likely it was that he or she failed the test. For example, 8 percent of students who received an F in grade 8 mathematics passed the TAAS mathematics test, and 17 percent who received a D passed the test. Meanwhile, students who received a final grade of A or B passed at much higher rates (74 and 51 percent, respectively). However, the correlation notwithstanding, it is important to note that 26 percent of students receiving an A and 49 percent of students receiving a B in the grade 8 mathematics course failed the TAAS mathematics test.

Large Urban District II

This large urban district administered the March 1996 TAAS grade 8 mathematics test to more than 2,500 students who were also enrolled in grade 8 mathematics during the 1995-1996 school year. More than 39 percent of these students were Hispanic, 38 percent were African American, and 20 percent were white. In addition, more than 55 percent of the students were classified as economically disadvantaged, and 65 percent were identified as at-risk of dropping out of school.

Students whose performance in the mathematics course was weak or inadequate were less likely to pass the TAAS mathematics test. For example, 11 percent of students who received an F for the grade 8 mathematics course passed the grade 8 TAAS mathematics test, and 17 percent of students receiving a D in the course passed the test (Figure 1.3). Students earning higher grades in the course did progressively better on the TAAS test: 24 percent who earned a C passed the test, 44 percent who earned a B passed the test, and 61 percent who earned an A passed the test. At the same time, a large percentage of students who did well in their mathematics course, as evidenced by high letter grades, failed the TAAS mathematics test. Taking into account all the students in this large urban district who made either an A or a B in their mathematics course, over half of this group failed the TAAS mathematics test.

Large Suburban District

The large suburban district in this study administered the March 1996 TAAS grade 8 mathematics test to approximately 3,700 students who were also enrolled in the grade 8 mathematics course during the 1995-1996 school year. Approximately 47 percent of these students were Hispanic, 42 percent were white, and 8 percent were African American. In addition, more than 33 percent of these students were classified as economically disadvantaged and 45 percent were at-risk of dropping out of school.

The lower the letter grade a student received in the grade 8 mathematics course, the more likely it was that he or she failed the TAAS mathematics test (Figure 1.4). For example, 79 percent of those students who received a D or F failed the TAAS mathematics test. Likewise, the higher the letter grade a student received in the grade 8 mathematics course, the more likely it was that he or she passed the TAAS mathematics test: 93 percent of students receiving an A and 74 percent receiving a B passed the TAAS mathematics test. Pass rates for students who received a final grade of C in the mathematics course were not markedly different: 46 percent passed the TAAS mathematics test, and 54 percent failed. However, 7 percent of students who earned an A and 26 percent who earned a B in the mathematics course failed the TAAS mathematics test.

Agency Contact Persons

Keith Cruse, Senior Director of Student Assessment, (512) 463-9536.

Other Sources of Information

Student Assessment Results and Technical Digests.