Tag Archives: NAEP

SBOE hears from commissioner on NAEP scores, STAAR study

The Texas State Board of Education (SBOE) met Wednesday, Nov. 13, 2019, in Austin for day one of its final meeting of the year. It is also the first SBOE meeting led by new board Chairman Keven Ellis (R-Lufkin). The meeting began with an update from Texas Education Commissioner Mike Morath.

Commissioner Morath started with a review of Texas students’ most recent scores on the National Assessment of Educational Progress (NAEP). While fourth grade math scores have held constant at slightly above the national average, eighth grade math scores have been trending downward since 2011 and dipped below the national average in 2019. Fourth grade reading has seen a minute overall decline since 2005. Eighth grade reading scores showed the only statistically significant change since 2017, indicating a precipitous decline since 2013 to the lowest level since at least 2003. According to Morath, the main takeaways from the 2019 NAEP scores are that while Texas continues to outperform the nation in math, it lags behind in reading.

Moving on to a discussion of House Bill (HB) 3906 passed earlier this year, Morath indicated that changes are coming to the STAAR test. Under HB 3906, no more than 75 percent of STAAR questions can be multiple choice. The commissioner said meeting this requirement will take a couple of years to field test. The bill also required a study of STAAR readability after studies found STAAR test questions written at reading levels well above the grade level being tested. The study has been assigned to the University of Texas and is in process. The first round of results are expected to be delivered in early December, and another round will be delivered in early February.

SBOE Member Marisa Perez-Diaz (D-San Antonio) inquired how educators could have more impact on STAAR questions while minimizing their time away from the classroom. Morath suggested the agency attempts to schedule educator advisory committee meetings in a way to minimize disruption, and has worked with districts to provide substitutes. Perez-Diaz requested a link to the application and a copy of the screening process for educator involvement.

Included among the requirements of HB 3 is a directive that teachers attend reading academies. SBOE Member Barbara Cargill (R-The Woodlands) voiced concern over teachers attending reading academies online instead of in person. The commissioner suggested that teachers who complete the online course would be required to demonstrate proficiency, as opposed to lesser threshold of completion under the in-person reading academy model.

Commissioner Morath briefly addressed the recently announced Texas Education Agency (TEA) takeover of Houston ISD by summarizing the agency sanctions process. Perez-Diaz questioned Morath regarding the process for transitioning from an agency-run board of managers back to a locally elected body, and the commissioner indicated it would take multiple years. SBOE Member Lawrence Allen (D-Houston) also pressed the commissioner to explain the TEA’s process for selecting a superintendent and members of the board of managers. The commissioner replied a committee is reviewing applications from prospective managers and he had made no decision yet who will be superintendent.

Packed house to testify in support of proposed African-American Studies course at SBOE meeting November 13, 2019.

Additionally, SBOE Member Ruben Cortez (D-Brownsville) questioned Morath over whether the agency takeover would include a partnership under SB 1882 (passed in 2017 by the 85th Texas Legislature), which incentivizes districts to contract with charter schools that take over operation of one or more campuses in the district. The commissioner did not directly address whether that would be considered, and suggested that the managers would consider a wide array of options. Cortez also pressed Morath for details regarding what would happen if a campus is closed, to which the commissioner said that campus would simply cease to exist.

The board spent much of the day hearing testimony regarding a proposed new African-American Studies course. State Sen. Royce West (D-Dallas) was among dozens of witnesses who testified in support of the course. Chairman Ellis stated his goal is to have the course ready for students in 2020. The board will break into committees tomorrow and conclude its November meeting Friday.

Teach the Vote’s Week in Review: April 13, 2018

The weekend is here! Catch up on this week’s education news from ATPE:


The State Board of Education (SBOE) met in Austin this week, and ATPE Lobbyist Mark Wiggins was there to cover it all. He has a series of posts up on the blog reporting on outcomes of the board’s week-long agenda. Here is a quick wrap-up, with links to the extended posts:

The board is scheduled to meet again this summer.

 


During his address to the SBOE on Wednesday, Commissioner Morath gave some potential insight into how the state will address accountability for school districts affected by Hurricane Harvey. In light of significant student displacement, delayed starts to the school year, and various other Harvey-related struggles impacting a number of school districts this year, superintendents and others in Harvey-affected districts have called on the Commissioner to offer accountability relief from the State of Texas Assessments of Academic Readiness (STAAR). While the Commissioner initially argued such a move was not likely because teachers and students needed to be held accountable for their learning (he also refused to delay test dates for Harvey-affected students, despite requests), his tune changed slightly this week. He this time told members of the board that he will consider waiving STAAR scores in Harvey-affected districts. Learn more about the Commissioner’s announcement in this piece from the Texas Tribune.

 


The Texas Education Agency (TEA) released a framework for the new accountability system this week. The system was most recently revised by the 85th Texas Legislature under House Bill (HB) 22; initial adoption of an A-F accountability system was passed during the previous legislative session in 2015. The system is broken down into three domains that are focused on student achievement, school progress, and closing the gaps. Schools and districts will receive an individual A, B, C, D, or F score for each domain as well as a summative score based on a compilation of all three domains. Learn more about the framework in this post from ATPE Lobbyist Mark Wiggins.

 

 

 


 

Vote for candidates who will insist on class-size limits

This is the sixth post in our A Dozen Days, A Dozen Ways to Vote Your Profession series.


At issue: Research shows that smaller classes improve education by increasing the interaction between teachers and individual students, minimizing discipline issues, improving classroom management, boosting teacher morale and producing dramatically better educational outcomes for students. Studies have linked a rise in scores on the National Assessment of Educational Progress (NAEP) to reductions in class size, especially after class-size limits were first adopted in Texas. State law limits classrooms in grades K-4 to no more than 22 students per teacher. However, the law allows schools to request waivers of the 22:1 class-size limit if they have limited facilities, a shortage of teachers or an unexpected surge in enrollment. Although the law has been tightened and made more transparent in recent years, thousands of schools still routinely request class-size waivers each year.

Class-size limits are a necessary and worthwhile expenditure: It costs money to keep classes small, and class-size limits are unpopular among politicians who want to cut education spending wherever possible. Larger classes often require less physical space and fewer teachers. That’s why class size is usually one of the first quality control measures sacrificed whenever money is limited.  Immediately after the drastic education budget cuts of 2011, the number of 22:1 class-size waiver requests more than tripled.

Students deserve more one-on-one instructional time with their teachers, a distraction-free classroom and, above all else, a safe learning environment: Opponents of class-size limits typically argue that school districts should have more “flexibility” and “mandate relief” so that they can staff and fill classrooms as they see fit. They also insist that high-quality teachers should be able to successfully teach a greater number of students. Critics of 22:1 tend to ignore the fact that class size affects not only instruction but also student safety and classroom discipline. Consider the many sad incidents of school shootings reported in the news and the heroic acts of many teachers involved. When teachers are tasked with keeping their students safe, even in potentially life-threatening situations, do we want their classes to be larger or smaller? Despite the obvious safety issue, legislators continue to try to weaken or abolish the 22:1 law every legislative session.

You can help educators and students by voting for candidates who respect the importance of class-size limits: Teach the Vote has many resources to help you find pro-public education candidates. For instance, ATPE asked all legislative candidates in a survey, “Would you vote to maintain a hard cap on the number of students per class, or should school administrators be given more flexibility to increase class sizes?” You can read their responses by visiting our 2014 Races search page, looking up the candidates in your district and opening the Survey Response section in each candidate’s profile. Don’t forget that the early voting period continues through Friday, and election day is March 4.