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A Short History of Assessment and Developmental Education in Texas

from The Texas Academic Skills Program to the Texas Success Initiative. A Short History of Assessment and Developmental Education in Texas. Chronology. 1983 – The National Commission on Excellence in Education published A nation at risk: The imperative for educational reform

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A Short History of Assessment and Developmental Education in Texas

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  1. from The Texas Academic Skills Program to the Texas Success Initiative A Short History of Assessment and Developmental Education in Texas

  2. Chronology • 1983 – The National Commission on Excellence in Education published A nation at risk: The imperative for educational reform • 1985 - Coordinating Board Chair Larry Temple appointed the Committee on Testing • 1986 – Final report and recommendations of the Committee on Testing was published: A Generation of Failure: The Case for Testing and Remediation in Texas Higher Education

  3. Chronology • 1987 - 70th Legislature passed HB 2182, which created the Texas Academic Skills Program (TASP) • 1989 - TASP began • 1993 -1999 - TASP law undergoes numerous changes

  4. Chronology • 1999 – 76th Legislature passed SB 103 creating the Texas Assessment of Knowledge and Skills (TAKS), moving the high school exit exam to the 11th grade, and requiring the Coordinating Board to set a college-readiness standard on the 11th grade TAKS • 2003 – TASP statute repealed and the Texas Success Initiative is created by the 78th Legislature

  5. Proposed Process for Adopting a College Readiness Standard for the 2004 Exit-Level TAKS

  6. Responsibilities of the State Board of Education and the Coordinating Board • SBOE sets a minimum standard for the high school diploma and a commended standard on 11th grade TAKS • CB sets a college readiness standard on 11th grade TAKS

  7. Responsibilities of the State Board of Education and the Coordinating Board State Board of Education Coordinating Board

  8. Proposed Timeline • Results from research studies, advisory groups and national experts available to the staff and Commissioner by late October. Commissioner makes recommendations to Participation & Success Committee. • P & S Committee meets in November to consider the Commissioner’s recommendations for a proposed standard • Coordinating Board proposes a standard for adoption in January, 2004 • Coordinating Board adopts standard in April, 2004

  9. Key Data Elements of the Process • Current 11th grade score results (Spring, 2003) • Scores of 2nd semester College Freshmen, non-developmental students (Spring 2003) • Scores on ACT and/or SAT and/or TASP test for 11th graders who become 12th graders (Fall 2003) • Scores of 1st semester College Freshmen, taking developmental courses (Fall 2003) NOTE: Complete data analyses available--- October/November 2003

  10. Principles of Standard Setting Process • Support the goals of CLOSING THE GAPS: bringing 300,000 additional students to higher education who are prepared academically for PARTICIPATION and SUCCESS • Include wide consultation with a broad range of stakeholders throughout the process • Monitor annually student outcomes and evaluate standards over time

  11. A Comparison of TASP and the Texas Success Initiative

  12. Assessment required Advising required Placement and participation in Developmental Education required Assessment required Advising required Placement and participation in Developmental Education not required TASP Texas Success Initiative

  13. Retest required upon completion of developmental education Two ways to fulfill TASP requirement: pass the test, or earn a grade of “B” or better in related college-level course “Rising junior” aspect – 60 hour limit TASP Texas Success Initiative • Retest required for students who fall below a certain score on their initial test • Institutions determine: • an individual plan, with the student, for academic success • when a student is ready for any level of college coursework • No “rising junior” aspect

  14. Accountability Institutions report annually on test results, and on the effectiveness of their developmental and advising programs TASP Texas Success Initiative • Accountability • The Board evaluates the overall statewide effectiveness of the Success Initiative, based on institutional reports of student outcomes

  15. Summary With passage of the Texas Success Initiative, the focus of the State and the Coordinating Board shifts from testing to student success, and from a state-administered, one-size-fits-all program to institutionally determined individualized plans.

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