GI Forum v. Texas Education Agency: Implications for State Assessment Programs

2000 ◽  
Vol 13 (4) ◽  
pp. 419-426 ◽  
Author(s):  
Cynthia A. Ward
Keyword(s):  
State Assessment ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency

Using Adolescent Perceptions of Misconduct to Help Educational Leaders Identify and Respond to Sexual Misconduct

2020 ◽  
pp. 0013161X2096371
Author(s):  
Frank Hernandez ◽  
Jonathan McPhetres ◽  
Jamie Hughes
Keyword(s):  
Secondary Students ◽  
Educational Leaders ◽  
Sexual Misconduct ◽  
City Center ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency ◽  
Educator Sexual Misconduct

Purpose. In the current study, we present data describing adolescents’ perceptions and knowledge of educator sexual misconduct. Prior research has not investigated how adolescents understand these situations, and this information can help school leaders, educators, and researchers both understand how these situations begin and develop programs aimed at identifying cases of misconduct in order to reduce future occurrences. Research Design. The study took place in a Texas city designated as an “Other City Center” District Type by Texas Education Agency. The study’s 1,203 participants were secondary students from the district. Findings. Findings indicate that almost 2% of those surveyed openly admitted to currently being consensually sexually involved with a teacher. Those in a relationship were equally likely to be male or female, were older, and were engaged in risky online activities, including using the internet to connect with strangers, sending or receiving sexually suggestive pictures and videos, and searching for their teacher on social media. Implications. There are numerous implications for policy and preparation at various levels, from state and national legislation to school and school district policy to teacher- and principal-preparation programs.

scholarly journals The Texas special education cap: Exploration into the statewide delay and denial of support to students with disabilities

2019 ◽  
Vol 27 ◽  
pp. 2 ◽  
Author(s):  
David E. DeMatthews ◽  
David S. Knight
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
School Personnel ◽  
Future Research ◽  
Negative Consequences ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency ◽  
Education Act ◽  
The U.S

State accountability systems have been a primary school reform initiative in the U.S. for the past twenty years, but often produce unintended negative consequences. In 2004, the Texas Education Agency (TEA) implemented the Performance Based Monitoring and Analysis System (PBMAS) which included an accountability indicator focused on the percentage of students found eligible for special education under the Individuals with Disabilities Education Act (IDEA), the nation’s special education law. From 2004 through 2016, the percentage of students found eligible for special education in Texas declined significantly, while the national rate held constant. Eventually, the U.S. Department of Education (ED) investigated TEA and the statewide implementation of IDEA. The purpose of this study is two-fold: (a) to evaluate the potential impact of the the PBMAS indicator on manipulation of special education identification practices; and (b) to describe how the indicator may have influenced school and district personnel. We highlight several concerning trends in state and district data and, through an analysis of publicly available reports from the ED, show how district and school personnel knowingly and unknowingly acted in ways that delayed and denied special education to potentially eligible students. We conclude with recommendations for TEA and implications for future research and policy.

Differences in the Reading Performance of Texas Grade 4 Students as a Function of Their Economic Status: A Multiyear, Statewide Analysis

2020 ◽  
Vol 3 (1) ◽  
pp. 83-102
Author(s):  
LaTracy Harris ◽  
John R. Slate ◽  
George Moore ◽  
Frederick C Lunenburg
Keyword(s):  
Economic Status ◽  
Information Management System ◽  
Reading Performance ◽  
Future Research ◽  
Policy And Practice ◽  
Texas Education Agency ◽  
Step Effect ◽  
Texas Education ◽  
Education Agency ◽  
Reading Test Scores

In this study, the degree to which differences were present in the reading performance of Grade 4 Texas students as a function of their economic status (i.e., Not Poor, Moderately Poor, and Very Poor) was analyzed.  Data obtained from the Texas Education Agency Public Education Information Management System for all Grade 4 students in Texas who took the State of Texas Assessment of Academic Readiness Reading exam, were analyzed for the 2012-2013, 2013-2014, and 2014-2015 school years. In all three years examined, statistically significant differences were established in not only overall reading performance, but also in all three Reading Reporting categories. A clear stair-step effect was present. The higher the degree of poverty, the lower student STAAR Reading test scores were. Finally, the higher the degree of poverty, the lower the percentages of students who met the passing standard on the STAAR Reading exam. Future research and implications for policy and practice are suggested.

scholarly journals Predicting Reading Performance by Texas Student Demographics Characteristics: A Statewide Analysis

2021 ◽  
Vol 1 (3) ◽  
pp. 218-235
Author(s):  
Heather Hamilton ◽  
Frederick C. Lunenburg ◽  
John R. Slate ◽  
Wally Barnes
Keyword(s):  
Grade Level ◽  
English Language ◽  
Economic Status ◽  
Information Management System ◽  
Language Learner ◽  
Future Research ◽  
Policy And Practice ◽  
Texas Education Agency ◽  
Texas Education ◽  
Education Agency

Analyzed in this research study was the degree to which demographic characteristics (i.e., economic status, ethnicity/race, English Language Learner status) of Grade 3 students in Texas schools was related to their reading achievement as assessed by the State of Texas Assessment of Academic Readiness (STAAR) Reading test.  Archival data from the Texas Education Agency, Public Education Information Management System, were analyzed using a causal-comparative research design.  Specifically examined was each of the variables listed above for 2015-2016, 2016-2017, 2017-2018, and 2018-2019 school years separately for boys and girls, followed by comparing these variables across the four school years.  Statistically significant results were present in all four school years for boys and girls.  In three of the four years analyzed regarding boys' performance, being Poor, Black, or Hispanic was indicative of not meeting the Meets Grade Level standard.  In three of the four years investigated regarding girls' performance, being White or Asian was indicative of meeting the Meets Grade Level standard.  Implications for policy and practice, as well as recommendations for future research, are provided.

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