Relevant bibliographies by topics / Texas Assessment of Knowledge and Skills (TAKS)

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Academic literature on the topic 'Texas Assessment of Knowledge and Skills (TAKS)'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Texas Assessment of Knowledge and Skills (TAKS)"

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Jaska, Patrick, Patrick Hogan, and Zhezhu Wen. "Academic Accountability In Texas Public Schools: 2003-2007." Contemporary Issues in Education Research (CIER) 2, no. 4 (2011): 59. http://dx.doi.org/10.19030/cier.v2i4.1072.

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This study examines factors affecting test scores in a sample of thirty-seven Texas public high schools from 2003 to 2007 since the implementation of the No Child Left Behind (NCLB) Act of 2001. The schools were chosen based upon similar tax rates and district sizes. The Texas Assessment of Knowledge and Skills (TAKS) test was implemented in 2003 to measure the performance of Texas public high school students. Schools are rewarded for high performance based upon the student scores on the TAKS test, which is administered once per year. Much of the debate on student and school accountability has
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Espinoza, Jose A. "School Sponsored Extracurricular Activities and Math Achievement among Hispanic Students." Journal of Youth Development 6, no. 2 (2011): 48–57. http://dx.doi.org/10.5195/jyd.2011.187.

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Differences in math achievement between Hispanic eighth grade students who participated in school sponsored extracurricular activities and Hispanic eighth grade students who did not participate in school sponsored extracurricular activities at an inner-city campus in the State of Texas were examined for the 2008-2009 academic year. The Texas Assessment of Knowledge and Skills (TAKS) Math exam served as the measure of student achievement. Hispanic eighth grade students who were involved in extracurricular activities had statistically significantly higher scores as well as higher passing percent
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Martinez, Rosa Maria, John R. Slate, and Cynthia Martinez-Garcia. "English Language Learner Boys and Girls Reading and Math Achievement as a Function of Early-Exit and Late-Exit Bilingual Programs: A Multiyear, Statewide Analysis." Education Research International 2014 (2014): 1–10. http://dx.doi.org/10.1155/2014/508459.

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We examined the reading and math performance of English Language Learner boys and girls in Grades 3, 4, 5, and 6 as a function of early-exit or late-exit transitional bilingual education program. Texas Assessment of Knowledge and Skills Reading and Mathematics scores of all English Language Learner boys and girls who were enrolled in either early-exit or late-exit bilingual education programs were analyzed for the 2008-2009, 2009-2010, and 2010-2011 school years. Results were not consistent across reading and math, across the 4 grade levels, and across the 3 school years. On the TAKS Reading t
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Keng, Leslie, Katie Larsen McClarty, and Laurie Laughlin Davis. "Item-Level Comparative Analysis of Online and Paper Administrations of the Texas Assessment of Knowledge and Skills." Applied Measurement in Education 21, no. 3 (2008): 207–26. http://dx.doi.org/10.1080/08957340802161774.

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Bartlett, Lydia, Lori Kupczynski, and Glenda Holland. "Impact Of School Reform On Dropout Rates And Test Scores In An Urban High School." Contemporary Issues in Education Research (CIER) 4, no. 11 (2011): 1. http://dx.doi.org/10.19030/cier.v4i11.6483.

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The primary focus of the study was to explore the effect of School Within a School reform on two components in the Adequate Yearly Progress Report by which Texas schools are measured - dropout rates and scores on the Texas Assessment of Knowledge and Skills test. The demographics of the particular study sample included 11th grade students considered economically disadvantaged, English language learners, and regular, as well as special education students, attending an urban Texas high school. Data were acquired from the Texas Education Agency and hypotheses were tested with a non-parametric tes
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Treviño Murphy, Laurel, Shelly Engelman, John L. Neff, and Shalene Jha. "The Native Bees of Texas: Evaluating the Benefits of a Public Engagement Course." Insects 12, no. 8 (2021): 702. http://dx.doi.org/10.3390/insects12080702.

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Declines in native bee communities due to forces of global change have become an increasing public concern. Despite this heightened interest, there are few publicly available courses on native bees, and little understanding of how participants might benefit from such courses. In October of 2018 and 2019, we taught the ‘Native Bees of Texas’ course to the public at The University of Texas at Austin Lady Bird Johnson Wildflower Center botanical gardens in an active learning environment with slide-based presentations, printed photo-illustrated resources, and direct insect observations. In this st
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Kan, Rachel T. Y., and Victoria A. Murphy. "Effects of frequency and idiomaticity on second language reading comprehension in children with English as an additional language." Studies in Second Language Learning and Teaching 10, no. 3 (2020): 579–605. http://dx.doi.org/10.14746/ssllt.2020.10.3.8.

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Vocabulary plays an important role in reading comprehension in both the L1 and the L2 (Murphy, 2018). In measuring vocabulary knowledge, however, researchers typically focus on mono-lexical units where vocabulary assessments tend not to take into account multi-word expressions which include phrasal verbs, collocations, and idioms. Omitting these multi-word lexical items can lead to an over-estimation of comprehension skills, particularly in reading. Indeed, adult learners of English comprehend texts containing a larger number of multi-word expressions less well compared to texts containing few
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Klemmer, C. D., T. M. Waliczek, and J. M. Zajicek. "Development of a Science Achievement Evaluation Instrument for a School Garden Program." HortTechnology 15, no. 3 (2005): 433–38. http://dx.doi.org/10.21273/horttech.15.3.0433.

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School gardens show promise as a tool for developing science process skills through real-world investigations. However, little research data exist attesting to their actual effectiveness in enhancing students' science achievement. The purpose of this study was to develop three cognitive test instruments for assessing science achievement gain of third, fourth, and fifth grade students using a garden curriculum. The development of the test instruments occurred in three phases: 1) an initial set of test instruments which served as a prototype for length, scope, and format; 2) an adapted set of te
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Danforth, P. E., T. M. Waliczek, S. M. Macey, and J. M. Zajicek. "The Effect of the National Wildlife Federation's Schoolyard Habitat Program on Fourth Grade Students' Standardized Test Scores." HortTechnology 18, no. 3 (2008): 356–60. http://dx.doi.org/10.21273/horttech.18.3.356.

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The purpose of this study was to determine if participation in the National Wildlife Federation's Schoolyard Habitat Program (SYHP) had an effect on the standardized test scores of fourth grade primary school students in Houston, Texas. To conduct the study, three pairs of Houston elementary schools were matched by student demographics of ethnicity and economics. The treatment group included a total of 306 fourth grade students whose teachers were using the SYHP. The control group consisted of a total of 108 fourth grade students whose teachers used a more traditional curriculum. To measure ac
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Kulbashna, Yaroslava, Iryna Skrypnyk, and Valeriia Zakharova. "PORTFOLIO AS AN INSTRUMENT FOR FUTURE DENTISTS’ PRAXIOLOGICAL COMPETENCE FORMATION." Pedagogical Process: Theory and Practice, no. 3-4 (2019): 67–76. http://dx.doi.org/10.28925/2078-1687.2019.3-4.6776.

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The article deals with the importance of a portfolio for future dentists’ praxeological competence formation in the way it can help assess objectively results accomplished in educational process. The definition of «portfolio» was provided and its structural components were established. They include a motivation letter, where the future dentist determines his/her own conception of education, goals, tasks of vocational training for each term of training on the basis of the Education sectorial standard, educational syllabus; a diary with the fixation of practical elements of preparation, and self
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Dissertations / Theses on the topic "Texas Assessment of Knowledge and Skills (TAKS)"

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Wilson, Eric Daryl. "Assessing the relationships among PSAT and TAKS scores in selected Texas high schools." Texas A&M University, 2004. http://hdl.handle.net/1969/1212.

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Hunt, Ginny. "The effect of the Texas student success initiative on grade 5 Texas Assessment of Knowledge and Skills (TAKS) failures." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Blackmon, Scott Alexander. "Empowering elementary teachers in Texas to prepare their students for the science section of the Texas Assessment of Knowledge and Skills (TAKS) 2003." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/1145.

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The need for an effective means of enhancing the science comprehension of elementary teachers brought about changes in the Texas Assessment of Knowledge and Skills (TAKS) exit exam for 5th grade students. The overall goal of this project was to evaluate the effectiveness of an alternative method of science instruction to train pre-service teachers. Web-based instructional designs are emerging as an alternative medium for disseminating course content in continuing education. A need exists to reach a point where web-based materials can be evaluated in terms of achieving desired teaching and lear
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Zelenak, Stephanie. "The effects of program model and language on science TAKS scores among fifth graders." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Maldonado, Wanda. "The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85921.

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The purpose of this study was to determine if the intervention of attending public school pre-kindergarten reflected an impact on student achievement as measured by third grade Texas Assessment of Knowledge and Skills (TAKS) considering gender, English language learner status, socio-economic status, and the language of the test. To determine this impact, the performance of third grade students who attended prekindergarten in 10 selected elementary schools in San Antonio was compared to students in these same schools who did not attend pre-kindergarten. Quantitative techniques and analyses were
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Stewart, Robert L. (Robert Lee) 1960. "The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700102/.

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The purpose of this study was to investigate the relationship between TeacherInsight™ (TI) scores and student performance as measured by student academic change scores on the Texas Assessment of Knowledge and Skills (TAKS) test. School district administrators, particularly district personnel administrators, are continually faced with the task of screening and hiring potential teacher applicants who are expected to influence student achievement outcomes directly. Efforts to make the screening, selection, and hiring process more efficient and effective have led to the use of certain teacher pr
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Denning, Dayne Ralston. "The impact of the Texas Assessment of Knowledge and Skills (TAKS) on teacher stress and anxiety as reported by middle school classroom teachers in a selected school district in Education Service Center, Region 20, Texas." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2448.

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The purpose of this study was to examine the impact of teacher stress and anxiety as reported by middle school classroom teachers in a selected school district in Education Service Center, Region 20, Texas. The selected district included 13 middle schools where a total of 825 teachers were surveyed. Survey responses were analyzed using descriptive and inferential statistics. An analysis of variance (ANOVA) was performed to determine if there were significant differences (p>0.05) in response to questions involving selected demographic variables. Findings in the study included the following: 1.
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Ringhauser, John T. "The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc12191/.

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The purpose of this dissertation is to provide research and data examining the impact of pre-kindergarten on Spanish-speaking ESL students on the third grade TAKS Reading test scores. The two questions that guided this study are: (1) As measured by the third grade TAKS reading test, what is the relationship between those limited english proficient (LEP) Spanish-speaking children who attended a pre-kindergarten program and those who did not attend a pre-kindergarten program? and (2) As measured by the third grade TAKS Reading test, how do the test scores of those LEP Spanish-speaking third grad
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Williamson, Amy M. Conaway Betty J. "An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts." Waco, Tex. : Baylor University, 2008. http://hdl.handle.net/2104/5152.

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Soileau, Christopher Benton. "High school principals' perceived leadership practices and their relationship to student performance on the Texas Assessment of Knowledge and Skills (TAKS): a cohort study." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5840.

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The purpose of this study was to determine how leadership practices impact student performance as perceived by principals and selected site-based decision making (SBDM) committee members of high schools in Region V Education Service Center (ESC), Texas. The study is one of four studies which examined perceived leadership practices of principals in the public school system in Southeast Texas. The other studies in this cohort focused on elementary principals, middle school principals and superintendents. This study compared the perceptions of high school principals and selected SBDM committee me
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Books on the topic "Texas Assessment of Knowledge and Skills (TAKS)"

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Bobrow, Jerry. CliffsTestPrep TAKS. John Wiley & Sons, Ltd., 2004.

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Lakatos, James. Roadmap to the TAKS. Random House, 2004.

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Our Nation TAKS Texas Assessment of Knowledge and Skills Social Studies Grade 5. Macmillan/McGraw-Hill, 2003.

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Barron's TAKS - Social Studies: Texas Assessment of Knowledge and Skills (Barron's Educational Series). Barron's Educational Series, 2007.

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Texas Assessment of Knowledge and Skills - Mathematics TAKS Coach (Primary Level, Grade 1). Triumph Learning, 2002.

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How to Prepare for the TAKS: Math Exit Exam: Texas Assessment of Knowledge and Skills (Barron's How to Prepare for the Taks Math Exit Exam (Texas Assessment of Knowledge)). Barron's Educational Series, 2003.

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TAKS Coach, reading, grade 6. Triumph Learning, 2005.

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Science TAKS Practice Workbook (Holt Science). Holt, Rinehart and Winston, 2003.

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Kennedy, Peggy, and Linda Powley. How to Prepare for the TAKS: English Language Arts Exit Exam: Texas Assessment of Knowledge and Skills (Barron's How to Prepare for the Taks English Language ... Exit Exam (Texas Assessment of Knowledge). Barron's Educational Series, 2003.

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Taks Master Student Practice Book: Mathematics Grade 6. ECS Learning Systems, 2002.

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Book chapters on the topic "Texas Assessment of Knowledge and Skills (TAKS)"

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Zammit, Katina. "Creating Multimodal Texts in the Classroom." In Exploring Multimodal Composition and Digital Writing. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4345-1.ch002.

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Drawing upon literature, this chapter investigates what changes occur to teaching practices when teachers incorporate the creation of multimodal texts, mediated by technology, into their classroom curriculum, and what influence these changes have on student outcomes. The shifts in teaching practices identified include explicit teaching of different semiotic modes to create a text, the inclusion of authentic tasks for creating multimodal texts, the use of a collaborative approach to the construction of a text, and changes to assessment practices. The influence on students’ outcomes relate to learning of content, knowledge, skills, and level of engagement in learning.
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Lecumberri, Esther, and Victoria Pastor-González. "Learner generated digital content: from posters to videos to promote content acquisition in a language class." In Five years of ELEUK conferences: a selection of short papers from 2019. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.41.1078.

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This article explores the use of Learner Generated Digital Content (LGDC) in the context of advanced Spanish language modules. An approach to learning and teaching frequently used and extensively researched in disciplines such as medicine and natural sciences, LGDC has in recent years made a cautious appearance in the area of modern languages (Lambert, Philp, & Nakamura, 2017). In the present case, LGDC becomes a powerful tool to address the challenge of introducing content acquisition in what is primarily a language module. Through the creation and sharing of a range of archivable learner generated digital material (posters and videos), learners and teachers collaborate to develop a living and open access information resource that can be expanded and used by successive cohorts of students in a cumulative process of knowledge generation and knowledge exchange. Scheduled at different points throughout the term and designed to result in texts of increasing linguistic complexity, these tasks encourage students to engage with the process of content acquisition and provide them with opportunities to practise and refine the linguistic skills required for the successful completion of their final assessment (an individual presentation). The introduction of LGDC in the module teaching and learning strategy led to a noticeable increase in student engagement, as evidenced by the results of questionnaires conducted with three consecutive cohorts. By sharing our experience, we would like to encourage fellow practitioners to introduce LGDC in the language classroom.
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