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Dissertations / Theses on the topic 'Texas Assessment of Knowledge and Skills (TAKS)'

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Published: 4 June 2021

Last updated: 19 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Ringhauser, John T. Huffman Jane Bumpers. "The effects of pre-kindergarten on Spanish-speaking bilingual students taking the third grade TAKS Reading test." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/ark:/67531/metadc12191.

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12

Newton, William Frazier. "An Investigation of Relationships Between Teacher and Administrator Knowledge and Perception of the Texas Assessment of Academic Skills and Student Performance." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc5812/.

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The purpose of this study was to (1) gather information regarding knowledge of TAAS and perceptions (attitudes) about TAAS (excluding the current battery of End of Course Tests) from teachers and administrators; (2) relate teacher and administrator knowledge and perceptions of the test to student test performance as reported in the Academic Excellence Indicator System (AEIS) Reports. Answers to the following questions were sought: 1. To what extent do teachers and administrators possess different levels of knowledge regarding TAAS, and different attitudes toward TAAS about its purpose and use

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13

Bashara, Dana Marie. "The relationship between teacher Levels of Technology Integration (LoTi) on 3rd-5th Grade Students on the Texas Assessment of Knowledge and Skills (TAKS) scores at Alamo Heights Independent School District, San Antonio, Texas." Texas A&M University, 2008. http://hdl.handle.net/1969.1/86020.

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The purpose of this study was to examine Levels of Technology Implementation (LoTi) teacher self-ratings and Texas Assessment of Knowledge and Skills (TAKS) scores. The study assessed the relationship between LoTi ratings and TAKS scores of 3rd, 4th, and 5th grade students as reported in student records at Alamo Heights Independent School District (AHISD), San Antonio, Texas. The study determined the degree to which teacher LoTi ratings were a predictor of success on TAKS exam scores as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. In addition, t

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14

Barnes, Barbara (Principal). "Impact of Teacher and Student Ethnicity on Student Assessments." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849641/.

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The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburb

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15

Alfaro, Frank Eduardo. "The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85920.

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This study examines Levels of Technology Implementation (LoTi) teacher selfratings and Texas Assessment of Knowledge and Skills (TAKS) scores. The LoTi instrument is explained comprehensively in the study. Using a series of survey questions about classroom instruction and technology use, the instrument measures a teacher's level of technology implementation in terms of that teacher's perception of classroom practices. The study assesses the relationship between LoTi ratings and TAKS scores of 9th, 10th, and 11th grade students as reported in student records at Alamo Heights Independent School

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16

Evans, Barbara Anne. "Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5284/.

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The Texas high school class of 2005 faced a defining test that had no precedent in Texas and little nationally. Social studies testing is a relatively new addition to the world of high stakes testing currently impacting United States high schools. Although other diploma dependent areas of mandated testing have some testing history and, therefore, related paradigms for curriculum and instructional assistance, the area of social studies largely lacks that perspective. Texas Education agency provided specific school grant monies and training for the purpose of preparation for the social studies e

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17

Karrh, Kristen D. "Predictors of student achievement in grade 7 the correlations between the Stanford Achievement Test, Otis-Lennon School Ability Test, and performance on the Texas Assessment of Knowledge and Skills (TAKS) math and reading tests /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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18

Givens, Toby D. "The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6105/.

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The purpose of this study was to determine the impact of the comprehensive school reform model core knowledge on the reading achievement of eighth grade students located in a suburban north Texas school district. The data compared the mean scores on the Texas Assessment of Knowledge and Skills of students attending the experimental core knowledge school with the control school that did not use the core knowledge curriculum. Students from both schools were compared for student achievement gains overall as well as several other categories. The study also used a qualitative survey that asked k

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19

Martinez-Cantu, Veronica A. "Inequality and School Performance: The Effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5146/.

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This thesis examined the impact of teacher quality and the socioeconomic status of students on school performance on the Texas Assessment of Knowledge and Skills Test. The data were obtained from the Academic Excellence Indicator System (AEIS) 2005-2006 Report. Disparities in education were used to examine the use of teacher quality in the No Child Left Behind Act of 2001. A multiple regression model was used and included other factors such as socioeconomic status of students, teacher salary, school funding, and student-teacher ratio. Using an ordinary least squares regression, I found that so

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Horn, Brian K. "The perception of English language arts teachers about instructional changes following the implementation of the Texas Assessment of Knowledge and Skills test." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12134/.

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Accountability in education has been expanding for the past twenty years. As standards for curricular areas continued to develop, educational shareholders desired a way to measure student achievement contextualized by the established standards. Since 1964, policies expanded federal involvement with education, and with the No Child Left Behind Act in 2001, high-stakes testing became a significant part of public education. In Texas, testing transitioned in 2003 to the Texas Assessment of Knowledge and Skill (TAKS) test, an assessment that determines grade advancement for students, ratings for sc

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21

Tucker, Tommy Howard Byrd Jimmy Kent. "The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12208.

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22

Hernandez-Gutierrez, Josie Hudson Johnetta. "The effects of academic interventions on the development of reading academic competence in fourth grade students." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9094.

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23

Givens, Toby D. Huffman Jane Bumpers. "The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6105.

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24

Norgaard, Holly Luttrell. "Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4849/.

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The No Child Left Behind Act and National Council of Teachers of Mathematics' Principles and Standards both had a significant impact on the format and content of the Texas Assessment of Knowledge and Skills (TAKS) math test. Content analysis of the 2004 TAKS eighth grade math test identified the prevalence of linguistic complexity, mathematical rigor, and visual presentation factors and explored their relationship to student success on individual test items. Variables to be studied were identified through a review of literature in the area of reading comprehension of math word problems. Sixte

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25

Roach, Robert G. "The school reform movement and high stakes standardized testing: An analysis of factors impacting the academic outcomes of students receiving special education services." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4750/.

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The purpose of this study was to investigate special education outcomes in relation to state standardized testing. It specifically sought to determine if a relationship existed between selected data from the Texas Academic Excellence Indicator System (AEIS) comparing district students receiving special education services TAAS scores with selected district demographic, fiscal, and special education data. The population for this study consisted of all 2001-2002 grades 3-8 and 10 public school students with the exception of charter schools, special-purpose statutory districts, and state-administe

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26

Martinez-Cantu, Veronica A. Rodeheaver Daniel Gilbert. "Inequality and school performance the effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5146.

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27

Horn, Brian K. Wilhelm Ronald Wayne. "The perception of English language arts teachers about instructional changes following the implementation of the Texas Assessment of Knowledge and Skills Test." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12134.

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28

Rodgers, Pamela England. "What goal is of most worth? The effects of the implementation of the Texas Assessment of Knowledge and Skills on elementary science teaching." Texas A&M University, 2003. http://hdl.handle.net/1969.1/3876.

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This qualitative, narrative study centered on the effects of the implementation of the science portion of the fifth grade Texas Assessment of Knowledge and Skills (TAKS) on the instruction of science at the elementary level, grades one through five. Fourteen teachers and five administrators were interviewed at two elementary schools (kindergarten through grade four) and one middle school (grades five and six). Classroom observations of each of the teachers were also conducted. The study focused on the effect of the implementation of the science TAKS on the amount of time spent on science as we

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29

Hernandez-Gutierrez, Josie. "The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9094/.

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This dissertation examined the effects of academic interventions on the development of reading academic competence in fourth grade students who performed at or below grade level as determined by TAKS reading scale scores. Fifty students in fifth grade were chosen to participate in the study from five elementary schools in the Fort Worth Independent School District in Fort Worth, Texas. Only 46 students completed the study. The study was conducted with a control (n = 23) and treatment group (n = 23). The fourth grade students were administered pretests and posttests using the ACES and the fourt

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30

Grijalva, Rina Cecilia. "Power and standards an emerging culture on the border and lost in translation /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2007. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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31

Chow, Priscilla En-Yi Camp William E. "The effects of socioeconomic status on growth rates in academic achievement." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5193.

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32

Neblett, Pamela S. Huffman Jane Bumpers. "An analysis of the benefits of the Student Success Initiative in the 3rd and 5th grades in a district in Texas." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3634.

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33

Wood, Odessa Lee. "An evaluation of the effectiveness of the reading strategy Sketch-to-Stretch on the 9th grade reading Texas Assessment of Knowledge & Skills Test." 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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34

Tucker, Tommy Howard. "The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12208/.

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The purpose of this study was to determine the relationship between using computer-assisted instruction (CAI) and success on the Texas Assessment of Knowledge and Skills (TAKS) mathematics exam with fifth-grade students in Texas compared to the effect of alternative improvement approaches used by a control group. Research explored the use of SuccessMaker® CAI educational software (Pearson Education, Upper Saddle River, NJ, www.pearsoned.com) in public elementary schools in Texas. Successmaker® CAI was not a good predictor of passing percentage on the mathematics TAKS. Multiple regression anal

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35

Keith, Joe Allen. "Perceptions of school leadership capacity and student achievement." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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36

Chow, Priscilla En-Yi. "The Effects of Socioeconomic Status on Growth Rates in Academic Achievement." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5193/.

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The purpose of the study was to examine the differences in academic growth rates as demonstrated on the TAKS test among students based on those who received free lunches, those who received reduced-price lunches, and those not economically disadvantaged. Texas Assessment of Knowledge and Skills (TAKS) for reading and mathematics scale scores were obtained from five Texas public school districts for students who were in 3rd grade in 2003, 4th grade in 2004, 5th grade in 2005, and 6th grade in 2006. The sample included almost 10,000 students. The data were analyzed using SPSS and HLM. SPSS was u

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37

Neblett, Pamela S. "An Analysis of the Benefits of the Student Success Initiative in the 3rd and 5th Grades in a District in Texas." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3634/.

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The state of Texas passed the Student Success Initiative (SSI) in 1999 which requires all 3rd graders to pass the reading portion of the Texas Assessment of Knowledge and Skills (TAKS) test to be promoted to the 4th grade, and for 5th graders to pass the reading and math portions of the TAKS test to be promoted to the 6th grade. Beginning in spring 2008, 8th graders will also need to pass the reading and math portions of the TAKS test to be promoted to the 9th grade. The purpose of this study was to examine the academic performance of 3rd and 5th grade students who did not meet the passing sta

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38

Holley, Kerry Kathleen McGee. "Examining and Characterizing Changes in First Year High School Chemistry Curricula." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30468/.

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Many students currently entering college are able to solve mathematical problems but often do not understand the chemistry concepts underlying their calculations. High school chemistry teachers from Texas and the United States (US) were surveyed as to what topics they teach in their chemistry classes. A subset of Texas teachers was also interviewed about their instruction. The survey indicated that less-experienced Texas teachers are omitting a number of topics from their chemistry instruction, as compared to more experienced teachers. No differences were seen for those topics among US teacher

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Pham, Vinh Huy 1979. "Computer modeling of the instructionally insensitive nature of the Texas Assessment of Knowledge and Skills (TAKS) exam." 2009. http://hdl.handle.net/2152/10602.

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Stakeholders of the educational system assume that standardized tests are transparently about the subject content being tested and therefore can be used as a metric to measure achievement in outcome-based educational reform. Both analysis of longitudinal data for the Texas Assessment of Knowledge and Skills (TAKS) exam and agent based computer modeling of its underlying theoretical testing framework have yielded results that indicate the exam only rank orders students on a persistent but uncharacterized latent trait across domains tested as well as across years. Such persistent rank ordering o

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Kilinc, Emin. "Conceptual Learning in Social Studies Classroom: An Analysis of Texas Assessment of Knowledge and Skills (TAKS) Social Studies Questions with and without Concept." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11118.

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We are living in a conceptual world which we build through both informal and systematic interaction. Concepts enable us to simplify and organize our environment and communicate efficiently with others. The learning of concepts is represented by a general idea, usually expressed by a word, which represent a class or group of things or actions having certain characteristics in common, is a matter of central concern for designing effective instructional conditions in the school setting. Thus, concept attainment is a cornerstone of social studies to help students to make informed and reasonable de

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Ungurait, Michelle D. "Understanding gender differences in achievement on the Social Studies Texas Assessment of Knowledge Skills : an interactive qualitative study." Thesis, 2007. http://hdl.handle.net/2152/24369.

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The Texas Education Agency’s Social Studies Texas Assessment of Knowledge and Skills results show an achievement gap between males and females for every criteria on every test given since 2003. The most dramatic achievement difference is in the area of “traditional” U.S. History. The Texas results mimic a gender gap reported by College Board Texas AP U.S. history exams and the 2006 National Assessment of Education Programs United States assessment for 8th and 12th graders. Literature and education research outline a contentious background the current social studies and history education progra

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Musa, Ahlam. "An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test." Thesis, 2013. http://hdl.handle.net/1969.1/149389.

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The content area of social studies has not been given as much attention as its counterparts despite its inclusion in the state wide TAKS exam in Texas. All students in grades 8, 10, and 11 are required to take the social studies portion, and must pass it in order to graduate. The consequences of such a test and the importance of social studies in the everyday lives of students make this content area important. In addition, since ESL students constitute a considerable segment of the student population in our schools nowadays, it is essential that educators understand the challenges these studen

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Berkeley-Jones, Catherine Spotswood. "A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11626.

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The purpose of this study was to examine teacher Levels of Technology Implementation (LoTi) self-ratings and student Texas Assessment of Knowledge and Skills (TAKS) scores. The study assessed the relationship between LoTi ratings and TAKS scores of 6th, 7th, and 8th grade students as reported in student records at Alamo Heights Independent School District (AHISD), San Antonio, Texas. The study determined the degree to which teacher LoTi self-ratings were a predictor of success on student TAKS exam scores for English Language Arts and Math, as reported in student records at Alamo Heights Indepe

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McGlothlin, Ross M. "The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas." 2009. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7216.

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The purpose of this study was to examine the effect of Scholastic, Incorporated's ReadAbout software system on student achievement in the subject of reading. The study assessed the relationship between the amount of time third and fourth grade students spent utilizing the program and their scale scores on the Texas Assessment of Knowledge and Skills (TAKS) reading test, as reported in student records of third and fourth graders at Comal Independent School District, Texas. Additionally, the study attempted to determine possible differences among students for the variables of gender, primary lan

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Christenson, Barbara Lynn 1954. "The effect of grade-level retention on student success as defined by the Student Success Initiative of Texas." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-932.

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Public education in the United States is currently enveloped in an era of intense accountability. At the national level the No Child Left Behind Act, demands accountability in any district or school receiving federal funds One of the goals of the No Child Left Behind legislation had its roots in the Texas education accountability statute of 1999, when former governor George W. Bush signed into law a mandate that became known as the Student Success Initiative. That law required students in the 3rd grade to pass the state reading assessment in order to be promoted to the 4th grade, beginning in

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Slate, Erica Rae. "An examination of the validity of the mathematics exit level Texas Assessment of Knowledge and Skills." Thesis, 2005. http://hdl.handle.net/2152/2317.

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47

Lima, Gonzalez Cynthia Esperanza. "The role of language and culture in large-scale assessment : a study of the 2009 Texas Assessment of Knowledge and Skills." 2013. http://hdl.handle.net/2152/21150.

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The inclusion of all students in large-scale assessment mandated by the No Child Left Behind (2003) requires that these large-scale assessments be developed to allow all students to show what they know, and that the results are comparable and equitable across diverse cultural and linguistic populations. This study examined the validity of the 5th grade 2009 Science Texas Assessment of Knowledge and Skills (TAKS) for diverse cultural and linguistic groups. The student groups considered for this study were selected based on all the possible combinations of three variables: ethnicity--White and H

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Roberts, Maria Segunda 1956. "Instructional practices conducive to the high achievement of Hispanic limited English proficient students on the Texas Assessment of Knowledge and Skills." 2008. http://hdl.handle.net/2152/18107.

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The goal of current education reform is to increase student achievement (Odden & Clune, 1995). Discrepancies, however, continue to exist in the achievement between the White majority and the minorities of color, including Hispanics as seen in the results of the Texas Assessment of Knowledge and Skills (TAKS). Although 198 Texas elementary schools received an exemplary rating in 2005 for their TAKS performance, only a handful of those schools with a high percentage of Hispanic, economically disadvantaged, and Limited English Proficient (LEP) student enrollment achieved this coveted academic rat

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49

Rodriguez, Anissa Jean 1978. "Social promotion and retention policies in Texas elementary schools." Thesis, 2007. http://hdl.handle.net/2152/3482.

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The Student Success Initiative (SSI) established, in 1999, various promotional gates for students to pass the state-mandated high-stakes assessment test known as the Texas Assessment of Knowledge & Skills (TAKS), administered in the areas of reading for third graders and of reading and math for fifth graders. Largely perceived as antisocial promotion legislation, outcomes of the SSI implementation did not seem to coincide with their original intentions. To ascertain the veracity of this claim, interviews were scheduled with a variety of local level stakeholders serving as decision-making part

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50

"Print exposure and performance on the exit level science Texas Assessment of Knowledge and Skills: A correlational study of secondary students." CAPELLA UNIVERSITY, 2008. http://pqdtopen.proquest.com/#viewpdf?dispub=3304445.

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