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Lessons from the Front: Improving the Achievement of Hispanic Students in Texas
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accountability is met through Annual Yearly Progress (AYP) standards set by the United States
Department of Education.
“Annual state, district, and campus accountability reports willprovide information on the state’s annual objectives for eachindicator evaluated for adequate yearly progress (AYP), percentageof students meeting the objectives, and performance gains on eachindicator. Indicators evaluated for AYP are reading performance,mathematics performance, reading participation, mathematicsparticipation, graduation rates (high schools), and attendance rates(elementary and middle/junior high schools). Accountabilityinformation will be reported for all students and disaggregated forthe following student groups, which are evaluated for AYP (U.S.Department of Education 2002, 8).
Only five percent of students may be exempted from accountability testing on each campus; thus,
manystudents that cannot compete adequately on an accountability examination must still take
the examination.
Student Accountability Standards
Under NCLB, all states must have accountability instruments to measure student
achievement. Student accountability has become an important issue because of NCLB in Texas,
in part because of requirements. First, in FY2004 third grade children were required to pass their
state reading accountability examination to move to the fourth grade. Second, future benchmarks
are added for examination passage at other grade levels in reading and mathematics to ratchet up
accountability for students. Third, in Texas, passage rates for the TAKS is linked to an index
that rates campuses and school districts, thus using district and school accountability ratings to
sell real estate (Interview with Principal “A” 2004). However, the classroom teacher may make
the difference.
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4
accountability is met through Annual Yearly Progress (AYP) standards set by the United States
Department of Education.
“Annual state, district, and campus accountability reports will
provide information on the state’s annual objectives for each
indicator evaluated for adequate yearly progress (AYP), percentage
of students meeting the objectives, and performance gains on each
indicator. Indicators evaluated for AYP are reading performance,
mathematics performance, reading participation, mathematics
participation, graduation rates (high schools), and attendance rates
(elementary and middle/junior high schools). Accountability
information will be reported for all students and disaggregated for
the following student groups, which are evaluated for AYP (U.S.
Department of Education 2002, 8).
Only five percent of students may be exempted from accountability testing on each campus; thus,
manystudents that cannot compete adequately on an accountability examination must still take
the examination.
Student Accountability Standards
Under NCLB, all states must have accountability instruments to measure student
achievement. Student accountability has become an important issue because of NCLB in Texas,
in part because of requirements. First, in FY2004 third grade children were required to pass their
state reading accountability examination to move to the fourth grade. Second, future benchmarks
are added for examination passage at other grade levels in reading and mathematics to ratchet up
accountability for students. Third, in Texas, passage rates for the TAKS is linked to an index
that rates campuses and school districts, thus using district and school accountability ratings to
sell real estate (Interview with Principal “A” 2004). However, the classroom teacher may make
the difference.
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