Texas’ record on education: You saw it here first!

The official press release is now available for the Texas vs. California vs. New York vs. Nation educational outcomes policy report. You the readers of Cloaking Inequity saw it here first.

Note to editors and news producers:

University Communications at The University of Texas at Austin is providing the following news release in the form of text within this message. The article is posted in the “News Releases” section of the UT website at http://www.utexas.edu/news.
_____________________________________________________________________
Contact: David Ochsner, College of Liberal Arts, 512-626-0788;
Anna-Lisa Plant, Department of African and African Diaspora Studies, 512-471-4377

Date: October 16

Policy Report: Minority Student Performance Continues to Lag Despite Achievement Gains

AUSTIN, Texas — African American and Latino students made achievement gains after test-based accountability was implemented in Texas during the 1990s, yet overall student performance continues to lag, according to a policy report released by the Institute for Urban Policy Research & Analysis (IUPRA) at The University of Texas at Austin.

Dubbed the “Texas Miracle,” dramatic achievement gains by African American and Latino students across grade levels were shown by data collected from the Texas Assessment of Academic Skills (TAAS) and Texas Assessment of Knowledge and Skills (TAKS) exams.

However, the report notes that the perceived success of the test-based accountability measures — which provided the impetus for the national No Child Left Behind Act — did not take into account long-term outcomes that have indicated an overall lag in student performance.

That perceived success of test-based accountability gave us “a false sense of security” regarding achievement in our schools, according to the authors of the report, Julian Vasquez Heilig, associate professor, and Richard J. Reddick, assistant professor, both in the College of Education and faculty affiliates of the department of African and African Diaspora Studies at The University of Texas at Austin, and Su Jin Jez, assistant professor of public policy and administration at California State University in Sacramento. “Considering that the ultimate goal of our schools is frequently framed as college and career readiness by the Legislature, it appears that our current system is not meeting those goals.”

The study examined state-released K-12 and higher education data in conjunction with data from national sources to compare Texas with the other most populous states and also rank the Lone Star State relative to all other states. Each of the most populous states — Texas, New York and California — performed worse during the past decade relative to other states.

“This research report challenges many of the assertions made over the decade about the Texas Miracle in education. The three authors provide a clear set of data that identifies the state’s true strengths and weaknesses, particularly for African American and Latino students,” said King Davis, professor of African and African Diaspora Studies and director of the Institute for Urban Policy and Research Analysis.

The report noted that, although Texas typically performs in the middle between New York and California on the K-12 and higher education measures, the state saw more trends of decline and stasis than growth between 2000 and 2010 relative to all states in the nation.

To promote college and career readiness, the report recommends that policymakers focus on equitable funding for Texas schools (K-12 and higher education) relative to other states and stop depending solely on high-stakes testing as a measuring stick of the state’s educational progress.

“In the upcoming legislative session, there must be attention paid to the need for more equitable resources for low-income school districts,” said Davis. “Without this attention, the Texas Miracle will continue to be a nightmare for these students, their communities, and the state as a whole. The Institute will provide additional reports on education and other key topics in Texas over the year.”

The Institute for Urban Policy Research & Analysis, along with the African and African Diaspora Studies Department and the John L. Warfield Center for African and African American Studies, comprise the three branches of Black Studies in the College of Liberal Arts.

To read this and other IUPRA policy briefs, please visit: http://www.utexas.edu/cola/insts/iupra/Briefs.php

###

About these ads

Categories: African Americans, High-Stakes Testing, Higher Education Access, Latina/os, School Finance

Author:Julian Vasquez Heilig

Julian Vasquez Heilig is currently an Associate Professor of Educational Policy and Planning and African and African Diaspora Studies (by courtesy) at the University of Texas at Austin.

Social Media

Subscribe to my RSS feed and social profiles to receive updates.

Trackbacks/Pingbacks

  1. ParentVoicesNY Response to Chancellor Tisch’s 10/25 Comments - November 10, 2012

    [...] tests with high stakes are bad for learning, studies show, statesmen.com (March 10, 2012) 4 Texas’ record on education: You saw it here first!, cloakinginequity.com (October 16, [...]

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

Follow

Get every new post delivered to your Inbox.

Join 5,238 other followers

%d bloggers like this: