A general problem with school curriculum can be seen in the contrasts of generalization and individualization. In that regard, one of the factors that were mentioned in regard to the expansion of homeschooling was the ability to present the materials to students individually, and according to their abilities. Additionally, that factor implies the ability for the students to be assessed accordingly.
Although the category of students with different abilities is an aspect that is hard for standardization in the school curriculum, students with disabilities that affect their performance are in a different category. In that regard, Texas was the first state to approve modified academic achievement standards and alternate assessments that have accommodations specific to students with disabilities. This paper analyzes the modified testing for a student with disabilities (TAKS-M), along with the possible impact on other states.
An important aspect that should be mentioned in regard to TAKS-M is the requirements set by the Texas education board. The importance of such aspects can be derived from the main concern of such assessment, which is the possibility of discrimination. Thus, if taking such modification as larger print, it might affect the grading process, whereas simpler vocabulary and fewer answer choices can be seen as controversial. In that regard, an important requirement in participation criteria is the student’s maintenance of grade-level lower than the proficiency demonstrated by multiple valid measures of evidence.
In that regard, the assessment of the impact of such assessment modification should be seen from the perspective that these scores will facilitate students’ assessment rather than raising the average score of academic achievement. In such a case, it can be seen that the accountability rating for 2009, based on the TAKS test, the Completion Rate I for the class of 2008, and the 2007-08 annual dropout rate, is not including the TAKS-M assessment scores.
Accordingly, measures of improvements, based on which other states might follow in implementing such assessment system, can be seen through Texas Projection Measures (TPM), which can be seen to take in effect in 2010, where the projections taken in 2009 will be assessed. In that regard, in 2010 TAKS assessments will be combined with TAKS accommodated, and thus the total overview of the effectiveness of the new assessment system can be outlined and measured. Additionally, in such a case it can be predicted that the accountability rating in 2010 will be raised as it can be assumed that in addition to TAKS assessment measures, the dropout of the students receiving special education will decrease.
It can be summarized, that the direction taken in Texas is an important step toward the appreciation of the special requirements of students with disabilities in education. The effectiveness of such a system, once assessed, will serve as a leading example for the other states to follow. The usage of the theoretical and practical framework might serve as a case study, where even if some modifications will be required, will be a milestone toward the compliance of the new system with related titles in the Civil Right Act, the Education amendments, Rehabilitation Act, Americans with Disabilities Act, and Individuals with Disabilities Education Act.
References
- Texas Education Agency. (2008). Texas Assessment of Knowledge and Skills–Modified (TAKS–M). Texas Education Agency.
- Texas Education Agency. (2009). 2009 Accountability Manual. Texas Education Agency.
- Texas Education Agency. (2009). Texas Assessment of Knowledge of Skills (TAKS) Vertical Scale. Texas Education Agency.