THECB 07/03 A Short History of Assessment and Developmental Education in Texas from The Texas Academic Skills Program to the Texas Success Initiative

THECB 07/03 Chronology 1983 – The National Commission on Excellence in Education published A nation at risk: The imperative for educational reform Coordinating Board Chair Larry Temple appointed the Committee on Testing 1986 – Final report and recommendations of the Committee on Testing was published: A Generation of Failure: The Case for Testing and Remediation in Texas Higher Education

THECB 07/ th Legislature passed HB 2182, which created the Texas Academic Skills Program (TASP) TASP began TASP law undergoes numerous changes Chronology

THECB 07/ – 76th Legislature passed SB 103 creating the Texas Assessment of Knowledge and Skills (TAKS), moving the high school exit exam to the 11th grade, and requiring the Coordinating Board to set a college-readiness standard on the 11th grade TAKS 2003 – TASP statute repealed and the Texas Success Initiative is created by the 78th Legislature Chronology

THECB 07/03 Proposed Process for Adopting a College Readiness Standard for the 2004 Exit-Level TAKS

THECB 07/03 Responsibilities of the State Board of Education and the Coordinating Board SBOE sets a minimum standard for the high school diploma and a commended standard on 11th grade TAKS CB sets a college readiness standard on 11th grade TAKS

THECB 07/03 Responsibilities of the State Board of Education and the Coordinating Board State Board of EducationCoordinating Board

THECB 07/03 Proposed Timeline Results from research studies, advisory groups and national experts available to the staff and Commissioner by late October. Commissioner makes recommendations to Participation & Success Committee. P & S Committee meets in November to consider the Commissioner’s recommendations for a proposed standard Coordinating Board proposes a standard for adoption in January, 2004 Coordinating Board adopts standard in April, 2004

THECB 07/03 Key Data Elements of the Process A. Current 11 th grade score results (Spring, 2003) B. Scores of 2 nd semester College Freshmen, non-developmental students (Spring 2003) C. Scores on ACT and/or SAT and/or TASP test for 11 th graders who become 12 th graders (Fall 2003) D. Scores of 1 st semester College Freshmen, taking developmental courses (Fall 2003) NOTE: Complete data analyses available--- October/November 2003 October/November 2003

THECB 07/03 Principles of Standard Setting Process Support the goals of CLOSING THE GAPS: bringing 300,000 additional students to higher education who are prepared academically for PARTICIPATION and SUCCESS Include wide consultation with a broad range of stakeholders throughout the process Monitor annually student outcomes and evaluate standards over time

THECB 07/03 A Comparison of TASP and the Texas Success Initiative

THECB 07/03 Assessment required Advising required Placement and participation in Developmental Education required Assessment required Advising required Placement and participation in Developmental Education not required TASP Texas Success Initiative

THECB 07/03 Retest required upon completion of developmental education Two ways to fulfill TASP requirement: –pass the test, or –earn a grade of “B” or better in related college- level course “Rising junior” aspect – 60 hour limit Retest required for students who fall below a certain score on their initial test Institutions determine: –an individual plan, with the student, for academic success –when a student is ready for any level of college coursework No “rising junior” aspect TASP Texas Success Initiative

THECB 07/03 Accountability –Institutions report annually on test results, and on the effectiveness of their developmental and advising programs Accountability –The Board evaluates the overall statewide effectiveness of the Success Initiative, based on institutional reports of student outcomes TASP Texas Success Initiative

THECB 07/03 Summary With passage of the Texas Success Initiative, the focus of the State and the Coordinating Board shifts from testing to student success, and from a state- administered, one-size-fits-all program to institutionally determined individualized plans.