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The State Board of Education held a four-day meeting (Nov. 18-21, 2008) to consider several controversial items, including whether new science Texas Essential Knowledge and Skills (TEKS) should include evaluation of the strengths and limitations of the scientific theory of evolution and whether athletics should count as an academic elective under the state high school graduation programs.

The board also considered multiple graduation pathways, the percentage of distribution from the Permanent School Fund to the Available School Fund for funding of instructional materials, and use of a new vertical scale to compare the performance of individual students on the state assessment from one grade level to the next in grades 3-8 on the reading and math Texas Assessment of Knowledge and Skills (TAKS). 

Science TEKS garner testimony from many

The board held a public hearing on recommended revisions to the science TEKS where an estimated 67 individuals testified over the course of approximately six hours.  The aspects of the proposed science TEKS receiving the most discussion were the elimination of the study of an organism's adaptation and the inclusion of language requiring the teaching of a scientific theory's strengths and limitations. 

There were several arguments on both sides of the issue.  Some felt that the proposed science TEKS were an attempt to insert the teaching of creationism or intelligent design in the classroom and to eliminate or minimize the teaching of evolution, pointing to the elimination of instruction on the ways in which an animal exhibits adaptational behaviors and anatomy, as well as the reduction of instruction on fossils. 

Arguments were also made that allowing the instruction on the limitations of a scientific theory will allow the interjection of religion into an evidence-based course, will lead to the "watering-down" of the teaching of evolution, and will lead to questions surrounding who would be teaching intelligent design and what textbooks would be used. 

Proponents of the proposed science TEKS argued that intelligent design should be taught in class, maintaining that there is no consensus in the scientific community about the accuracy of the theory of evolution.  Others argued that teaching the strengths and limitations of a theory is the most complete and scientific approach to the topic and has nothing to do with religion in the classroom. 

The science TEKS writing committees will meet again in December to make final recommendations, and the board will meet for first reading and filing authorization in January 2009. 

Vertical TAKS scale presented

Pursuant to legislation passed in 2006, TEA was required to develop a vertical scale to compare the performance of individual students on the state assessment from one grade level to the next in grades 3-8 on the reading and math TAKS. 

Panelists of expert educators in the affected grades/subject areas were convened to determine the appropriate passing standard at each grade level/subject area and how standards should be adjusted to smooth out performance between grade levels in a way that makes sense across all grades.  The panelists were guided by the concept that standards should rise with the progression of grades. 

Accordingly, the panelists made recommendations to increase the standards at certain grade levels.  The current scale is 1200-3300; the proposed new vertical scale is 0-1000.  Information was presented to the SBOE about the performance of students on the 2008 TAKS if the new vertical scale had been in place. 

Some board members expressed concern about the fact that under the vertical scale, 30 percent of economically disadvantaged students would not have passed.  Additionally, the percentage of students failing to pass the Spanish math TAKS test in grade 6 would have increased from 46 percent to 57 percent.  The SBOE adopted on first reading the vertical scale, which students will be required to meet in 2010.

Multiple graduation pathways discussed

At the request of SBOE member Bob Craig, the board also discussed allowing more flexibility in the Recommended High School Program by developing different graduation pathways within the program to include fine arts and career and technology; and allowing some of these courses to be counted as a credit under the four credits each of math, science, social studies and English language arts currently required in the program. 

Craig noted that allowing more courses to count for the four-by-four requirements would result in keeping more kids engaged and helping stem the tide of dropouts.  He also noted that there seemed to be a growing movement among education leaders in the legislature to allow more flexibility in the Recommended Program. 

Although there appeared to be a good amount of support for the idea from other board members, at least one board member cautioned that expanding the kinds of courses that count for the four-by-four requirements should not result in watered-down courses that don't prepare students for postsecondary success. 

At the conclusion of the discussion, Craig asked, in speaking for the board, that TEA and the Commissioner look at other states that have flexible plans and also look at courses that could be substituted for math/science. 

Action on athletic credit postponed

At a prior meeting of the SBOE, the board approved a petition submitted by a citizen requesting that athletics (one to four credits) be added to the list of allowable elective credits for graduation.  The approval of the petition initiated the rulemaking process. 

Subsequently, at this meeting, the SBOE initially took action to give approval to proceed with the TEKS writing process for course options for graduation credit for athletics. 

After lengthy discussion debating whether athletics should be allowed to count as an academic elective, with some members warning that doing so undermines the underlying premise of no-pass, no-play (putting academics first for high school students ahead of athletics), the board voted 10-5 to direct TEA to begin the TEKS-writing process. 

However, later in the meeting, the SBOE chair stated that since the board was going to be looking at options for changing the current high school graduation programs in order to provide more course flexibility for students, it would be prudent to postpone action on the item until January when the board is expected to schedule an item regarding multiple graduation pathways.  The board voted 10-5 to postpone.

SBOE sets rate for funding instructional materials

The SBOE is required to adopt a percentage distribution of the Permanent School Fund (PSF) to the Available School Fund to fund instructional materials. 

Given the volatile performance of the market and the fact that the PSF has fallen in value to $17.5 billion, advisors to the board stated that the percentage would have to be set at less than 3.5 percent, and take into account the balance between depleting assets for future students and eliminating current spending affecting today's students.

Accordingly, the board voted to set the rate at 2.5 percent to fund instructional materials, noting that this is a short-term decision, and the percentage could be re-examined in two years.

Educator preparation program standards move forward

Finally, the board allowed State Board for Educator Certification rules setting minimum standards for all educator preparation programs to go forward.  TCTA has been a strong supporter of these rules, which will now go back to SBEC for final adoption.

Posted: 11/24/08