2004 Customer Satisfaction Survey (PDF, 566 KB) - TEA - Home ...

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not be successful without it. NCLB Issues. No Child Left Behind. Not just being in compliance with NCLB but having a clear. understanding of it so all children are benefited. Student Accountability (NCLB) requirements for some students. Students with an 80 IQ with no support systems are falling through the cracks and are being left behind. What happens when a student is two-three years behind in reading, math etc? How can we celebrate if they have not made grade level expectations? NCLB. NCLB and how it is effecting the schools and the students. The NCLB and AYP need some revisions, especially for small districts where the student populations are low, and where one student can make or break a schools rating. Testing (TAAS, TAKS, etc)/ Assessment Requirements TAKS (if this applies to this area) splitting the writing and reading parts of the TAKS test to two different days. Now it is more of a stamina test. I was very disappointed that the score for passing the TAKS that we had been given in the fall 2003 was raised for third grade reading without notifying us. Too many tests. Student performance issues in JJAEP/DAEP settings. NCLB, Having to pass third grade TAKS for promotion is too much stress on children. All students can learn but not at the same speed or level of competence. Changing the passing standards for the 3rd grade reading TAKS, no communication until after we received test scores and we found it out from the newspapers! NOT TEA. Regional School for the Hearing Impaired, the AYP and 95% participation rate on testing. We serve students from all over East Texas and I am concerned that by providing this service we will not meet the 95% participation. I do not want our campus penalized on the AYP accountability rating due to students that live outside of our ISD. State testing. Revisit the TAKS testing administration. Return to one grade level per day. With the un-timed issue, it is very, very challenging to maintain a sense of purpose for academics. My biggest concern is campuses such as our high school having to field test TAKS for 3 consecutive years and now TEA is requesting the entire grade level at the campuses. It use to be a random sample population. Also, the field test in January is so close to the TAKS testing in February. I have a great concern with the amount of testing that we subject our students to in the name of accountability. Grade 3 TAKS, too much pressure for 8 year olds. Assessment issues. Yes, I feel there is too much testing. It’s that simple. TAKS vs. TAAS taking explanations. Not allowing 4th year students to take the exit-level test during the fall. If this stays as policy, it really reduces the number of chance a student has to be successful. Amount of state assessments. We need to address the “test mania” that has overtaken our educational system in the United States and Texas. Testing is getting ridiculous. Between TAKS, SDAA, and field tests we have no time to teach. Low IQ students should not have to take TAKS. Third grade testing should be changed to include test items only. Field test items could be tested on a separate day. Stamina is the real question with the current test. The passing standard for TAKS need to be set at the beginning of the year so that staff knows exactly what data to use for goal setting. We are concerned that the 5th grade TAKS Reading test is too long. It is an endurance test. They should not give so many passages. Survey Research Center, University Of North Texas 105
Too much testing. Observation Protocol for our LEP students is too subjective. Holding third graders accountable at such high standards is unfair due to individual developmental learning stages. Since we are under so much pressure to have everyone passing TAKS by third grade, we need to change the rule on Promotion/Retention for Kinder. The way it is now, we have to ask parents for permission to retain their child, but if the students are not ready with the foundation that they are supposed to pick up in kinder, why are we moving them on? I believe this to be a very important issue. I could go on and on concerning this issue. Not that I can think of after the second day of TAKS. Curriculum issues and other alternatives considered in student success along with the state mandated tests. It is my belief that students are tested too much. We have AP testing, TAKS testing, benchmark testing, etc. Cost effectiveness of TAKS. Couldn’t the same information be gleaned from Standardized Testing for substantially less? Assessment!!!! TAKS in late May for 5th grade too late. We have gone "test crazy. " I think testing/assessing student achievement is needed and necessary, but when you have 3rd grade bilingual students taking as many as 9 different tests, that’s over-kill. How will schools with fewer than 50 in subgroups and fewer than 40 enrolled at the time of testing meet AYP. How will the graduation rate factor in on drop out recovery schools? The current testing practices are becoming burdensome, requires more and more instructional time and requires that more instruction takes place in an inadequate amount of time prior to testing. Very stressful for students, parents, teachers. Students not qualifying for special ed, yet have a below average IQ struggle beyond measure. Testing. Providing adequate testing for students who do not qualify for Sp. Ed. but are way below grade level. These students are required to take the grade level TAKS, but in reality, this is not a valid test. We need to address this problem. Testing. Reciprocal agreements with other states on TAKS and the other states student assessment. Changing the passing rate for 3rd grade reading after the fact was unfair, untimely, and unjust on students and schools. How to get show learners up to par and passing the TAKS, especially when they are also economically disadvantaged and parents have no interest or support in the school. Field-testing policy for the 3rd grade reading TAKS. The test is long enough and rigorous enough for 8 & 9 year olds with three passages and 36 questions. Having an extra passage and an extra 12 questions is excessive and fatiguing and diminishes the performance of many young test takers. If field test items are necessary, then have a separate reading field test. How are teachers going to be able to teach all TEKS to all students with differing ability levels in the same class so all students will be able to be able to read on grade level? Too much testing for the students! Testing has gone too far. Students and teachers feel too much pressure. School and education should be a blended process. TAKS ratings for students who do not read on grade level need to be addressed. We are testing our students to death. When a 3rd grade student is so nervous that they have made themselves sick, it is too much pressure on them. Excessive assessment requirements that are reducing time available for instruction and are costing millions of dollars that could be better used for students. Students that are too low for sp ed and can't pass TAKS! Why try to prep all kids for college, this is not realistic. Assessment guidelines, Special Populations, Role of ESC. Increasing diversity and student achievement levels. Students who do not qualify for Special Education but due to lack of cognitive ability cannot pass the TAKS test. Expectations for special education students for adequate yearly progress needs to be reasonable. Not all students can take a TAKS type test. Survey Research Center, University Of North Texas 106
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2004 Survey of Customer Satisfactio
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VII. TEA WEBSITE ..................
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LIST OF TABLES Table 1 Customer Pop
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Table 54 Visited TEA Website for Da
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II. METHODOLOGY Instrument TEA desi
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There appears to have been some dif
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ESC Region 01 02 03 04 05 06 07 08
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ESC Region 01 02 03 04 05 06 07 08
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ESC Region 01 02 03 04 05 06 07 08
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• ESC Region 01 02 03 04 05 06 07
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Table 8 Method of Contacting TEA Fo
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Table 9 Method of Contacting TEA Fo
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Table 10 Method of Contacting TEA F
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Table 11 Method of Contacting TEA F
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Table 13 Methods Used to Contact TE
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Accountability and Data Quality Tab
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School Finance and Fiscal Analysis
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Operations and Fiscal Management Ta
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Table 21 Methods Used to Contact TE
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Table 23 TEA Provides Reliable and
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Table 25 TEA is Responsive to E-mai
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Process Table 27 Contacts are Usual
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Table 29 My Complaint Would be Addr
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Principals • The combined percent
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Table 32 Overall Satisfaction with
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Table 34 Overall Satisfaction with
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Table 36 Effectiveness of Electroni
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Table 38 TEA Program Guidance/Curri
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Table 40 TEA Grant Information is R
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Overall Satisfaction with Informati
Page 61 and 62: Table 43 Overall Satisfaction with
Page 65 and 66: VI. TEA STRATEGIC PLANNING Table 47
Page 67 and 68: VII. TEA WEBSITE Table 48 Visited T
Page 69 and 70: Table 50 Visited TEA Website for As
Page 71 and 72: Table 52 Visited TEA Website for Te
Page 73 and 74: Table 54 Visited TEA Website for Da
Page 75 and 76: Table 56 Visited TEA Website for Ed
Page 77 and 78: Table 58 Visited TEA Website for Sc
Page 79 and 80: Component Ratings Table 60 Easy to
Page 81 and 82: Table 62 Website Contains Clear Inf
Page 83 and 84: VIII. OVERALL SATISFACTION WITH TEA
Page 85 and 86: Table 66 Satisfaction with Standard
Page 87 and 88: Interventions and Special Investiga
Page 89 and 90: Strategy and Grants Management Tabl
Page 91 and 92: Commissioner Table 72 Satisfaction
Page 93 and 94: Agency Table 74 Overall Satisfactio
Page 99 and 100: IX. CONCLUSIONS The findings from t
Page 101 and 102: APPENDIX A: SURVEY INSTRUMENT Surve
Page 103 and 104: Infrastructure, Information Systems
Page 105 and 106: F. Overall Satisfaction I am satisf
Page 107 and 108: APPENDIX B: POLICY ISSUES Survey Re
Page 109 and 110: TEA Website As a grant accountant f
Page 111: Principals: Gifted and Talented Exi
Page 115 and 116: an equity issue in Texas and this i
Page 117 and 118: certification for this has been dis
Page 119 and 120: Special Education Testing State Man
Page 121 and 122: More funding for Alternative School
Page 123 and 124: nothing to entice new educators in
Page 125 and 126: Teacher Pay/ Benefits 747 5 Health
Page 127 and 128: Cutbacks to health insurance for te
Page 129 and 130: Insisting that all students be in g
Page 131 and 132: they can better serve the needs of
Page 133 and 134: I think we have to modify too much
Page 135 and 136: as the SAT/ACT and additional AP te
Page 137 and 138: and I feel that quality teaching ha
Page 139 and 140: ural and inner city schools without
Page 141 and 142: Teacher Pay/ Benefits Teacher Healt
Page 143 and 144: We need a TEA contact for librarian
Page 145 and 146: Accountability With the present acc
Page 147 and 148: Parental Involvement/ Responsibilit
Page 149 and 150: use them in the classroom! Not an e
Page 151 and 152: acceptance, we get students to the
Page 153 and 154: our district just robs us somewhere
Page 155 and 156: APPENDIX C: ADDITIONAL COMMENTS Sur
Page 157 and 158: number of people Please put back th
Page 159 and 160: demanding quality and accountabilit
Page 161 and 162: our needs. The feedback I gave you
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TEA - Unknowledgeable / Not Helpful
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Develop and implement accountabilit
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I was very disappointed that I neve
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solutions. I think Region 10 and TE
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It just seems that I have to wade t
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Info - More Accurate / Clear info,
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Testing Requirements The TAKS testi
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TEA - Not Effective / Unrealistic G
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have never happened if this monitor
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TEA must keep itself separate from
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esponsibilities, salaries, procedur
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