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

and I feel that quality teaching has gone by the wayside. There should be some compromise in our
testing standards.
There needs to be a way for teachers to give feedback regarding the TAKS test, test dates, and how
this impacts the classroom. It seems that everyone is involved in decision, making but us on the front
lines.
Numerous mandates that take away form teaching in the classroom. You are testing the students too
much and you are expecting miracles from hard working teachers.
Too much testing for our students! We have anxiety in elementary students and teachers because of
testing! No more read for fun!
There are specific clarifications needed on some of the TEKS such as measurement for how much
each grade level is responsible for, etc.
Need to address the TAKS rating scale for students who do not read on grade level but are not in
Special Education classes.
After setting the passing rate for third graders on the reading TAKS for the 2003-04 school year, I feel
it was an injustice to raise the number of questions needed to get correct to pass the test. This is
unfair to ALL involved, especially the students, who would have passed the test based on the
previously set number of 22 correct.
Could we please focus on more on learning and less on testing?
Students in regular education who are unable to test under regular conditions due to dyslexia.
Students do not read on grade level, yet are expected to test on grade level.
TAKS STANDARDS RAISED AFTER THE TEST, The testing for resource (should be using TEKS as a
guideline).
TAKS ELA.
An accountability process based on realistic improvement and not a set standard score the one size
fits all approach.
TAKs test scores being changed after the third grade took the test in reading.
My concern is the fact that TAKS testing has taken over our educational system. Too much of
curriculum is state mandate. The new standards are not taking into account developmental levels and
the fact that there’s no way every child at any elem grade level is 100% where they should be. All this
testing puts TOO MUCH pressure on young children. It costs too much to test EVERY grade. We
need the concept of learning more about less. You have added so much to the curriculum that we
have to hurry too much to get everything finished by April in time for testing!!!!!!!!!!!!
We need programs and plans to address the kids who "fall between the cracks. " How can you look
at a child or parents and say, “Your child isn’t performing as he/she should even though he/she is
trying desperately, but their IQ is too low to fit in this program or that. In other words, they’ll just have
to keep struggling in the regular class.”
The requirement of passing a nearly impossible to pass Texas Oral Proficiency Test that is timed and
does not show the teaching ability of a Spanish teacher!
TAKS and TPRI are ridiculous! The people making the rules/laws ARE NOT in the classrooms! Maybe
some of the legislators should come INTO THE CLASSROOMS AND TEACH BEFORE THEY PASS
ANY MORE LAWS ABOUT HOW AND WHAT TEACHERS SHOULD TEACH!!!!! People who
ACTUALLY WORK in the classrooms should be the ones making policies for and about the
classroom. That is the only way to improve scores and retain quality teachers!
I am very concerned about the upcoming financial incentives concerning TAKS scores. Teachers are
under enough pressure without money becoming an issue.
Too much testing of elementary children.
School Funding/ Financing
Equity in funding.
Financial reform is a MUST. WE are taking good schools and bringing them to mediocrity in the name
of equality. Not to mention, taxation without representation, in Robin Hood!!!!!!!!!
Funding for intervention programs which assist academic success.
Extra initiatives to help school districts continue providing grant services through other grants or
through their district funding.
How to do what we are obliged to do without the money to do it?
Survey Research Center, University Of North Texas
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