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

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The fact that educational decisions are made by politicians who impose rules based on politics and NOT what is good for students, families, and educators. HOSA and HST and Career/Tech. GPO and Windfall adjustments for TRS participants. Square Meals Campaign. Public Relations in terms of overall (governmental) public support for public schools. Student apathy toward education, lack of strategies to deal with unruly or uncooperative students, weak educational backgrounds, lack of concern regarding real problems in education. College awareness and planning by 5th or 6th grade. Many low SES students do not find out that they can qualify for scholarships early enough to take adequate prep classes. Special needs for specific places, better connections between high schools and colleges, for AP credits, student expectations, emergency situations that may arise, and others, will type in next survey. 1. Educational Alternatives for Special Populations after graduation. 2. Compliance with TEA recommendations and the flexibility that districts have. 3. Districts compliance and interpretation of TEA guidelines. Eligibility. Multiple Responses SPED teacher to student ratio. Revising Special Education Qualification Criteria to include slow learners and lowering student/teacher ratios in both general and special education classrooms. Class size, teacher contracts, vouchers, teacher minimum base salary, health insurance funded, social security benefits, funding tied to student performance, paperwork, discipline in the classroom, teacher certification, state assigned TAKS and SDAA requirements. No child left behind and secured Teacher Retirement Funding. Special Ed requirements. It is contradictory to have specific criteria for qualification and then to have limits to the number of Special Ed students. Our hands are tied and our Administrators have no choice but to discourage testing when our numbers are high. A small school, where there is a high percentage of Economically Disadvantaged, usually has more children with learning problems, or that has been true in my experience. 1. So, do we do what is right for the children and get punished as a school for numbers that are too high? 2. Or, do we ignore some of the teacher requests for testing and possibly neglect our job of doing the best for each child so we can keep our numbers where you people don’t jump on us. If you don’t know, I can tell you. In our money-troubled time, NOBODY in their right mind would do the second thing. How can an Agency like TEA be so critical when obviously they (the Federal and State people in charge of this) cannot see that these numbers create a contradiction? Special Education & TAKS/SDAA Preparation/Implementation. Special Education testing issue and “On Grade” level testing. TAKS Testing, Special Education. Pre-K needs to be a part of the whole system. They need to have TEKS and class size limits in effect. Special Education programs and financial support. IE, Computers for classrooms. I believe we are now teaching TAKS, just a new test with a new acronym. We are not teaching our children to think, but rather what to think. We are also "cramming" for math the week before TAKS, which is ridiculous. This is like a college all-night study session before finals. It won’t work. Studentteacher ratio should be lowered. 22 is too many children in one classroom, especially in the lower grades. Children would also work better if they were ability grouped. That is just common sense. I am also concerned about school violence and a general lack of discipline that I’ve observed in public schools. Robin Hood is not addressed. Special education is not addressed. The SDAA is not addressed. Mainstreaming students who do not score high enough to be in Special Education and are put in regular classes where they have absolutely no chance to pass, this is not addressed. Textbooks that are not used because they are out of date before they are even in print. The use of non-recyclable materials and technology needs to be addressed too. Low economic families, no insurance, medical needs not met for the population right above Medicaid Survey Research Center, University Of North Texas 143
acceptance, we get students to the exhausted state and hold them there while taking the TAKS test 3 or 4 days in a row, we need to spread the testing time out for teachers and students, need a lot more support people, if we can’t have teachers, then give us paid helpers. Very large Class size for the teachers 5th grade and up, so much medication in the schools, need more ways to handle out of control children that spend most of their time not learning in the office. Learning Environment, class size reduction, enough teaching materials for each student, and equity in library books. Too many kids in special education. The teachers of younger kids need to teach and not send kids out for little misbehaviors. Kids are kids, they are not little adults and expecting to act as such is not a help. Teachers should be charted for how many kids they recommend for special education. We need to offer more career technology classes for kids. Not all kids are going to go to college. We are not preparing those kids for the life by keeping them after school and learning how to take a standardized test. I am sure this falls somewhere above, but I have great concern about availability of money being priority over student success. Class size per teacher ratio. Students are being crowded together in a classroom (Pre K/KG especially concerns me). The amount of paperwork tied to AYP and NCLB. The amount of time devoted to TAKS and SDAA. There should be NO waivers for class size, hire more teachers so that students get the attention they need, provide teachers with insurance paid for by the state, eliminate unnecessary paper work!!!!!!! Bring the average teacher pay up to the national average and provide health care equal to other state employees to attract and retain teachers. Maintain the current 22, 1 student/teacher ratio in primary grades. Completion requirements. School day parameters. Budget as influencing staffing. State funding levels & un-funded legislative mandates. Increased math/science initiatives. Retention of teaching professionals. Why were we notified about SDAA out of level testing not counting for AYP in a timely manner? What is the state doing about un-funded mandates? NO Vouchers for Private Schools. Too much testing such that there is little time to teach Teacher pay! No child left behind funding. Insurance and retirement All teachers should be ESL trained/certified. 2. All students should be tutored in two areas, reading and mathematics. 3. TEA should rethink its devastating policy concerning the amount of time spent on TAKS/TAAS. 4. All efforts should be made by the schools and their staffs to involve parents/guardians and students to show how effective any particular school is. The “75th Anniversary Celebration,” the Karate Belt Ceremonies, the school cheerleaders, and the Edison Dancers are just a few examples of venues that are of interest to students and teachers and parents alike. 5. Artistic endeavors should be encouraged so that all ranges of students are involved. These students should be encouraged to succeed in their talents just as much as in the various sports activities. Beautiful art work is done at Edison as well as crafts and efforts such as the model car club do excellent work and the students creativity is really something to behold. 6. A time set aside for, "enrichment," activities when their wonders of music (not just hip, hop and rap), art, literature, drama, sculpture, the arts and life styles of other cultures and countries. Not one of my l52 students could find Japan on a world map. Most could not find where the city of Houston is located, 8th graders, unpardonable. 7. Our students are bright, quick to catch on, competitive, usually totally lack in drive or ambition, disinterested, and with little or no discipline. Therefore, all of the programs and issues that face TEA cannot be solved until the teachers have the cooperation of the State, the parents and guardians, and most of all, the students themselves. For the teachers themselves. The insurance, retirement, and social security issues. The treatment of professionals in the teaching fields has totally lost confidence in most educators. We are very disappointed in the whole picture and are worried about our future in pay and in retirement. Our efforts as educators never seems to be matched in appreciation. I feel our profession is not being taken seriously and weigh no more than the opinions of small children. TRS, HRA, negative for teachers, loss of spouse social security, teacher benefits. I feel that the education system is being ripped off by the state and TEA because we are on the lowest level of the finance chain. We hold the future of our nation in our hands yet we are taken from on every turn. We are penalized because our husbands work and we work, yet we cannot receive social Survey Research Center, University Of North Texas 144
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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 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
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VI. TEA STRATEGIC PLANNING Table 47
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VII. TEA WEBSITE Table 48 Visited T
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Table 50 Visited TEA Website for As
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Table 52 Visited TEA Website for Te
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Table 54 Visited TEA Website for Da
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Table 56 Visited TEA Website for Ed
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Table 58 Visited TEA Website for Sc
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Component Ratings Table 60 Easy to
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Table 62 Website Contains Clear Inf
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VIII. OVERALL SATISFACTION WITH TEA
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Table 66 Satisfaction with Standard
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Interventions and Special Investiga
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Strategy and Grants Management Tabl
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Commissioner Table 72 Satisfaction
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Agency Table 74 Overall Satisfactio
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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 and 112: Principals: Gifted and Talented Exi
Page 113 and 114: Too much testing. Observation Proto
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: use them in the classroom! Not an e
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
Page 163 and 164: TEA - Unknowledgeable / Not Helpful
Page 165 and 166: Develop and implement accountabilit
Page 167 and 168: I was very disappointed that I neve
Page 169 and 170: solutions. I think Region 10 and TE
Page 171 and 172: It just seems that I have to wade t
Page 173 and 174: Info - More Accurate / Clear info,
Page 175 and 176: Testing Requirements The TAKS testi
Page 177 and 178: TEA - Not Effective / Unrealistic G
Page 179 and 180: have never happened if this monitor
Page 181 and 182: TEA must keep itself separate from
Page 183: esponsibilities, salaries, procedur
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