Tuesday's Internet Edition, September 07, 2010.
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This week, we asked the candidates "How important are knowledge assessment tests for student success?"
Due to a lack of time and space, we have uploaded another written candidate forum, asking the question "With the state's budget shortfall, how can CCISD keep its programs intact without raising taxes?" on our website at www.leader-press.com.
Candidates’ answers appear alphabetically.
Cathy Camp:
Knowledge assessment tests are state-mandated tests. Therefore, it is critical that our children are successful at these tests. I feel the teachers of this district strive to make these tests a positive experience for our students. Even though we may feel that too much classroom time has been spent on the study for these tests, most of our children have benefited from their experience. Our teachers make sure that our kids walk away from these tests knowing that they gave it their all and that is very important.
Debra Hardison:
State law requires knowledge assessments tests. I believe they are a good indicator of ability, but are not vital to individual student success. Studies show that there are many learning styles and not all students perform well in test taking. We need to keep the test in perspective and use it as a learning tool for teachers, administrators and students
Jerry Keys:
Accountability has worked. Texas has been a leading state in what has become a national effort to raise academic standards, measure results against them and hold schools and students accountable for those results.
The state has spent nearly two decades in a slow, steady push for reform. Texas' expectations for student achievement have evolved over time as evidenced by the series of tests the state has given stretching back to the mid-1980s, starting with the Texas Assessment of Basic Skills (TABS), administered from 1980-1985, and the Texas Educational Assessment of Minimum Skills (TEAMS), administered from 1985-1990, to the current and more rigorous Texas Assessment of Academic Skills (TAAS).
The TAKS program represents a challenging but attainable next step in increasing the rigor of the Texas assessment program.
There is strong evidence that greater numbers of Texas children are learning more now than ever before. Texas was among the states making the greatest gains in mathematics, according to the National Assessment of Educational Progress (NAEP).
In writing, the state registered a "first" for the national exam - its black students outperformed white students in a handful of other states. A RAND study of NAEP math results for the first six years of the 1990s showed that Texas was second only to North Carolina in producing annual achievement gains.
More recently, the 2000 math NAEP results showed that Texas was among the states recording the largest gains over the last decade and also had shown the most progress in closing the black-white and Hispanic-white achievement gaps.
There has been some criticism and charges of "teaching to the test", but I think that in a standards-based system in which the standards and test are well matched, teachers teach what is in the standards, which is also what is on the test. While the alignment in Texas is by no means perfect, it is strong enough to explain why students are performing better on the state's own test.
D. Lloyd Thomas:
Having taught college courses, I am familiar with the lack of students' abilities entering college from high school. Many cannot prepare a term paper, cannot complete a proper sentence and have subject/verb agreement or spell correctly.
My wife and I have tutored college students in many various subjects. Several are recent graduates who cannot perform simple math equations. These mathematical abilities are needed in the business world, but also are needed for individual self care to see if the proper change is returned, to balance a checkbook and to prepare a budget for personal finances.
Others do not understand the basics of sociology, psychology or science. They have to have class time expended to educate them in high school level information and restrain the college classroom from accomplishing what it needs to complete in a course.
Students who are properly prepared and able to participate in these classes do not receive the education they are paying for. The alternative is to leave the unprepared behind with failing grades and wasted tuition expenses.
It is essential that someone who is granted a high school diploma be able to perform high school work and be prepared for college or the work world. In the work world, one still needs to know how to form proper sentences and spell, complete mathematical problems, understand basic scientific concepts and be able to participate in a discussion of human behavior. Our current education system in this state does not enforce education of students.
While working in various businesses, I have seen recent high school graduates who cannot make proper change even when the cash register tells them how much to give; they could not count and add coins to make the proper amount of change let alone compute proper change themselves. Some were unable to express themselves with proper grammar and had difficulty talking with customers and other employees.
Knowledge assessment tests indicate if a student has accomplished a level of education to be able to function in college or the business world. If these simple tests cannot be passed by a student, he or she is ill prepared to leave the educational setting or progress to a higher educational setting.
The tests are critically important in ensuring a student has learned what is implied by graduation. Taking the tests encourage students to prepare for exiting school as a success prepared for working in a world where knowledge is more essential every day or to enter a higher level of educational pursuits before entering the working world. Tests are only one indicator, but they are an important indicator.
Bob Weiss:
It is possible for students to be successful without knowledge assessment tests. However, it is important to measure student achievement. School districts need to determine if the curriculum and teaching methods are effective. Students and parents need to know if a standard of achievement has been met.
There are several types of knowledge-based assessments, such as teacher-made tests, textbook evaluations, worksheets, oral responses, and computer programs. Another measure of student achievement and progress is the Texas Assessment of Knowledge and Skills, which is the state-mandated assessment administered yearly in specific grades. Since the results of TAKS are made public, I will address this assessment instrument.
The TAKS is used to measure student, campus, district, and statewide success, but it is not knowledge-based. Knowledge-based assessments require students to describe, identify, label, recall, list, name and compute simple math problems, etc. The TAKS requires students to answer questions which necessitate higher order thinking skills, such as making inferences, summarizing, evaluating, and analyzing information, solving multi-step word problems, organizing ideas, proofreading, etc. School districts receive information from the state that identifies the objectives, format, types of questions, and passing standard for the assessment.
The students, teachers, or local school districts do not see the actual assessment until it is administered. It is scored by the state, and the results are sent to each district.
This state-mandated assessment is useful in promoting student success. Results of TAKS assist the districts and teachers in evaluating the curriculum and teaching methods. Data that identify strengths and weaknesses of each student is provided to the parents and used by the teachers to remediate deficit skills. The data also provides information that compares schools and school districts to others of similar composition, which is motivation for students, campuses and school districts to perform well. The assessed skills are appropriate in that they teach students to use higher order thinking skills, which are necessary for preparing students for their future in a competitive world.
It is important to remember that there are other factors that influence success. Some of these factors include getting along with others, following directions and guidelines, working independently as well as working effectively within groups, using appropriate social skills, taking initiative, completing assigned tasks, being trustworthy and dependable and having intrinsic desire to succeed.
The state assessment program provides the framework for instruction, which optimizes student success. Both the teachers and students have met the challenge of a rigorous curriculum.
We also asked the candidates:
With the state's budget shortfall, how can CCISD keep its programs intact
without raising taxes?
Cathy Camp:
With the looming shortfall from the state and possible cutbacks in Impact Aid, it may be impossible to avoid cuts to programs without a tax increase. The district has already implemented a Sunset program, which will view six programs at a time to determine their continued existence. In the future, it may be necessary to include financial availability in order to keep certain programs. It is at this time that we will need people of great moral character to place the needs of our children above all other concerns. Most of all, it is very important that the school board communicates to the taxpayers, parents and teachers of all potential cuts as they become known.
Debra Hardison:
First, I believe the CCISD Board of Trustees should not make decisions about cutting or adding programs without input from parents, taxpayers, and the paid professionals that educate our children. One way to keep programs intact is to encourage an increase in volunteerism. I have seen the impact that volunteers make in the classroom by assisting teachers and have been involved in many volunteer activities and organizations that support our schools. When volunteers support dedicated professionals, the school system will thrive.
Jerry Keys:
I am not in favor of a tax increase. At $1.592 per $100 valuation, our tax
rate is already painful for many of our citizens. The problem of school
finances must be solved by the legislature. The Texas Association of School Administrators (TASA) and the Texas Association of School Boards (TASB) released a report giving their views on the state of public education finance in Texas. They talk about the dire circum- stances that are in store for Texas public education without appropriate school funding. There is never enough money to do what you know needs doing. The CCISD trustees
will have to make some hard decisions in the coming months.
If elected, I plan on becoming an expert on the budget. I plan on asking advise from other school districts on how they are coping with a lack of funding.
Warren Cate, member of Lampasas ISD board and Walter Jackson, president of the Mexia ISD board are friends of mine and will give me insights on how their districts are handling the problem. I think that hard times are upon us, but with a dedication to the children of our district, the members of the board will work to keep our programs intact. For four years, Copperas Cove ISD has received a "Recognized District" rating from the Texas Education Agency. Miss Jewell and J.L. Williams Elementary received an
"Exemplary" rating from TEA. Fairview, Hettie Halstead, Hollie Parsons, Mae Stevens and Martin Walker Elementary, as well as C.R. Clements and Ledger Intermediate are "Recognized" by TEA. Bottom line -- We must do whatever is
necessary to maintain the quality of education for our children!
Bob Weiss:
A school district must be managed in an economically responsible manner while remembering that the education of students is the primary objective. Programs must be not only efficient in that they are economically sound, but also effective in that they provide student success.
Several measures can be taken to reduce the budget without negatively affecting existing programs. The budget could be reduced by a specified percent across the district for supplies, furniture, audio-visual equipment, computers, training, etc. Personnel at both district and campus levels would be responsible for making the difficult decisions about where and what to cut while continuing to focus on student success. Delaying implementation of new programs is another way to maintain existing programs. However, if a new program is more effective and efficient, it should be implemented. Selected maintenance and construction projects could be delayed for future consideration. Although this makes more money available for the current budget, inflation makes this kind of delay more expensive in the future. The school district should continue to apply for grants as another source of funding. Even though grant money is restricted and sometimes difficult to obtain, it frees money in the budget to support existing programs. Another way to maintain existing programs without raising taxes is for the district to continue addressing overstaffing through attrition and personnel transfers as the student population declines. Effective programs require qualified personnel and appropriate staffing. Personnel positions should not be eliminated to the detriment of student success.
State funding and Federal Impact Aid are necessary to continue existing programs. In order to receive the anticipated level of funding, CCISD must demonstrate local effort in its taxation. The maintenance and operation tax rate must be assessed at the state average for CCISD to continue to receive Federal Impact Aid and maximum funds from the state; therefore, it is unrealistic to assume that raising taxes will never be an issue to be addressed.
D. Lloyd Thomas:
That question sounds like, "If a person loses his job, how can he keep his standard of living without getting another job?" If the source of income is lost, it is necessary to replace it, or already have another source of funds, in order to maintain the same spending levels.
Without raising taxes, alternative source of funds would have to be located, as fund raisers, personal or corporate donations, or discounts from the provider of the service or product. Each of these is possible. It is also possible to take a hard look at what is being spent on current programs and evaluate its impact on the budget.
Programs funded for 45 students that have 20 involved can reduce their expenditures and in effect provide some budgeting relief for overall programs without affecting the individual students.
Programs that make 40 copies of agendas could make 20 copies for attendees to share and reduce reproduction costs. Other reductions in program expenses can drastically reduce the overall budget and balance program needs with program expenditures.
Keeping all programs in tact with restricted budget sources must also be examined. Hard decisions may need to be made and choices decided upon for quality overall rather than maintaining programs for maintenance sake. If a program is not effective or beneficial, it should not remain intact.
When budget shortfalls are a reality, each expenditure must be examined with a critical eye. If discipline is increased, some programs can be eliminated because of no longer having a need for them; such as detention, supervised punishment, or D.A.R.E. program costs. Although this is realistically not possible, the concept can be applied to areas where it is possible and workable.
Students can learn about fund raisers and apply those concepts to support particular programs. This is an important concept for students to learn as it is an issue they may well face in the after high school world.
The more they learn about raising funds, the better prepared they are for being effective in grant writing, developing fund raising techniques, and/or obtaining donations for programs for their own pursuits after graduation, for working with social service organizations, or for their childrens' educational needs in future years.
Learning that there is limits on available funds and programs having to be evaluated for pertinence is an educational experience in which students can be involved and broaden their educational accomplishments and knowledge.
It is not necessarily a bad thing to have to learn to prioritize programs. Students will have to prioritize their own financial situation when budgeting their own income and expenses.