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| State of Texas Assessments of Academic Readiness (STAAR) | |
|---|---|
| Name | State of Texas Assessments of Academic Readiness |
| Acronym | STAAR |
| Administered by | Texas Education Agency |
| Country | United States |
| Established | 2011 |
| Grades | 3–12 |
| Subjects | Reading, Writing, Mathematics, Science, Social Studies, End-of-Course |
State of Texas Assessments of Academic Readiness (STAAR) is a standardized testing program administered by the Texas Education Agency to assess student achievement in public primary and secondary schools in the U.S. state of Texas. The program replaced the Texas Assessment of Knowledge and Skills in 2011 and aligns with standards set by the Texas Essential Knowledge and Skills, with policy oversight influenced by the Every Student Succeeds Act and federal No Child Left Behind Act debates.
STAAR was instituted in 2011 as part of statewide reform tied to legislative actions by the Texas Legislature and proposals from successive Governors of Texas including Rick Perry and Greg Abbott. The redesign followed national discussions involving the U.S. Department of Education, advocacy by groups like the National Education Association, and critiques from researchers associated with institutions such as Harvard University and the University of Texas at Austin. Early implementation encountered legal challenges related to standards similar to disputes involving the Common Core State Standards Initiative and prompted revisions influenced by recommendations from panels including experts from Stanford University and the American Educational Research Association.
STAAR includes subject tests across grade levels: Reading, Writing, Mathematics, Science, and Social studies for elementary and middle grades, plus high school end-of-course (EOC) assessments in courses like English I, English II, Algebra I, Biology, and U.S. History. Item types include multiple-choice, short answer, and performance tasks drawing on item-development standards similar to those used by testing consortia such as PARCC and Smarter Balanced Assessment Consortium. Test blueprints reference the Texas Essential Knowledge and Skills and are periodically revised in consultation with content specialists from organizations like the Educational Testing Service and scholars from Columbia University Teachers College.
STAAR administration is overseen by the Texas Education Agency in scheduled testing windows during spring and designated retest periods. Schools coordinate proctors and materials in line with state policy and guidelines from the U.S. Department of Education where federal assessment provisions apply. Scoring uses performance-level standards—Approaches Grade Level, Meets Grade Level, and Masters Grade Level—established by panels including educators from districts such as Houston Independent School District, Dallas Independent School District, and Austin Independent School District. Results are reported to districts and families and aggregated for statewide accountability in reports akin to those published by the National Center for Education Statistics.
Required participation spans grades 3–8 for core subject assessments and high school grades for EOC tests in courses that form graduation requirements. Participation mandates intersect with state graduation plans such as the Foundation High School Program, and exemptions involve processes comparable to waivers used in other jurisdictions like California Department of Education or Florida Department of Education. Special cases include alternative assessments for students identified under statutes like the Individuals with Disabilities Education Act and programs managed by local education agencies across metropolitan regions including El Paso, San Antonio, and Fort Worth.
Accommodations for English learners and students with disabilities reflect guidance informed by federal statutes such as the Americans with Disabilities Act and the Individuals with Disabilities Education Act, with implementation by district staff and specialists from regional education service centers like the Texas Regional Education Service Centers. Permissible accommodations include extended time, alternate formats, and linguistic supports similar to accommodations catalogued by the U.S. Department of Education and professional bodies such as the Council for Exceptional Children.
STAAR results feed into school and district accountability systems administered by the Texas Education Agency, influencing campus ratings, intervention design, and resource allocation. Data inform curriculum adjustments by districts including Frisco Independent School District and ISD 196 analogs, and contribute to longitudinal studies by entities such as the Pew Research Center and the American Institutes for Research. Results have implications for teacher evaluation frameworks and performance metrics used in policymaking by the Texas State Board of Education.
Critiques of STAAR have come from advocates, researchers, and elected officials including debates in the Texas Legislature, with concerns about test design, high-stakes consequences, and washback effects similar to controversies surrounding No Child Left Behind Act accountability measures. Educators and organizations such as the Texas State Teachers Association and researchers from universities including the University of Houston have raised issues about validity, reliability, and equity, especially for English learners and students with disabilities. Legal and public policy disputes have referenced comparative controversies involving the Common Core State Standards Initiative and litigation in states like New York and Massachusetts regarding standardized assessments.
Category:Standardized tests in the United States Category:Education in Texas