\t\t\t\t\t\t\tFor more than 80% of Texas schools, an A-F accountability rating hinges on one factor: results from the single, high-stakes STAAR test. These ratings are used by the state to evaluate campus performance and inform decisions about instruction, interventions, and public reporting.<\/p>\n
Because of its central role in Texas education, the A-F accountability system has drawn criticism. A Raise Your Hand Texas<\/a> poll found that 83% of respondents believe public schools should not be graded solely on STAAR performance.<\/p>\n \u201cBecause accountability ratings are based on a single test on one day, you miss the bigger picture regarding what is taking place in our schools,\u201d said Libby Cohen, executive director of Raise Your Hand Texas. \u201cAccountability ratings drive real decision-making inside schools, so it\u2019s crucial to understand how this system works and its implications.\u201d<\/p>\n How it works<\/p>\n The STAAR is the state\u2019s standardized test designed to measure how well students are mastering grade-level curriculum in core subjects. It replaced the Texas Assessment of Knowledge and Skills in 2011.<\/p>\n Four years later, Texas launched the A-F accountability system, turning STAAR results into a letter grade. Before this, schools were labeled acceptable or unacceptable.<\/p>\n \u201cThe drive was to create a more informative and comprehensible system for parents while encouraging competition among school districts and campuses,\u201d Cohen said.<\/p>\n The Texas accountability system assigns A\u2013F letter grades to campuses and districts across three domains: Student Achievement, School Progress, and Closing the Gaps. While these domains are designed to provide a multi-dimensional view of performance, the reality is that for the vast majority of Texas schools\u2014approximately 80% of campuses, including all elementary and middle schools\u2014the final grade is determined solely by performance on the STAAR test.<\/p>\n For high schools, the formula is slightly more varied, incorporating STAAR scores alongside graduation rates and College, Career, and Military Readiness (CCMR) indicators.<\/p>\n Lawmakers revisited school accountability during last year\u2019s special sessions, ultimately passing House Bill 8 (HB 8)<\/a>\u2014a change that will create a series of shorter tests starting in the 2027-28 school year, while keeping the high-stakes structure intact.<\/p>\n More data, same high stakes<\/p>\n HB 8 introduces the state\u2019s new Student Success Tool<\/a>, a through-year testing model designed to replace STAAR. The new tool is set to be administered in the 2027-2028 school year. Instead of relying on a single end-of-year exam, the through-year model uses multiple tests given at the beginning, middle, and end of the year\u2014each acting as a snapshot of student learning at that point in time and together providing a more complete picture of growth.<\/p>\n While the beginning-of-year and middle-of-year tests may be administered, they are not factored into accountability\u2014meaning A-F ratings for elementary and middle schools are still based on a single end-of-year STAAR exam.<\/p>\n Many parents, educators, and advocates say the changes fall short of addressing the system’s core issues.<\/p>\n \u201cWe need some standardization to understand students\u2019 levels across the state\u2014and to see inequalities and inequities across the state,\u201d said Audrey Persch, Spring Branch ISD parent. \u201cHowever, they didn\u2019t make any changes. Putting so much weight on a single, final test isn\u2019t fair. If a student has a rough morning or something unexpected happens, that moment can define their outcome. That\u2019s a lot to carry, and it doesn\u2019t reflect what a student knows or can do.\u201d<\/p>\n The ripple effect of one test<\/p>\n Accountability ratings drive real decisions across districts and inside schools.<\/p>\n For districts and schools, accountability ratings serve as the blueprint for institutional change. These scores dictate resource allocation, staffing structure, and program priority. Ratings also shape how the community sees a school. A single letter grade influences which families enroll, whether neighbors trust the campus, and how much local investment a school receives.<\/p>\n Educators feel the pressure too. Student test performance can determine eligibility for the Teacher Incentive Allotment<\/a>, a state pay-for-performance program. The pressure also shapes what gets taught. Teachers focus on tested subjects, lose classroom flexibility, and carry added stress.<\/p>\n This weight lands on students as well. Beyond the immediate stress of testing, a low score often pulls him or her away from extracurriculars for mandatory tutoring or remediation. Ultimately, when pacing is driven by a test date rather than curiosity, the classroom experience becomes a race to the finish line.<\/p>\n \u201cThe system currently gives a limited view of how schools are preparing students,\u201d Cohen said. \u201cTo understand student learning and school quality, we need a comprehensive approach that captures all aspects of education, not just one high-stakes test.\u201d<\/p>\n A better view of performance<\/p>\n Standardized tests can\u2019t capture the full range of learning in schools.<\/p>\n \u201cHaving varying indicators is important to understanding a student\u2019s full educational experience,\u201d Cohen said. \u201cIt shows a fuller picture of the different types of learning and skills crucial for real-world success\u2014including those that aren\u2019t likely to appear on a standardized test.\u201d<\/p>\n Key indicators identified by educators and advocates as important include:<\/p>\n Student attendance and engagementTeacher experience and tenureAccess to hands-on, collaborative, and creative learningCo-curricular, extracurricular, and club participationStudent sense of safety, belonging, and motivationParent and student survey feedback on school experience and climateThese measures offer a more complete view of what students gain from school by capturing a diversity of knowledge and skills\u2014including social-emotional learning, teamwork, public speaking, critical thinking, creativity, and problem-solving.<\/p>\n \u201cWe are pushing for transparency around children\u2019s school experiences because our kids are Texas\u2019 future,\u201d Persch said. \u201cAs Texans, we\u2019re proud of our state, but if more people knew our national public education ranking, they would fight to improve it. The knowledge and skills children gain impact their futures and the success of Texas as a whole.\u201d<\/p>\n What\u2019s next for Texas schools?<\/p>\n With this being an election year, legislators are paying close attention to their constituents\u2019 opinions\u2014and according to Raise Your Hand Texas, it\u2019s crucial for Texans to make their voices heard. It\u2019s also vital for legislators to listen to their constituents\u2019 priorities, as their decisions will affect schools, educators, and students statewide.<\/p>\n \u201cWhen was the last time legislators took the STAAR test? Can they pass it? It\u2019s really difficult,\u201d Persch said. \u201cOne test or data point should never be the end-all, be-all for judging a campus, whether by the legislators, the Texas Education Agency, or families deciding where to live. Legislators, imagine your constituents judging your district by a single letter grade without knowing that grade comes from just one vote on one topic. Would you consider that fair?\u201d<\/p>\n Community members can stay involved by attending school board meetings, participating in public forums, joining parent-teacher associations, and following local education news.<\/p>\n To stay up to date on education policy, sign up for Raise Your Hand Texas\u2019 Across the Lawn newsletter, or to get involved, please visit www.raiseyourhandtexas.org\/get-involved-attend\/<\/a>.<\/p>\n