The law has a great deal to say as far as how I can approach testing as it stands right now. The STAAR Test directives are out of my hands entirely, though I disagree with many of its implementation methods, it still has regulations that need to be followed. While it is my duty to do right by these students, I will continue to do so until there is a change in how the testing system is rectified to reflect students comprehension in tested subjects in different ways. We can’t expect for students who have different ways of learning to just all of a sudden converge on the same pathway when it comes to the method in which they take the test. Especially, when we as educators make it so high stakes for both them and us. Perhaps a method could be introduced in which there is testing throughout the year spread out over a course of time without the stressors that are involved with STAAR be made known to faculty and students. Then when the end of the school year comes, it can be a content area focused for the duration of the year without any distractions of a Goliath like test hiding in the midst with potential failure for a school.

This topic is important because many students should have an opportunity to opt out given that there could be more beneficial ways of measuring growth. This problem of standardized testing is not one we face at home, but abroad as well. For example, some participants in Israel have taken a stand to maybe even perhaps avoid the standard test altogether. Since the early 2000s, it can be noted that there has been a push to stop standardized testing following the revising of Common Core State Standards (Sabag & Feniger, 2022). The complexity of the issue can stem from many different points, but the fact remains that every student does not learn the same, therefore cannot be tested the same as iterated earlier. There is a heavy emphasis on how the STAAR Test needs to be administered, and the scores weigh heavily on performances by the student (Tex. Educ. Code § 39.023(a)). Since every state gets to determine how testing can be done, that will be left to state agencies to determine if standardized testing is beneficial for all students or only the ones who have good test taking strategies.

What is one emerging issue relating to the topic?

One of the emerging issues that is currently taking place with standardized testing is the issue of test anxiety rising. Mathis et al. states, “The effect of rigorous testing on students’ levels of anxiety and stress is an increasing concern for students, schools, parents, and policymakers in countries throughout the world, and the Kingdom of Saudi Arabia” (p. 125). With testing anxiety comes a mental health inhibitor. Students should be able to take the comprehension test they need to without the stressors of the high stakes component of the test. This statement is not an advocate for Affirmative Action type plans, merit should still be measured, but a better solution should be proposed for students that may have learning disabilities and may not cope well with the complexities of test anxiety, thus prompting them to do more poorly than they otherwise would normally perform. Mathis et al. also states, “students continually understand tests as a threat that increases stress and a situation surrounded with uncertainty in allowing them to illustrate their true success…resulting in higher test anxiety directly causing a drop in the student achievement” (p. 127).

Mathis, B. K., Deraney, P. M., Mavuso, A. M., Al-Nashmi, K. M., Alegaily, L. A., & Alghamdi, A. K. H. (2021). Effects of High-Stakes Testing on the Stress and Anxiety Levels of Middle School Students in Saudi Arabia. International Journal of Assessment & Evaluation, 28(1), (pp. 125–142). https://doi-org.easydb.angelo.edu/10.18848/2327-7920/CGP/v28i01/125-142

Sabag, N., & Feniger, Y. (2022). Parents’ Resistance to Standardized Testing in a Highly Centralized System: The Emergence of an Opt-out Movement in Israel. Education Policy Analysis Archives, 30(132–139),(pp. 1–16). https://doi-org.easydb.angelo.edu/10.14507/epaa.30.6328

Tex. Educ. Code § 39.023(a) https://tea.texas.gov/about-tea/leadership/state-board-of-

Sabag, N., & Feniger, Y. (2022). Parents’ Resistance to Standardized Testing in a Highly Centralized System: The Emergence of an Opt-out Movement in Israel. Education Policy Analysis Archives, 30(132–139),(pp. 1–16). https://doi-org.easydb.angelo.edu/10.14507/epaa.30.6328

Tex. Educ. Code § 39.023(a) https://tea.texas.gov/about-tea/leadership/state-board-of-

• Reference List Citation for the Original Law: Individuals with Disabilities Education

Act, 20 U.S.C. § 1400 et seq. (2004)

• Source of Law: Constitutional Law

• URL to the law: http://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim

Law: Foundation High School Program

• Reference List Citation for the Original Law: Texas Education Agency. (2014). Foundation High School Program. Retrieved from https://capitol.texas.gov/tlodocs/83R/billtext/pdf/HB00005F.pdf

• Source of Law: Statutory Law

• URL to the law: https://capitol.texas.gov/tlodocs/83R/billtext/pdf/HB00005F.pdf

• Reference List Citation for the Original Law: Every Student Succeeds Act, 20 U.S.C.

§ 6301 et seq. (2015)

• Source of Law: Constitutional Law

• URL to the law: https://www.congress.gov/bill/114th-congress/senate-

• Reference List Citation for the Original Law: Texas Education Code § 39.023(a)

• Source of Law: Statutory Law

• URL to the law: https://tea.texas.gov/about-tea/leadership/state-board-of-

UNSATISFACTORY PERFORMANCE ON ASSESSMENT INSTRUMENTS

• Reference List Citation for the Original Law: Texas Education Code § 39.023(a)

• Source of Law: Administrative Law

• Link to the policy if possible: https://4.files.edl.io/01bc/08/17/22/144659-86a8ec90-

Elliot, D. (2021). The Historical Diagnosis Criterion Should Not Apply: Reasonable Accommodations in Standardized Testing for Individuals with a Later Diagnosis of ADHD. Journal of Law and Policy, 30(1), (pp.121–156).