TAKS Scores: an evaluation of standardized test performance at a low performing school

The purpose of this study was to examine whether students’ scores on the Mathematics Texas Assessment of Knowledge and Skills (TAKS) are affected by ethnicity, gender, or socioeconomic status. Data for students in Texas, a large urban district within the state, and a low-performing high school within the district taking the Exit Level (Grade 11) TAKS mathematics section in Spring 2005 were obtained from the Texas Education Agency. The research question asked which categories demonstrated the highest level of achievement. Three hypotheses were tested using analysis of variance (ANOVA) for effects due to ethnicity, socioeconomic status, and gender. An important finding of the study was that at the low performing high school, the categories of interest had no significant bearing on the test performance. Based on the findings, recommendations were made to guide educators in the preparation of students for standardized tests with respect to ethnicity, gender, and socioeconomic status.