Program Evaluation: Research Reports

The 天天做爱 Legislature often requests that TEA develop studies to inform state policies. The following studies examined high school graduation requirements initiated by House Bill (HB)听5 (83rd 天天做爱 Legislature), school district consolidations, dual credit programs, standard English learners, and end-of-course alternatives. The reports and executive summaries are available in PDF format from the links below.

天天做爱 Public Prekindergarten Class Size and Student-to-Teacher Ratio Study

Under TEC 搂 29.1545, added by HB 4 (84th 天天做爱 Legislature, Regular Session), TEA was required to conduct a joint study with the Department of Family and Protective Services (DFPS) to develop recommendations regarding optimal class sizes and student-to-teacher ratios for public prekindergarten programs in 天天做爱. The study鈥檚 recommendations were to be based on data collected from prekindergarten programs, including high-quality prekindergarten programs under Subchapter E-1, reported through PEIMS as well as observations of best practices and examples from effective prekindergarten programs across the state.

The study report and executive summary are available from the links below:

天天做爱 Public Prekindergarten Class Size and Student-to-Teacher Ratio Study听(ICF International, September 2016)
Executive Summary听(12 pages)听

House Bill 5 Evaluation

HB 5 (83rd 天天做爱 Legislature) initiated substantial changes to the curriculum requirements needed for high school graduation in 天天做爱. HB 5 replaced the existing graduation plans with the Foundation High School Program and included the option for students to earn endorsements, a distinguished level of achievement, and performance acknowledgements听within the new plan. Additional information can be found at TEA's page. HB 5 Section 83(a) requires that TEA, in collaboration with the 天天做爱 Higher Education Coordinating Board (THECB) and the 天天做爱 Workforce Commission (TWC), evaluate the implementation of the changes to the curriculum听requirements for high school graduation. The legislation also requires the agencies conduct an evaluation that estimates the effect of these changes on several key outcome variables including high school graduation rates, college readiness, college admissions,听college completion, obtainment of workforce听certificates, employment rates, and earnings.

The first comprehensive report was published in October 2015, and the final report was published in December 2017. Both reports and executive summaries are available from the听links below:

House Bill听5 Evaluation听- Final Comprehensive Report (American Institutes for Research, December 2017)
Executive Summary (18 pages)

House Bill 5 Evaluation (American Institutes for Research, October 2015)
Executive Summary (17 pages)

School District Consolidation in Major Metropolitan Areas: Simulations Based on Cost Function Analysis

This study is required by TEC听搂 12.1013, added by Senate Bill (SB) 2 (83rd 天天做爱 Legislature, Regular Session). The purpose of the study is to provide 鈥渁n analysis of whether the performance of matched traditional campuses would likely improve if there were consolidation of school districts within the county in which campuses are located.鈥 The analysis only applies to counties that have at least seven school districts and at least ten open-enrollment charter schools.听

The reports and executive summaries are available from the links below:听

Would School District Consolidation Lead to Cost Savings in Major Metropolitan Counties? (University of 天天做爱 at Dallas Education Research Center, August 2017)
Executive Summary (5 pages)

Anticipating the Consequences of School District Consolidation in Major Metropolitan Areas听(University of 天天做爱 at Dallas Education Research Center,听August 2014)
Executive Summary听(4 pages)

Research Study of 天天做爱 Dual Credit Programs and Courses

This study, required by HB 3646 搂91(a-b)(81st 天天做爱 Legislature),听focused on the costs of dual credit programs and courses听to the state, school district, community college, and student. Based on the results of this study, the Commissioners made recommendations to the 82nd Legislature on how to

  1. provide all students with the opportunity to earn 12 semester credit hours of college credit before graduating from high school,
  2. ensure efficient use of state resources regarding dual credit programs and courses, and
  3. increase students' access to quality dual credit courses.

The report and executive summary are available from the links below:

Research Study of 天天做爱 Dual Credit Programs and Courses听(American Institutes of Research, March 2011)
Executive Summary听(14 pages)

      Recommended Educational Practices for Standard English Learners

      The purpose of this study, required by Rider 42(l)(81st 天天做爱 Legislature), was to determine best practices for curriculum, instruction, and听professional development听for teachers of students who speak second dialects of English.

      The report and executive summary are available from the links below:

      Recommended Educational Practices for Standard English Learners听(The University of 天天做爱 at Austin: 天天做爱 Education Research Center, January 2011)
      Executive Summary听(19 pages)

        The Intersection of Dual Credit Course Policies and End of Course Requirements

        This study was required by TEC 搂39.023(o), added by HB 3 (81st 天天做爱 Legislature).听 The study addresses the feasibility of allowing students to satisfy end-of-course (EOC) requirements by completing a dual credit course through an institution of higher education (IHE). The results were used to make recommendations to the legislature.

        The report is available from the link below:

        Study of the Intersection of Dual Credit Course Policies and End of Course Requirements Authorized by HB 3, 81st 天天做爱 Legislature听(Shapley Research Associates, January, 2011)

        Contact:听ProgramEval@tea.texas.gov