The test results by subgroup show how the designated
group of students is performing in comparison to the general
population.
Scale: % meeting or exceeding standards
Grade 9
| All Students | 76% |
| Female | 86% |
| Male | 64% |
| African American | 76% |
| Asian | n/a |
| Hispanic | 75% |
| Native American | n/a |
| White | n/a |
| Economically disadvantaged | 76% |
| Not economically disadvantaged | 78% |
| Special education | 6% |
| Not special education | 86% |
| Limited English proficient | 50% |
| Not limited English proficient | 78% |
| Non-migrant | 76% |
| Gifted/talented | 97% |
| All Students | 49% |
| Female | 49% |
| Male | 48% |
| African American | 48% |
| Asian | n/a |
| Hispanic | 50% |
| Native American | n/a |
| White | n/a |
| Economically disadvantaged | 46% |
| Not economically disadvantaged | 65% |
| Special education | 0% |
| Not special education | 55% |
| Limited English proficient | 13% |
| Not limited English proficient | 51% |
| Non-migrant | 49% |
| Gifted/talented | 75% |
Source: TX Education Agency, 2008-2009
Grade 10
| All Students | 80% |
| Female | 72% |
| Male | 87% |
| African American | 80% |
| Asian | n/a |
| Hispanic | 79% |
| Native American | n/a |
| White | n/a |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 77% |
| Special education | 60% |
| Not special education | 81% |
| Limited English proficient | 57% |
| Not limited English proficient | 84% |
| Non-migrant | 80% |
| Gifted/talented | 100% |
| All Students | 32% |
| Female | 21% |
| Male | 43% |
| African American | 36% |
| Asian | n/a |
| Hispanic | 26% |
| Native American | n/a |
| White | n/a |
| Economically disadvantaged | 30% |
| Not economically disadvantaged | 39% |
| Special education | 0% |
| Not special education | 33% |
| Limited English proficient | 7% |
| Not limited English proficient | 37% |
| Non-migrant | 32% |
| Gifted/talented | 60% |
| All Students | 77% |
| Female | 81% |
| Male | 73% |
| African American | 79% |
| Asian | n/a |
| Hispanic | 75% |
| Native American | n/a |
| White | n/a |
| Economically disadvantaged | 76% |
| Not economically disadvantaged | 82% |
| Special education | 31% |
| Not special education | 80% |
| Limited English proficient | 45% |
| Not limited English proficient | 84% |
| Non-migrant | 77% |
| Gifted/talented | 100% |
| All Students | 32% |
| Female | 28% |
| Male | 37% |
| African American | 35% |
| Asian | n/a |
| Hispanic | 29% |
| Native American | n/a |
| White | n/a |
| Economically disadvantaged | 33% |
| Not economically disadvantaged | 30% |
| Special education | 8% |
| Not special education | 34% |
| Limited English proficient | 10% |
| Not limited English proficient | 37% |
| Non-migrant | 32% |
| Gifted/talented | 84% |
Source: TX Education Agency, 2008-2009
Grade 11
| All Students | 95% |
| Female | 95% |
| Male | 95% |
| African American | 95% |
| Asian | n/a |
| Hispanic | 94% |
| Native American | n/a |
| White | n/a |
| Economically disadvantaged | 95% |
| Not economically disadvantaged | 94% |
| Special education | 89% |
| Not special education | 95% |
| Limited English proficient | 82% |
| Not limited English proficient | 96% |
| Non-migrant | 95% |
| Gifted/talented | 100% |
| All Students | 78% |
| Female | 77% |
| Male | 79% |
| African American | 86% |
| Asian | n/a |
| Hispanic | 64% |
| Native American | n/a |
| White | n/a |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 85% |
| Special education | 44% |
| Not special education | 82% |
| Limited English proficient | 35% |
| Not limited English proficient | 82% |
| Non-migrant | 78% |
| Gifted/talented | 89% |
| All Students | 82% |
| Female | 87% |
| Male | 76% |
| African American | 84% |
| Asian | n/a |
| Hispanic | 78% |
| Native American | n/a |
| White | n/a |
| Economically disadvantaged | 79% |
| Not economically disadvantaged | 92% |
| Special education | 43% |
| Not special education | 86% |
| Limited English proficient | 35% |
| Not limited English proficient | 86% |
| Non-migrant | 82% |
| Gifted/talented | 100% |
| All Students | 73% |
| Female | 73% |
| Male | 73% |
| African American | 77% |
| Asian | n/a |
| Hispanic | 68% |
| Native American | n/a |
| White | n/a |
| Economically disadvantaged | 71% |
| Not economically disadvantaged | 82% |
| Special education | 26% |
| Not special education | 78% |
| Limited English proficient | 41% |
| Not limited English proficient | 76% |
| Non-migrant | 73% |
| Gifted/talented | 83% |
Source: TX Education Agency, 2008-2009
About the Tests
- In 2006-2007, the Texas Assessment of Knowledge and Skills (TAKS) was used to test students in reading in grades 3 through 9; in writing in grades 4 and 7; in English language arts in grades 10 and 11; in mathematics in grades 3 through 11; in science in grades 5, 8, 10 and 11; and in social studies in grades 8, 10 and 11.
- TAKS is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Texas.
- The different student groups are identified by the Texas Education Agency; if there are a small number of students in a particular group, the state doesn't report data for that group.
- The grade 11 Exit Level TAKS is a high school graduation requirement.
- The goal is for all students to score at or above the state standard.
Testing in Texas: An Overview
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