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 | 97% |
| Female | 98% |
| Male | 96% |
| African American | 100% |
| Asian | 94% |
| Hispanic | 95% |
| Native American | n/a |
| White | 98% |
| Economically disadvantaged | 96% |
| Not economically disadvantaged | 97% |
| Special education | 81% |
| Not special education | 98% |
| Limited English proficient | 100% |
| Not limited English proficient | 97% |
| Non-migrant | 97% |
| Gifted/talented | 100% |
| All Students | 89% |
| Female | 90% |
| Male | 88% |
| African American | 86% |
| Asian | 94% |
| Hispanic | 84% |
| Native American | n/a |
| White | 91% |
| Economically disadvantaged | 80% |
| Not economically disadvantaged | 90% |
| Special education | 71% |
| Not special education | 90% |
| Limited English proficient | 67% |
| Not limited English proficient | 89% |
| Non-migrant | 89% |
| Gifted/talented | 100% |
Source: TX Education Agency, 2008-2009
Grade 10
| All Students | 99% |
| Female | 100% |
| Male | 99% |
| African American | 96% |
| Asian | 100% |
| Hispanic | 97% |
| Native American | n/a |
| White | 100% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 99% |
| Limited English proficient | 90% |
| Not limited English proficient | 99% |
| Non-migrant | 99% |
| Gifted/talented | 100% |
| All Students | 90% |
| Female | 89% |
| Male | 91% |
| African American | 75% |
| Asian | 96% |
| Hispanic | 82% |
| Native American | n/a |
| White | 94% |
| Economically disadvantaged | 77% |
| Not economically disadvantaged | 91% |
| Special education | 88% |
| Not special education | 90% |
| Limited English proficient | 30% |
| Not limited English proficient | 91% |
| Non-migrant | 90% |
| Gifted/talented | 100% |
| All Students | 97% |
| Female | 100% |
| Male | 94% |
| African American | 96% |
| Asian | 100% |
| Hispanic | 95% |
| Native American | n/a |
| White | 97% |
| Economically disadvantaged | 93% |
| Not economically disadvantaged | 97% |
| Special education | 83% |
| Not special education | 97% |
| Limited English proficient | 70% |
| Not limited English proficient | 97% |
| Non-migrant | 97% |
| Gifted/talented | 100% |
| All Students | 89% |
| Female | 87% |
| Male | 90% |
| African American | 71% |
| Asian | 93% |
| Hispanic | 82% |
| Native American | n/a |
| White | 93% |
| Economically disadvantaged | 74% |
| Not economically disadvantaged | 90% |
| Special education | 57% |
| Not special education | 89% |
| Limited English proficient | 40% |
| Not limited English proficient | 90% |
| Non-migrant | 89% |
| Gifted/talented | 100% |
Source: TX Education Agency, 2008-2009
Grade 11
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| African American | 100% |
| Asian | 100% |
| Hispanic | 100% |
| Native American | n/a |
| White | 100% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Special education | 100% |
| Not special education | 100% |
| Limited English proficient | 100% |
| Not limited English proficient | 100% |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 98% |
| Female | 97% |
| Male | 98% |
| African American | 100% |
| Asian | 97% |
| Hispanic | 96% |
| Native American | n/a |
| White | 99% |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | 99% |
| Special education | 94% |
| Not special education | 98% |
| Limited English proficient | 33% |
| Not limited English proficient | 99% |
| Non-migrant | 98% |
| Gifted/talented | 100% |
| All Students | 98% |
| Female | 99% |
| Male | 97% |
| African American | 97% |
| Asian | 97% |
| Hispanic | 97% |
| Native American | n/a |
| White | 99% |
| Economically disadvantaged | 97% |
| Not economically disadvantaged | 98% |
| Special education | 81% |
| Not special education | 99% |
| Limited English proficient | 100% |
| Not limited English proficient | 98% |
| Non-migrant | 98% |
| Gifted/talented | 100% |
| All Students | 96% |
| Female | 97% |
| Male | 95% |
| African American | 93% |
| Asian | 97% |
| Hispanic | 94% |
| Native American | n/a |
| White | 98% |
| Economically disadvantaged | 86% |
| Not economically disadvantaged | 97% |
| Special education | 79% |
| Not special education | 97% |
| Limited English proficient | 83% |
| Not limited English proficient | 96% |
| Non-migrant | 96% |
| Gifted/talented | 100% |
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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