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 7
| All Students | 82% |
| Female | 100% |
| Male | 70% |
| African American | n/a |
| Asian | n/a |
| Hispanic | 90% |
| Native American | n/a |
| White | 83% |
| Economically disadvantaged | 73% |
| Not economically disadvantaged | 100% |
| Not special education | 100% |
| Not limited English proficient | 81% |
| Non-migrant | 82% |
| All Students | 94% |
| Female | 100% |
| Male | 90% |
| African American | n/a |
| Asian | n/a |
| Hispanic | 100% |
| Native American | n/a |
| White | 83% |
| Economically disadvantaged | 91% |
| Not economically disadvantaged | 100% |
| Not special education | 100% |
| Not limited English proficient | 94% |
| Non-migrant | 94% |
| All Students | 76% |
| Female | 86% |
| Male | 70% |
| African American | n/a |
| Asian | n/a |
| Hispanic | 90% |
| Native American | n/a |
| White | 67% |
| Economically disadvantaged | 73% |
| Not economically disadvantaged | 83% |
| Not special education | 100% |
| Not limited English proficient | 75% |
| Non-migrant | 76% |
Source: TX Education Agency, 2010-2011
Grade 8
| All Students | 90% |
| Female | 100% |
| Male | 82% |
| African American | n/a |
| Asian | n/a |
| Hispanic | 100% |
| Native American | n/a |
| White | 90% |
| Economically disadvantaged | 87% |
| Not special education | 94% |
| Not limited English proficient | 89% |
| Non-migrant | 89% |
| All Students | 90% |
| Female | 89% |
| Male | 92% |
| African American | n/a |
| Asian | n/a |
| Hispanic | 100% |
| Native American | n/a |
| White | 82% |
| Economically disadvantaged | 88% |
| Not economically disadvantaged | 100% |
| Not special education | 88% |
| Not limited English proficient | 90% |
| Non-migrant | 90% |
| All Students | 52% |
| Female | 56% |
| Male | 50% |
| African American | n/a |
| Asian | n/a |
| Hispanic | 33% |
| Native American | n/a |
| White | 73% |
| Economically disadvantaged | 50% |
| Not economically disadvantaged | 60% |
| Not special education | 65% |
| Not limited English proficient | 52% |
| Non-migrant | 52% |
| All Students | 80% |
| Female | 75% |
| Male | 82% |
| African American | n/a |
| Asian | n/a |
| Hispanic | 75% |
| Native American | n/a |
| White | 80% |
| Economically disadvantaged | 73% |
| Not special education | 88% |
| Not limited English proficient | 79% |
| Non-migrant | 79% |
Source: TX Education Agency, 2010-2011
Grade 9
| All Students | 100% |
| Female | 100% |
| Male | 100% |
| African American | n/a |
| Asian | n/a |
| Hispanic | 100% |
| Native American | n/a |
| White | 100% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 100% |
| Not special education | 100% |
| Not limited English proficient | 100% |
| Non-migrant | 100% |
| Gifted/talented | 100% |
| All Students | 59% |
| Female | 80% |
| Male | 29% |
| African American | n/a |
| Asian | n/a |
| Hispanic | 33% |
| Native American | n/a |
| White | 73% |
| Economically disadvantaged | 73% |
| Not economically disadvantaged | 33% |
| Not special education | 63% |
| Not limited English proficient | 59% |
| Non-migrant | 59% |
| Gifted/talented | 100% |
Source: TX Education Agency, 2010-2011
Grade 10
| All Students | 88% |
| Female | 100% |
| Male | 67% |
| African American | n/a |
| Asian | n/a |
| Hispanic | 88% |
| Native American | n/a |
| White | 100% |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 83% |
| Not special education | 93% |
| Not limited English proficient | 88% |
| Non-migrant | 88% |
| All Students | 63% |
| Female | 80% |
| Male | 33% |
| African American | n/a |
| Asian | n/a |
| Hispanic | 50% |
| Native American | n/a |
| White | 83% |
| Economically disadvantaged | 60% |
| Not economically disadvantaged | 67% |
| Not special education | 71% |
| Not limited English proficient | 63% |
| Non-migrant | 63% |
| All Students | 88% |
| Female | 100% |
| Male | 60% |
| African American | n/a |
| Asian | n/a |
| Hispanic | 78% |
| Native American | n/a |
| White | 100% |
| Economically disadvantaged | 90% |
| Not economically disadvantaged | 83% |
| Not special education | 93% |
| Not limited English proficient | 88% |
| Non-migrant | 88% |
| All Students | 53% |
| Female | 50% |
| Male | 60% |
| African American | n/a |
| Asian | n/a |
| Hispanic | 25% |
| Native American | n/a |
| White | 83% |
| Economically disadvantaged | 33% |
| Not economically disadvantaged | 83% |
| Not special education | 57% |
| Not limited English proficient | 53% |
| Non-migrant | 53% |
Source: TX Education Agency, 2010-2011
Grade 11
| All Students | 93% |
| Female | 100% |
| African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Native American | n/a |
| White | 91% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 86% |
| Not special education | 100% |
| Not limited English proficient | 92% |
| Non-migrant | 92% |
| All Students | 93% |
| Female | 100% |
| African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Native American | n/a |
| White | 91% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 86% |
| Not special education | 100% |
| Not limited English proficient | 92% |
| Non-migrant | 92% |
| All Students | 93% |
| Female | 100% |
| Male | 80% |
| African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Native American | n/a |
| White | 92% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 88% |
| Not special education | 93% |
| Not limited English proficient | 93% |
| Non-migrant | 93% |
| All Students | 93% |
| Female | 100% |
| African American | n/a |
| Asian | n/a |
| Hispanic | n/a |
| Native American | n/a |
| White | 91% |
| Economically disadvantaged | 100% |
| Not economically disadvantaged | 86% |
| Not special education | 100% |
| Not limited English proficient | 92% |
| Non-migrant | 92% |
Source: TX Education Agency, 2010-2011
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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