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Hispanic Journal of Behavioral Sciences, Vol. 22, No. 4, 423-444 (2000)
DOI: 10.1177/0739986300224004

An Overview of Conflicting Opinions in the TAAS Case

Richard R. Valencia

The University of Texas at Austin

Ernesto M. Bernal

University of Texas, Pan American

This article provides an introduction to a number of issues and resultant conflicting opinions, held by plaintiffs and defendants, that characterized the Texas Assessment of Academic Skills (TAAS) case. The authors discuss eight different issues and the conflicting opinions that accompany them. These issues are concerned with the (a) explanation of why some minority students fail TAAS, (b) history of racial/ethnic minority discrimination in Texas schools, (c) opportunity to learn TAAS content, (d) alignment between teaching and TAAS, (e) adverse impact of the TAAS test on minority students, (f) psychometric integrity of TAAS, (g) decision model for awarding the high school diploma, and (h) accountability model.


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Sameness, Bureaucracy, and the Myth of Educational Equity: The TAAS System of Testing in Texas Public Schools
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 Hispanic Journal of Behavioral SciencesHome page
E. M. Bernal and R. R. Valencia
The TAAS Case: A Recapitulation and Beyond
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