Consequences of (mis)use of the Texas Assessment of Academic Skills (TAAS) for high-stakes decisions: A comment on Haney and the Texas miracle in education

J Kellow, Victor Willson
2001 unpublished
This brief paper explores the consequences of failing to incorporate measurement error in the development of cut-scores in criterion-referenced measures. The authors use the case of Texas and the Texas Assessment of Academic Skills (TAAS) to illustrate the impact of measurement error on "false negative" decisions. These results serve as further evidence to support Haney's (2000) contentions regarding the (mis)use of high-stakes testing in the state of Texas.