Recently the Texas Commissioner of Education, Michael L. Williams, announced that he was deferring implementation of a 15 percent grading requirement for the 2012-2013 school year. This news was received by the vast majority of educators across Texas with jubilation and relief. To put this reaction in context, you would have to understand the policy’s origins and scope. When the state of Texas decided to upgrade its assessment and accountability system in 2009, it included a ruling that made a student’s score on the State of Texas Assessments of Academic Readiness (STAAR) end-of-course examinations count toward15 percent of the student’s final grade in each tested subject area.

Now at first glance that would seem alarming, but when you consider the fact that students would be required to take several more assessments with more rigorous content and testing conditions, it became a serious anxiety accelerant for school administrators and educators. Commissioner William’s decision marks the second year the rule has been deferred. In the 2011-2012 school year, more than 1,100 of the state’s more than 1,200 school districts notified the Texas Education Agency that they would be selecting the voluntary deferral option.

Even though school systems have been given a reprieve with regard to the 15% grading requirement, students still must take all STAAR tests and meet all requirements for graduation.Even though most of the state appears to be finding a resolution, I am troubled by the majority reaction and am left with several yet-to-be answered still questions for theTexas Education Commissioner and K-12 School system educators throughout the state.

Why do we have so many conflicts with the 15% rule in the first place?
Who is looking into the nearly 100 out of the 1200 independent school systems that did not request a deferral of the 15% ruling during the first year of implementation, and how are these school system fairing? What led them to reject the deferral?
What does all the conflict with the 15% ruling really reveal about the Texas Educational System?

In summary, I am left with wonderments of the potential of the new state of Texas assessment and accountability system. One can not help but notice how that the system is being altered from what its planners originally intended. This is not to say adjustments are not needed, but the goal is to improve student achievement, all of these backtrackings no the 15% rule could be the proverbial beginning of the end. This end is the political dismantling of a once-promising state assessment and accountability system that supports more rigor and better student preparedness for their post-secondary endeavors. Perhaps we are simply witnessing an assessment accountability system deferred.