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Highlights of TAP Results - Texas

TAP began in Texas with three pilot schools in the Richardson Independent School District (Richardson ISD) in 2005-2006. With the support of both state and federal funding, TAP now operates in 36 schools across seven school districts. These schools serve primarily low-socioeconomic communities. On average, 67% of students in the districts are eligible for free or reduced-price lunch; more than 60% are Hispanic, with a high concentration having limited English proficiency.

Student Achievement

The most compelling impact of TAP in Texas is in the student achievement results at these schools. The Texas results from the 2007-2008 school year value-added calculations showed that eight of the 12 campuses in Texas received the highest possible value-added score of "5," meaning students performed significantly higher than their peers across the state and made more than one year’s growth in terms of individual achievement. Another three campuses received a value-added score of "3," indicating that students gained one full year of growth.

Teacher Recruitment and Retention

Principals in Texas TAP schools report that the system has had a positive impact on teacher recruitment by attracting more and better qualified applicants to their schools. TAP is also credited with decreasing teacher turnover by retaining more effective teachers and drawing more qualified candidates to fill vacancies at their schools. For example, in Richardson Independent School District schools:

• Audelia Creek Elementary increased its teacher retention rate from 33% to 92% after the second year of TAP implementation;
• Thurgood Marshall Elementary increased its retention rate from 36% to 87%; and
• Forest Meadow Junior High increased its retention rate from 56% to 80%.

After the first year of implementation, Richardson ISD also saw a shift in the quality of teachers applying to its hard-to-staff TAP schools. Teachers from non-TAP affluent campuses transferred to TAP schools because they wanted to be a part of TAP.

TAP Testimonials

I think the overall "team" spirit invoked by the entire staff because of the program has been the best part.
–Career Teacher, Blake Manor Elementary School, Manor ISD

The TAP evaluation process involves fair, balanced and objective observation and feedback. The post-conferences have been both encouraging and challenging and have pushed me to implement more effective methods and strategies in my teaching.
–Career Teacher, Rolling Hills Elementary School, Lancaster ISD

TAP has caused many of the teachers to be more conscientious about their teaching. They are more aware because of the TAP Instructional Rubric and want to improve their practices. Cluster group meetings have also been beneficial because they provide a time for teachers to have a focused look at their teaching and how it impacts student achievement.
–Master Teacher, Kemp Elementary School, Bryan ISD

TAP has brought the faculty together!!! It has united us. The techniques we learn in cluster group meetings are used at EACH grade level—from kinder to grade 5. It has made me feel like a stronger teacher. Even with 34 years, I can learn new techniques!
—Career Teacher, Crockett Elementary School, Bryan ISD

TAP in the News - Texas

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