The TRRC team (Dr. Deborah K. Reed, Dr. Huibin Zhang, and Ms. Hannah Guthrie) examined how testing effort and testing anxiety contributed to the TCAP-ELA scores of fourth graders who were and were not at risk of retention. With parental consent, participating students provided information about different kinds of concerns they had about TCAP and how they were able to focus while taking the test. Teachers also evaluated how prepared they thought their students were for TCAP. Download this brief summary of results from research conducted.
We would like to thank Dr. Erin Phillips, Executive Director of Literacy and Learning, and all the participating teachers and students who helped us better understand the influences on students’ test performance. Review the infographic to see what contributed to TCAP scores and what did not make a meaningful difference.