Only recently have demands for more stringent testing been met in Texas. The TAKS test has been made more difficult in recent years and as a result we can see where the quality of education was really heading.

According to an article in the Dallas Morning news dated December 15th, 2005:

The Texas Education Agency identified 821 campuses across the state Thursday where students will have the right to leave if their parents are dissatisfied. That's nearly double the number of campuses last year – 420.

...

The state's annual school performance ratings in August showed the number of "academically unacceptable" schools nearly quadrupled this year based on poor TAKS scores. A handful of factors were cited for the lower test scores and lower school ratings, including that students had to get more answers correct and, for the first time, special education students' test scores were included in overall passing rates.

Large numbers of students had trouble with the science and math sections of the exam even though only a minority of students – 25 percent in science and 35 percent in math – were required to pass those sections for their school to be considered academically acceptable.

If what we are seeing is true, then the idea of further decreasing the quality of education, especially in the sciences, is not only irresponsible it is immoral.

According to an article published in the January 2006 issue of Discover Magazine:

The performance of U.S. students in middle and high schools on international math and science exams is below the average of 38 other countries. Even advanced American math and physics students score near dead last among students in 20 tested countries, the panel reported. Since 1990 the number of bachelor's degrees in engineering has declined 8 percent; in mathematics, 20 percent. While 32 percent of U.S. students graduate with degrees in science and engineering, the figure in China is 59 percent. Fewer grads means less research.

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