Assessment and Accountability

Teacher working with student

The Texas Assessment Program is a statewide testing program that includes State of Texas Assessments of Academic Readiness (STAAR©), STAAR Alternate 2, Texas English Language Proficiency Assessment System (TELPAS), and TELPAS Alternate. Each section below contains information and resources for assessing special populations.

Students Receiving Special Education Services

For students who receive special education services, students' admission, review, and dismissal (ARD) committees make educational decisions, including decisions related to state assessments, accommodations, and graduation requirements. 

  • Students are required to take STAAR with or without allowable accommodations unless they meet participation requirements for STAAR Alternate 2.
  • Emergent bilingual (EB) students are also required to take TELPAS (or TELPAS Alternate if they meet the participation requirements).

Students Receiving Services Under Section 504

Students with disabilities who receive services under section 504 of the Rehabilitation Act of 1973 are required to:

  • take STAAR with or without accommodations,
  • meet assessment graduation requirements, and
  • take TELPAS (or TELPAS Alternate if they meet the participation requirements) if they are an EB student.

Emergent Bilingual Students

EB students are required to:

  • take STAAR with or without accommodations,
  • meet assessment graduation requirements, and
  • take TELPAS (or TELPAS Alternate if they meet the participation requirements).

For EB students who receive special education services or services under section 504, the language proficiency assessment committee (LPAC) is required to work in conjunction with the applicable committee to make and document assessment and accommodation decisions.

LPAC Resources

A group of teachers collaborating

The Texas Assessment Program is a statewide testing program that includes the State of Texas Assessments of Academic Readiness (STAAR®), STAAR Alternate 2, the Texas English Language Proficiency Assessment System (TELPAS), and TELPAS Alternate. The Texas Assessment Program is designed to measure the extent to which a student has learned and is able to apply the defined knowledge and skills at each tested grade or the extent to which a student has developed English language proficiency. These required assessments were created to fulfill both federal and state requirements.

Student Assessment Resources

Texas Assessment Program Contact Information

The Student Assessment Division manages the administration, scoring, and reporting for the Texas Assessment Program.

TEA Student Assessment Division

Phone:
(512) 463-9536

The Assessment Development Division manages the item development, test construction, and scoring for the Texas Assessment Program.

Assessment Development Division

Phone:
(512) 463-9536

Cambium hosts and manages the online testing platform for all assessments and manages the registration, administration, scoring, and reporting for the Texas Assessment Program.

Pearson is responsible for item development and test construction for the Texas Assessment Program.

telpas - alt

The Texas English Language Proficiency Assessment System (TELPAS) Alternate is a holistic inventory aligned to the Texas English Language Proficiency Standards (ELPs); however, TELPAS Alternate is based on alternate proficiency level descriptors. This assessment is designed to address the specific access needs of emergent bilingual (EB) students in grades 2–12 with the most significant cognitive disabilities. TELPAS Alternate fulfills the requirements of the federal Every Student Succeeds Act for assessing the English language proficiency of EB students with the most significant cognitive disabilities.

TELPAS Alternate holistically assesses EB students in grades 2–12 in listening, speaking, reading, and writing.

Who Is Tested?

An EB student's admission, review, and dismissal (ARD) committee, in conjunction with the language proficiency assessment committee (LPAC), must determine if the student meets the participation requirements for TELPAS Alternate. All EB students enrolled in Texas public schools and open-enrollment charter schools in grades 2–12 who meet the participation requirements are required to participate in TELPAS Alternate. EB students are required to be assessed annually with an English language proficiency assessment until they meet EB reclassification criteria.

If an ARD committee determines that a student meets the eligibility criteria for "No Authentic Academic Response" (NAAR) or a "Medical Exception," the student will not be required to participate in TELPAS Alternate.

What Is Tested?

What Is Reported?

What Other Information Is Available?

Test Administration

Training

TELPAS Alternate Transition-Year Holistic Inventory (2026–2027 and 2027–2028)

In the fall of 2024, the Texas State Board of Education (SBOE) adopted new English Language Proficiency Standards (ELPS). These new standards will become effective in classrooms in the 2026–2027 school year. As a result of the changes to the ELPS, the Texas English Language Proficiency Assessment System (TELPAS) Alternate will transition to a new assessment. 

Before the new assessment is implemented, a transition-year holistic inventory will be used during the 2026–2027 and 2027–2028 school years to measure the English language proficiency of emergent bilingual (EB) students with the most significant cognitive disabilities.

During the transition period, the current alternate proficiency levels will continue to be used for the purpose of assessment. In addition, TELPAS Alternate will follow the assessment blueprints currently in place. The transition-year holistic assessment will only include observable behaviors aligned to standards where there is an overlap between the current and the new ELPS. 

The draft Observable Behaviors Inventory for the transition years is linked below.

The following is a list of references to the Texas Education Code (TEC) and the Texas Administrative Code (TAC) that support and guide the Texas assessment program. These are the laws and rules that are currently in effect.

Testing Requirements

  • TEC §28.0211 Accelerated Learning Committees; Accelerated Instruction; Modified Teacher Assignment
  • TEC §28.0213 Intensive Program of Instruction
  • TEC §28.0217 Accelerated Instruction for High School Students
  • TEC §39.022 Assessment Program
  • TEC §39.023 Adoption and Administration of Instruments
  • TEC §39.0232 Use of End-of-Course Assessment Instrument as Placement Instrument; Certain Uses Prohibited
  • TEC §39.0233 Special-Purpose Questions Included in End-of-Course Assessment Instruments
  • TEC §39.0234 Electronic Administration of Assessment Instruments
  • TEC §39.02342 Paper Administration of Assessment Instruments on Request
  • TEC §39.024 Measure of College Readiness
  • TEC §39.027(e) Exemption
  • TEC §39.031 Cost
  • TEC §39.035 Limitation on Field Testing of Assessment Instruments
  • TAC §101.1 Scope of Rules
  • TAC §101.3 Policy
  • TAC §101.5 Student Testing Requirements
  • TAC §101.27 Administrative Procedures
  • TAC §101.33 Release of Tests
  • TAC §101.3011 Implementation and Administration of Academic Content Area Assessment Instruments
  • TAC §101.3012 Parent Notification  
  • TAC §101.3013 Accommodations  
  • TAC §101.3015 Test Development
  • TAC §101.3017 Release of Tests
  • TAC §101.3021 Required Participation in Academic Content Area Assessments
  • TAC §101.4001 Testing Requirements for Graduation

Graduation Assessment Requirements

  • TEC §28.0258 High School Diploma Awarded on Basis of Individual Graduation Committee Review
  • TEC §39.025 Secondary-Level Performance Required
  • TAC §101.1007 Assessment Provisions for Graduation
  • TAC §101.3012 Parent Notification
  • TAC §101.3021 Required Participation in Academic Content Area Assessments
  • TAC §101.3022 Assessment Requirements for Graduation
  • TAC §101.3023 Participation and Graduation Assessment Requirements for Students Receiving Special Education Services
  • TAC §101.3024 Assessment Requirements for Students First Enrolled in Grade 9 Prior to 2011–2012 School Year or First Enrolled in Grade 10 or Above in 2011–2012 School Year
  • TAC §101.4001 Testing Requirements for Graduation
  • TAC §101.4002 STAAR End-of-Course Substitute Assessments
  • TAC §101.4003 TAKS Exit-Level Alternate Assessments
  • TAC §101.4005 Verification of Results

Scoring and Reporting

  • TEC §39.023(a-1), (c-5), (h), (p) Adoption and Administration of Instruments
  • TEC §39.02315 Reporting Results of Assessment Instruments for Out-Of-State Transfer Students
  • TEC §39.0232 Use of End-Of-Course Assessment Instrument as Placement Instrument; Certain Uses Prohibited
  • TEC §39.0241 Performance Standards
  • TEC §39.025(a) Secondary-Level Performance Required
  • TEC §39.030(b) Confidentiality; Performance Reports
  • TEC §39.034 Measure of Annual Improvement in Student Achievement
  • TEC §39.036 Vertical Scale for Certain Assessment Instruments
  • TAC §101.3014 Scoring and Reporting 
  • TAC §101.3041 Performance Standards 

Testing Calendar

  • TEC §21.4571 Texas English Language Proficiency System Training
  • TEC §39.023(c-3) Adoption and Administration of Instruments
  • TEC §39.0238 Consideration of Religious Holy Days in Scheduling Assessment Instruments
  • TEC §39.029 Migratory Children
  • TEC §39.030 Confidentiality; Performance Reports
  • TEC §39.0301 Security in Administration of Assessment Instruments
  • TEC §39.0302 Issuance of Subpoenas
  • TEC §39.0303 Secure Assessment Instruments; Criminal Penalty
  • TEC §39.0304 Training in Assessment Instrument Administration
  • TAC §101.25 Schedule
  • TAC §101.27 Administrative Procedures
  • TAC §101.3031 Required Test Administration Procedures and Training Activities to Ensure Validity, Reliability, and Security of Assessments
  • TAC §101.5001 Testing Calendar (UIL Considerations)
  • TAC §101.5003 Alternate Test Dates Security and Training

Emergent Bilingual Students

  • TEC §39.023(l), (m) Adoption and Administration of Instruments
  • TEC §39.027 Exemption
  • TAC §101.1001 Scope of Rules
  • TAC §101.1003 English Language Proficiency Assessments
  • TAC §101.1005 Assessments of Achievement in Academic Content Areas and Courses
  • TAC §101.1007 Assessment Provisions for Graduation

Other Assessments and Requirements

  • TEC §39.023(d), (g) Adoption and Administration of Instruments
  • TEC §39.023(o), Adoption of Optional Interim Assessments
  • TEC §39.02302 Advisory Committees for Assessment Instruments
  • TEC §39.0236 Integrated Formative Assessment Pilot Program
  • TEC §39.026 Local Option
  • TEC §39.0261 College Preparation Assessments
  • TEC §39.0262 Administration of District-Required Assessment Instruments in Certain Subject Areas
  • TEC §39.0263 Administration of District-Required Benchmark Assessment Instruments to Prepare Students for State-Administered Assessment Instruments
  • TEC §39.028 Comparison of State Results to National Results
  • TEC §39.032 Assessment Instrument Standards; Civil Penalty
  • TEC §39.033 Voluntary Assessment of Private School Students
  • TEC §39.037 International Assessment Instrument Program
  • TEC §39.038 Restriction on Appointments to Advisory Committees
  • TEC §39.0381 Auditing and Monitoring Performance Under Contracts for Assessment Instruments
  • TEC §39.039 Prohibition on Political Contribution or Activity by Certain Contractors
  • TEC §39A.907 Assessment Instrument Study
  • TEC §48.155 College Preparation Assessment Reimbursement
  • TAC §101.31 Private Schools
  • TAC §101.101 Group Administered Tests
  • TAC §101.3016 National Comparative Data
  • TAC §101.6003 Local Assessments
  • TAC §161.1005 Commissioner's Rules Concerning Advisory Committees

Updated March 26, 2025

Students working together at a classroom table with notebooks

The Texas Education Agency (TEA) defines accommodations as changes to materials or procedures that enable students to participate meaningfully in learning and testing. Accommodation policies may apply to any student taking the State of Texas Assessments of Academic Readiness (STAAR®) or the Texas English Language Proficiency Assessment System (TELPAS) depending on his or her needs and whether the student meets the eligibility criteria, as applicable.

Refer to the STAAR Accommodations Educator Guide and the Accommodations section of the District and Campus Coordinator Resources for more information and additional resources.

These policies are divided into three main categories:

Archive

Use the linked terms below to navigate to Student Assessment related webpages or documents.

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You can use test results to check the performance of a group over time. You can analyze average scale scores and the percentage of students meeting the standard or meeting minimum expectations across administrations. You can also analyze administrations within the same grade and subject area to give insight into whether student performance is improving across years.

The following document is a short list of the reporting deliverables, their purposes, and their delivery dates.

Statewide Reports

Additional Information

Below is a list of correspondence sent to all local education agencies from the TEA Student Assessment Division during the current school year.

2026–2027 Correspondence

Previous Years

The National Assessment of Educational Progress (NAEP), known as the "Nation's Report Card," is the only nationally representative and continuing assessment of what America's students know and can do in reading, mathematics, and many other academic subjects. NAEP is a program of the U.S. Department of Education that provides information on state and national student achievement. It also provides information on how student achievement has changed over time. NAEP conducts state assessments at grades 4 and 8. They also conduct national assessments at grades 4, 8, and 12. In addition, they conduct long-term trend assessments for 9, 13, and 17-year-old students every four years. Visit NAEP's website for more information.

Beginning with the reauthorization of the Elementary and Secondary Education Act (ESEA) in 2002 and continuing with the passage of the Every Student Succeeds Act (ESSA) in 2015, states applying for Title I funds must include in their applications an assurance that they will comply with all requirements of ESSA, including participation in biennial NAEP mathematics and reading assessments at grades 4 and 8.

To find out how Texas students performed on NAEP, please visit The Nation's Report Card.

NAEP 2025–2026

NAEP 2026 includes operational assessments in mathematics and reading at grades 4 and 8, with pilot assessments at grades 4, 8, and 12. Civics and U.S. history will be assessed nationally at grade 8. The assessment window is January 26 to March 20, 2026. Results are expected in 2027.

Exploring On Your Own

Need to analyze National Assessment of Educational Progress data using graphs and charts? Want to view test design and sample items? Need to compare achievement between states and demographic groups?

Use these robust data tools to answer all your questions about NAEP.

More Links

Use the links below to find more information on the National Assessment of Educational Progress.

telpas

TELPAS is aligned to the Texas English Language Proficiency Standards (ELPS). This assessment is designed to assess the progress that emergent bilingual (EB) students make in learning the English language. TELPAS fulfills ESSA requirements for assessing EB students in kindergarten through grade 12 in four language domains: listening, speaking, reading, and writing.

Grades K–1 include:

  • holistically rated observational assessments of listening, speaking, reading and writing

Grades 2–12 include online tests for:

  • listening and speaking
  • reading and writing

Who Is Tested?

All EB students in kindergarten through grade 12 enrolled in Texas public schools or open-enrollment charter schools are required to participate in TELPAS. EB students are required to be assessed annually with an English language proficiency assessment until they meet EB reclassification criteria.

What Is Tested?

What Do Test Questions Look Like?

Access the online released tests and practice sets on the Practice Test Site.

Access answer keys and specific scoring guides at TELPAS Released Test Questions.

What Is Reported?

What Other Information Is Available?

Test Administration

Training

TELPAS Transition-Year Assessments (2026–2027 and 2027–2028)

In the Fall of 2024, the Texas State Board of Education (SBOE) adopted new English Language Proficiency Standards (ELPS). These new standards will become effective in classrooms in the 2026–2027 school year. As a result of the changes to the ELPS, the Texas English Language Proficiency Assessment System (TELPAS) will transition to a new assessment. 

Before the new assessment is implemented, transition-year assessments will be used during the 2026–2027 and 2027–2028 school years to measure the English language proficiency of emergent bilingual (EB) students.

During the transition period, the current proficiency level descriptors (PLDs) will continue to be used for the purpose of assessment. In addition, TELPAS will follow the assessment blueprints currently in place. The transition-year assessments will only include questions aligned to standards where there is an overlap between the current and the new ELPS. 

The draft assessed curriculum for the transition-year assessments is linked below.