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“for a school, it is better to fail a child but report that he participated than to tell the truth that he was not tested. A failing score hurts the school less than non-participation. The impact on the child is unimportant to the data gatherers. It’s all about making the numbers.”

An assessment intended to be used to help identify the academic readiness of students shows that 90% of a discrete and identifiable subgroup is failing a mandatory portion of the curriculum and the TEA claims that not so much as a single e-mail exists in all of the agency discussing this issue!