• A poll was taken of the participants to find out if any of them had been involved in the formulation of the Texas Assessment of Knowledge and Skills (TAKS). Concern was expressed that no one at the conference had participated in the formulation of the test.

• Khoury expressed concern that the formula sheet to be used in the TAKS is not compatible with previous reports.

• Donnelly explained that there are really two issues: one is the ideal that physicist would like to see in K-12 classrooms, and the other is the reality that is dictated by local needs and state standards.

• Marder expressed a desire to have the group approach the Texas Education Agency (TEA) in an effort to influence TAKS guidelines.

• Hehn suggested that the press can be used to address the issue of standardized tests. Parents still want their kids to go to college. If we spend all our time talking about testing then how much education have their children really received?

• It was pointed out that this illustrates the tension between teaching to the test and actually teaching skills.

• Marder observed that we need to make sure that teachers are provided with the proper skill set. He also observed that we should view standardized tests as a floor rather than a ceiling.

• Gavenda observed that it seems that the conference would like to see a change in the testing protocol.

• Clark recommended that Marder's suggestions be bought up at the TSAAPT and TSAPS executive meetings. He also observed that we need to use this opportunity for the right reasons, not the wrong ones.

• Hehn suggested that we replace the word "physics" with science. This makes the argument broader. He also observed that we need to keep political and academic arguments separate.

• Shepley moved that we hold a second conference to address some of these issues. He also suggested that non-physicists be present at the second meeting.

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