of functioning. A brief description of each assessment can be found on page 19 of the ARD manual. TAKS (Accommodated) has fewer items per page, larger font size, and no field-test items, but still possesses the same content as standard TAKS. TAKS-M (modified) is adjusted to have a larger font size, fewer items per page, reduced number of answer choices, and embedded questions depending upon the subject being assessed. While the TAKS-M items use simplified wording, content is still assessed on grade level. Only 2% of students per district will be permissibly scored as "Proficient" using the TAKS-M. TAKS-Alt (alternative) has a 1% permissibility ceiling and is for students facing significant cognitive disabilities. (Current as of March 2008) Controversies and changes Former State Board of Education candidate Mark Loewe identified scoring mistakes made on questions of the Spring 2003 TAKS Mathematics and Science tests; two of the science questions were discussed in The New York Times. Incorrect scores were issued to more than 400,000 students. According to Loewe, the Texas Education Agency issued false statements about several of the mistakes and failed to correct any of the mistakes. Also controversial is the mathematics section of the exit level test. This section of the test covers Algebra I, Geometry, and minimal use of basic skills, such as graphs, charts, and grids. The controversy lies in the fact that many students who take higher levels of mathematics seem to fail this test because it does not test their higher-level skills, instead testing skills that they have not recently studied. However, many in the educational community praise the test not for testing higher-level skills but for its assessment of critical thinking based on lower-level skills. The TAKS test's grading standards have come under fire, as some deem them to be too easy. In addition, hundreds of schools throughout Texas have been investigated and audited by the Texas Education Association due to suspicious scoring discrepancies. Also, there is the issue with teachers teaching to the TAKS test, instead of the standard Texas curriculum. In order to reduce the burden of field testing, the Texas State Board of Education has not released to the public those questions used to determine student scores on the Spring 2005 or Spring 2007 TAKS tests. Regrettably, this prevents public review of the questions and answers (for appropriateness and correctness) and denies opportunities for students, teachers, and others to learn