Petition For Staar…

The STAAR test should be banned because students have anxiety before the test. This can make the students often depressed if they get a low score. Secondly, a teacher's income can be affected by the STAAR test. Many teachers often get an increased income if their students get a high score on a test; therefore, they will be very nervous on test day. Third of all, the STAAR test is not beneficial. Sure it shows your progress, but that's one of the only benefits. The following list is why it’s not beneficial.

• High stakes pressure
• Narrows the curriculum
• Inequality and bias
• Inadequate measurement
• Resource misallocation
• Poor timing of results

The STAAR can make kids so depressed over it and they often want to commit suicide. Research indicates correlation between high-stakes testing environments and increased student anxiety and mental health challenges. If you sign this petition not only are you banning the STAAR test, but you're saving lives. There also a bunch of other bad causes from the Staar Test as shown below:

The state law that created the STAAR also created very real problems for Texas students and schools. The top ten include:

1. STAAR more than triples exit-level test load for high school students. TAKS required only 4 exit-level tests for high school graduation. Under STAAR, a student must pass 15 exit-level tests, more than tripling the high-stakes testing load for Texas students.

2. Failure on a single STAAR test can keep a student from graduating. Students must pass all EOC assessments to graduate from high school, which can mean up to 15 standardized assessments – each English EOC has both a reading and writing assessment – in addition to regular course work, final exams and other classroom requirements. Because STAAR EOC assessments must count for 15% of a student’s grade, failure to do well on a single standardized test may prevent a student from graduating.

3. STAAR scores may hurt chances for college admission. Many outstanding students may nevertheless do poorly on a single standardized test. Because STAAR results are required to count for 15% of a student’s grade, this single score may disproportionately impact a student’s Grade Point Average and class rank – both critical factors in college admissions. Colleges and universities admissions offices virtually never request a student’s standardized state test scores because they know such tests are not designed to predict academic success, but they do look at class rank and GPAs. For students applying to highly competitive schools, including UT-Austin, a single percentage point in class rank can make or break the chance for acceptance. The inclusion of EOC scores in final course grades puts students at a disadvantage for college admissions against students from other states or against those from districts that do not convert EOC scores in the same way.

4. Lack of consistent statewide plan for converting STAAR scores to student grades may result in uneven application of scores. State law mandates that STAAR EOC scores account for 15 percent of a student’s final course grade, but does not provide a consistent policy for converting STAAR scores to grades. Therefore a passing STAAR score may be interpreted as a C in one district or an A in another. Because the scores ultimately affect a student’s GPA and class rank, an uneven application of scores ultimately results in an uneven playing field for students.

5. High-stakes grading depends on unknown factors. Under the new tests, students must attain a certain cumulative score on all EOC assessments to graduate, but the state has not yet revealed what this required score will be. Students must also achieve a certain level of performance on EOC assessments for Algebra II and English III for admission into four year colleges, but again, the state has not yet determined this number.

6. Tests are written in language beyond grade level. Educators have determined that EOC assessments are written in language three Lexile levels higher than TAKS tests for the same grade level (a Lexile measure is the numeric representation of an individual’s reading ability or a text’s readability). This means students may know the subject matter, but may not understand what is being asked because test questions are phrased in language beyond their grade level.

7. Timed tests add pressure. Unlike TAKS tests, STAAR EOC assessments are timed tests with a strict 4-hour limit, increasing stress levels for students.

8. The state has not provided new curriculum materials to support STAAR tests. For at least two of the EOC tests required this year (World Geography and Biology), the State Board of Education has adopted new curriculum standards, but the state has not provided new textbooks incorporating these standards to teachers and students for class and test preparation. In some instances, the new materials are available only online, and not all schools have access to computer-based learning.

9. STAAR removes local control from school districts. Never before in Texas has a standardized test score been included in students’ final grades, and for good reason. Under state law, the award of a final grade has always been under the control of the local school district. Districts recognize that classroom teachers are in the best position to assess a student’s knowledge and academic progress. STAAR should not undermine this longstanding principle of state law.

10. Tests are punitive, not diagnostic, and will inflict most harm on disadvantaged students. Like the TAKS tests before them, STAAR tests will present the greatest challenge to students already hampered by less fortunate circumstances. Low-income students typically begin school with far less preparation than their wealthier counterparts (“fed and read to” is the common shorthand). In addition, schools located in low-income areas often have the greatest turnover among teachers and administrators, a state of flux exacerbated by the state’s current policy of further destabilizing campuses with low standardized test scores. Any state test should be used as a measuring stick to target needed improvements, not as a weapon against kids doing their best against challenging odds. Even though this may target other older students higher than middle school, this is kind of a huge problem. Multiple data analysis have shown that over 60% of kids experience anxiety before, during, and even after the test. They should replace it and just do a test over each semester summarizing all of the things the students learned. Instead of having a 60 question answering passage in the same day. Multiple stories or texts can affect a student's thinking and overwhelm them. They should instead split it apart into a couple days. I also find the fact that they time you for 8 hours is absolutely, undoubtedly, inevitably, absurd. Should the district force students around Texas to just wait for the Starr to be over, and just sit at their desks staring at the roof? No. Very big no. Plus why do you even need a final exam if you are taking tests over what you learned every 2 weeks. There are also things called “DPM” that monitor your progress, but it’s shorter compared to start. If you are willing to ban Starr, you would be saving a lot of kids time, and be free from worries. The STAAR test is criticized for numerous reasons related to student anxiety, instructional quality, fairness, and the high stakes attached to its results. Psychological and Emotional Toll Causes significant anxiety and stress in students, leading to physical symptoms like headaches, stomach aches, and difficulty sleeping. Damages student self-esteem and morale due to fear of failure or poor results. Humiliation and shame can follow test failure, even for otherwise successful students. Discourages a love of learning, shifting the focus from intrinsic motivation to test performance. Leads to negative behaviors such as acting out, skipping class, or being verbally aggressive due to pressure. Students report feeling their worth is determined solely by one test score, which is demoralizing. Causes students "shutting down" in the face of the test, which can negatively impact performance. Parents report negative impacts on student mental health, increasing distress levels. Impact on Instruction and Curriculum Leads to "teaching to the test," where the curriculum is narrowed to only what is on the exam. Time spent on test preparation is not considered a good use of instructional time by the majority of teachers. Reduces time for a rich, well-rounded curriculum that includes arts, creativity, and critical thinking. Limits the development of "soft skills" like creativity, problem-solving, and collaboration that are not easily tested by standardized exams. Teachers report pressure to ensure students do well interferes with their ability to teach effectively. Focuses on surface-level learning and memorization rather than deep, critical thinking. Reduces local control for school districts and teachers over how students are assessed and graded. Design and Fairness Issues Tests are often written in language beyond the students' actual grade level, meaning students may know the subject matter but not understand the question. Can mislabel students as "approaching grade level" when their actual reading ability is "on grade level," leading to unnecessary remediation. Fails to take into account external factors that affect a student's performance on a given day (e.g., sickness, family issues, food insecurity). Disproportionately harms disadvantaged students from low-income, minority, or English-language-learner backgrounds. Penalizes students with different learning styles who may not perform well in a multiple-choice, timed-test format. Timed tests add significant pressure for students to complete work quickly, not thoughtfully. The test is considered invalid and unreliable by the American Statistical Association for high-stakes decision-making. Test design may be inherently biased, favoring certain socioeconomic or cultural backgrounds. Algorithmic scoring for writing may stifle creativity and force students to adopt formulaic writing structures to score well. The test design seems intended to keep scores flat, making it difficult to measure actual improvement from new teaching methods or funding. High Stakes and Consequences Failure on a single test can prevent a student from advancing to the next grade level or graduating high school. EOC scores count for 15% of a student's final course grade, which can disproportionately impact their GPA and class rank, critical for college admissions. High stakes create a toxic and dehumanizing testing culture in some schools. Test scores are used to evaluate teachers and schools, leading to punitive measures like state takeovers of districts. Leads to costly and unnecessary tutoring and summer school for mislabeled students. Students are put at a disadvantage for college admissions compared to students in other states where test scores are not a large component of GPA/class rank. The state sometimes randomly raises the passing standard, meaning fewer children pass during those years for reasons unrelated to their learning. It can lead to a cycle of repeated testing for struggling learners, which is demoralizing and unbeneficial. It takes away resources needed for school nurses, counselors, and librarians as money is spent on testing and test prep materials. Poor A-F ratings based on test scores can affect property values and public perception of local communities. Administrative and Systemic Issues Students spend too much time testing and practicing for tests throughout the year. Test data is often not useful for providing actionable, diagnostic feedback for parents or teachers. There is no evidence that STAAR data is used to make curriculum changes, making its purpose as an evaluation tool questionable. The test format can lead to students guessing or skipping difficult parts rather than engaging with the material. Requires students to take up to 15 end-of-course exams for high school graduation, a huge increase from previous systems. Students with learning disabilities or limited English skills are forced to take the same tests as other students, which is inappropriate for their needs. High-stakes tests invite cheating from both students and educators due to the severe consequences of failure. School staff can be pulled from their regular duties to proctor tests, disrupting the normal school environment. The state has not consistently provided new curriculum materials to fully support the demands of the new tests. It doesn't measure student growth effectively; most Texans prefer an approach that measures growth over a single point-in-time test. Scores may not predict future academic or job success as well as other measures like classroom grades. Personal student data may be sold or accessed by third-party companies without parental knowledge. Scores can be a symptom of broader systemic issues like poverty and hunger, not a true reflection of ability. The push for online testing may create new issues with access and accommodations. The system is seen as punitive rather than a measuring stick for improvement.”--- From other articles. This all supports the fact that Staar is actually benefiting kids from learning. There are a lot of alternatives for this that are a lot calmer and less stressful than this. In Texas, official alternatives to the STAAR test primarily serve specific student populations or high school graduation requirements. These include substitute assessments (like the SAT/ACT), assessments for special populations (STAAR Alternate 2, TELPAS), and optional in-year formative assessments for diagnostic use. State-Approved Formal Alternatives The Texas Education Agency (TEA) allows specific assessments to be used in place of certain STAAR end-of-course (EOC) exams for high school graduation purposes: Nationally Recognized Exams: Students can use satisfactory scores on the following tests as substitutes for specific EOC assessments (e.g., ACT scores can substitute for English I or II, but not both): SAT ACT PSAT Advanced Placement (AP) Exams International Baccalaureate (IB) Exams Texas Success Initiative (TSI) Assessment: The TSI can be used as a substitute for the Algebra I, English I, and English II EOCs, typically for students enrolled in college preparatory courses. Individual Graduation Committees (IGC): For students who have failed no more than two required EOC assessments, an IGC can determine if the student qualifies to graduate based on their overall academic record and a review of their work. Assessments for Special Populations: STAAR Alternate 2: This is an alternate assessment for students with the most significant cognitive disabilities. TELPAS (Texas English Language Proficiency Assessment System): This system assesses the English language proficiency of emergent bilingual (EB) students. TELPAS Alternate: A holistic inventory designed for EB students with significant cognitive disabilities. Optional and District-Level Assessments Texas school districts also use other optional, low-stakes assessments throughout the year to monitor student progress and inform instruction: STAAR Interim Assessments: Optional online tools provided by TEA to help educators monitor progress and predict student performance on the high-stakes STAAR exams. Texas Formative Assessment Resource (TFAR): A free, optional platform where educators can create, administer, and analyze formative assessments at the classroom level to make immediate instructional adjustments. Beginning-of-Year (BOY) Assessments: Optional assessments offered at the start of the school year to help identify learning gaps. Third-Party Assessments: Districts may also use other nationally norm-referenced tests like the Renaissance STAR assessments for literacy and math. Classroom-based Assessments: Teachers use a variety of assessment methods not directly tied to state accountability, such as: Portfolios of student work over time. Performance-based projects and presentations. Formative and summative rubrics for project evaluation. Student-led conferences and self-reflection. Integrated or "stealth" assessments (ongoing data collection during normal instruction). It is important to note that while these methods are used, the single, high-stakes end-of-year assessment has remained a central component of the state's accountability system, though new legislation (HB 8) is planned to replace the current STAAR with a series of three shorter, in-year assessments starting in the 2027-28 school year. So please sign to ban the staar test. You might think this is over but no, it’s not. We're not even half way through this. In fact, we were below 67 out of 667th, the way there.

Test anxiety: A psychological condition where individuals experience extreme distress and anxiety during test situations, which can interfere with their ability to recall information and perform well. Panic: An acute feeling of intense fear that can trigger a "fight or flight" response, blocking the brain from accessing memory and concentration during the exam. Fear of failure: The intense worry about the negative consequences of not passing the high-stakes test (e.g., repeating a grade, not graduating), which increases cortisol levels and impairs cognitive processes. Low self-esteem: Pre-existing negative beliefs about one's own capabilities, which can be exacerbated by the pressure of the test, leading to reduced effort and confidence. Lack of confidence: Uncertainty in one's knowledge and abilities stemming from past academic struggles or insufficient preparation, hindering effective problem-solving during the test. Performance pressure: The overwhelming feeling of having to meet high expectations from teachers, parents, and the school system, which can cause significant stress. Chronic stress: Ongoing, elevated stress levels related to the school environment and the looming test date, which can lead to mental fatigue and impact long-term learning. Lack of motivation: A student's disinterest in the test, often because they do not see its relevance to their personal goals or future, leading to minimal effort during the exam. Negative self-talk: Internal dialogue full of doubts and criticisms (e.g., "I'm going to fail," "I'm bad at math") which undermines concentration and problem-solving abilities. Emotional distress: Personal or family issues occurring outside of school can consume a student's attention and energy, making it difficult to focus on test questions. Perfectionism: The fear of making any mistake can cause a student to spend too much time on a single question, leading to poor time management and incomplete sections. Feeling "worth" is tied to a single score: A dangerous perception that a single test score defines a student's intelligence or value, creating excessive psychological burden. Feeling misunderstood: The belief that the standardized test cannot accurately measure their unique skills, creativity, or true depth of knowledge, leading to disenfranchisement. Boredom: A lack of engagement with the format or content of the test, resulting in a lack of effort and focus. Overwhelm: Feeling mentally swamped by the sheer volume of material that needs to be mastered for the comprehensive exam. Learned helplessness: A condition where a student stops trying because they believe their efforts will not change the outcome, often due to past failures on similar high-stakes tests. Distractibility: Difficulty maintaining focus due to internal thoughts, external noises, or a restless environment in the testing room. Mental fatigue: Exhaustion resulting from intense preparation schedules and the sustained concentration required for the long exam, leading to careless errors toward the end of the test. Fear of teacher/school repercussions: Worry that the student's performance will negatively impact their teacher's job security or the school's A-F accountability rating, adding a sense of responsibility to the student. Negative peer influence: Conversations with peers who express extreme negativity about the test can reinforce a student's own anxiety and lack of motivation. Cultural or social pressure: Meeting the specific educational expectations of one's family or community background, which can be an added source of stress. II. Student-Related Physical & Health Factors Lack of sleep: Inadequate rest the night before or chronically over time can significantly impair memory, alertness, and cognitive function on test day. Poor nutrition: An unhealthy diet lacking essential nutrients can lead to lower grades, reduced alertness, and difficulty focusing. Hunger: Skipping breakfast or food insecurity can lead to low energy levels, difficulty concentrating, and increased irritability during the exam. Illness: Being acutely sick with a fever, cough, or general malaise on test day compromises the student's physical and mental capacity to perform optimally. Physical discomfort: Minor issues like a headache, stomach ache, or even an ill-fitting uniform can be a major distraction during a multi-hour test. Lack of exercise: Physical activity can help manage stress and improve brain function; a lack of it can lead to restlessness and lower alertness. Vision problems: Uncorrected visual impairments make it difficult to read passages, see online text clearly, or focus for extended periods. Hearing problems: Difficulty hearing instructions or environmental sounds can lead to misunderstandings or distractions during the test. Medication side effects: Certain medications can cause drowsiness, affect concentration, or have other side effects that impair performance. Undiagnosed learning differences: Challenges like dyslexia, dyscalculia, or ADHD may make standard test formats inherently difficult without specific, appropriate accommodations. Physical restlessness: The inability to sit still and focus for the long duration of the timed test, which can be a sign of physical discomfort or underlying conditions like ADHD. Dehydration: Not drinking enough water can lead to headaches, fatigue, and difficulty concentrating during the exam. Allergies: Allergy symptoms such as sneezing, itchy eyes, or congestion can be a constant, distracting physical discomfort. General physical fatigue: Overall tiredness from a demanding schedule of schoolwork and extracurricular activities leading up to the test. III. Test Design and Format Factors Material is above grade level: Studies have shown that STAAR reading passages are often written at a readability level one to three grades higher than the grade being tested, automatically putting many students at a disadvantage. Confusing question phrasing: Ambiguous or overly complex wording in questions can lead students to misinterpret what is being asked, even if they know the underlying content. Unfamiliar vocabulary: The use of sophisticated vocabulary not typically encountered in a student's daily instruction can be a barrier to comprehension. Timed tests: The strict time limits create significant pressure and prevent some students from working at a pace that allows for thoughtful consideration and checking of answers. Online format: The mandatory transition to an online testing platform can be challenging for students who are not digitally native or who have limited access to technology at home. New item types: The redesigned STAAR test includes new question formats which can confuse students who have not had adequate practice with them. Length of the test: The sheer number of questions and the extended testing periods can be mentally exhausting for students. Scoring issues: Concerns have been raised about the accuracy of the automated scoring (AI) system used for new constructed response questions, potentially affecting results unfairly. Tests are punitive, not diagnostic: Test results are primarily used for accountability and punishment rather than providing immediate, actionable data for teachers to help individual students improve their learning gaps. Norm-referenced design elements: Historically, some standardized tests are designed so that a certain percentage of students will inevitably fall into the "Did Not Meet Grade Level" category, regardless of their actual learning progress. Inconsistent scoring: Perceived variations in how the test is graded, especially the subjective constructed response portions, can affect results. Lack of consistent statewide policy for converting scores: Uneven application across districts of how the 15% grade requirement for high school courses is calculated using STAAR scores. Reading heavy: Even non-reading subjects like math and science feature lengthy word problems and instructions that require strong reading comprehension skills to navigate successfully. Format bias: The multiple-choice or click-to-select format may favor certain types of learners while penalizing students who are better at hands-on learning or verbal explanation. Lack of exposure to specific test-taking strategies: Students who haven't been explicitly taught how to manage time, eliminate choices, or navigate the online platform are at a disadvantage. IV. Academic & Preparation Factors Knowledge gaps: Students may have missed crucial foundational content in previous grades, creating a domino effect where they lack the prerequisites for current material. Ineffective study habits: Relying on ineffective strategies like last-minute cramming rather than consistent, spaced-out review throughout the year leads to poor long-term retention. "Teaching to the test": Instructions that narrowly focus on the specific format and content of the test may neglect deeper, more critical thinking skills that are also assessed. Curriculum misalignment: The material taught in a specific school's curriculum may not perfectly align with the specific Texas Essential Knowledge and Skills (TEKS) standards tested by STAAR. Lack of individualized instruction: In large classes, students who are struggling may not receive the one-on-one targeted academic intervention needed to close their specific learning gaps. Insufficient review materials: Students in under-resourced schools may lack access to high-quality practice tests, study guides, or supplemental materials. Teacher turnover: High turnover rates mean students may have inexperienced teachers or a series of different teachers throughout the year, leading to inconsistent instruction. Insufficient time for test prep: The packed academic schedule may not provide enough dedicated time for comprehensive, low-stress review sessions. Language barrier: English Language Learners (ELL) may have strong subject knowledge but struggle to demonstrate it due to the language demands of the English-only test, impacting performance. Special education needs: Students with disabilities may not receive all the required accommodations or support specified in their Individualized Education Programs (IEPs) or 504 plans, or the accommodations may not be effective for the high-stakes test format. Missed instruction time: Absences from school due to illness, appointments, or family issues can mean a student misses critical lessons or review periods. Focus on breadth over depth: Teachers may rush to cover all the material, leading to a superficial understanding rather than a deep mastery of core concepts. Not mastering foundational reading skills by 3rd grade: A critical issue where an inability to read on grade level in early years creates a major obstacle for all subsequent learning and testing. Limited access to advanced coursework: Disparities in course offerings can mean students from disadvantaged backgrounds miss opportunities to build strong academic foundations. Difficulty with constructed responses: Many students struggle to write detailed, well-organized explanations required for the open-ended questions. Carelessness: Rushing through the test and making simple errors such as not reading the full prompt, marking the wrong bubble, or calculation mistakes. Poor time management: Inability to pace oneself, leading to spending too much time on a few difficult questions and having to rush or guess on later ones. Lack of access to technology: Disparities in computer and internet access at home can mean students are less familiar and comfortable with the online testing interface. Teacher stress: Teachers' own anxieties about their evaluations based on student scores can unintentionally transfer to their students, increasing the overall stress in the classroom. V. External & Environmental Factors Socioeconomic status (SES): A strong, well-documented correlation between lower income levels and lower test scores reflects broader inequalities in resources and opportunities. Unequal school funding: Schools in low-income areas often receive less funding, resulting in fewer resources, older technology, and lower teacher salaries, all of which impact student performance. Home environment: A chaotic or unsupportive home environment can make it difficult for a student to focus on schoolwork or get adequate rest and nutrition. Parental involvement: Lack of parental support due to work constraints, language barriers, or personal beliefs can create barriers to academic success. Testing conditions: Environmental factors on test day, such as a noisy room, an excessively hot or cold temperature, or poor lighting, can be distracting. Disruptions due to the pandemic: Widespread learning loss and trauma from school closures and remote learning have created significant achievement gaps that impact current test scores. School accountability system: The high-stakes nature of A-F ratings places intense pressure on schools, potentially leading to a rigid "teach to the test" culture that is not best for all students. Lack of community resources: Limited access to local libraries, tutoring centers, or after-school programs in a community can hinder student support networks. Systemic inequity: Broader societal biases and historical inequalities create an uneven playing field that affects student performance based on their background. Logistical errors: Technical glitches on the online platform or minor deviations in test administration procedures by proctors can affect a student's ability to complete the test fairly. Focus on test day performance over long-term learning: The system prioritizes a single day's performance over sustained growth and mastery of skills. Lack of "real-world" relevance: Students often express that the test material does not relate to their future lives or careers, reducing their investment in the process. Political climate around education: Constant changes in state education policy and ongoing debates can create a climate of uncertainty that affects everyone involved in the education system. Mobility: Students who frequently move schools or districts might miss specific components of the aligned curriculum, creating academic gaps. Lack of access to technology at school: Outdated or insufficient computers in schools can hinder a student's ability to practice the online test format effectively. Limited extracurricular opportunities: A heavy emphasis on test preparation can lead to cuts in arts, music, or other enrichment programs that foster creativity and engagement. Lack of teacher retention: Experienced teachers are more likely to leave underfunded, high-pressure schools, which impacts the quality of instruction for remaining students. Inadequate professional development: Teachers may not receive sufficient training on the most effective instructional strategies for the new TEKS standards or testing methods. Focus on remediation over enrichment: Students who struggle are often pulled out for targeted test prep, potentially missing out on new, engaging core content. High stakes for teachers: The use of student scores for teacher evaluations and potential merit pay or firing creates a high-pressure environment that can be counterproductive. Inconsistent access to accommodations: Even with proper documentation, students may not receive their required accommodations correctly on test day, invalidating their results. Cheating incidents: The intense pressure to achieve high scores has, in some cases, led to academic dishonesty scandals, which fundamentally undermines the fairness of the assessment. Outdated materials: Schools may not have the budget to purchase updated textbooks or resources that align with the most current state standards. Lack of support staff: Insufficient numbers of counselors, social workers, and mental health professionals mean students may not have adequate support to manage the stress and anxiety associated with the test. Family instability: Major life events like divorce, job loss, or housing instability can severely distract a student and impact their ability to focus on academics. Limited parental involvement: Difficulty engaging parents who work multiple jobs or lack the educational background to assist their children with complex test material. Inadequate data usage: Test data is not always used effectively as a real-time diagnostic tool for immediate, targeted intervention, meaning students' specific needs are not addressed promptly. Focus on "bubble kids": Educators may prioritize spending resources on students who are just below the passing line (the "bubble kids") in an effort to raise overall scores, potentially neglecting high-achievers or those with significant needs. Racial and ethnic disparities: Systemic inequalities and biases within the education system can impact student performance based on their race or ethnicity, regardless of individual ability. Perception that the test is designed to make them fail: A belief among some students that the test is intentionally overly difficult or "rigged," which is highly demotivating. Fear of retention: The worry about being held back a grade level if they do not pass a specific test (e.g., 3rd grade reading, 5th and 8th grade RLA and Math) is a primary source of anxiety and pressure for many students.”------- Texas Starr Complaint article. So please take a look to understand this. This will benefit the people of the future. please listen. We look forward to hearing from you back as quickly as possible.

– Made by Cole McDaniel and Isagani Martinez