Beginning in the 1999-2000 school year, a student who wishes to complete an advanced high school program in dance (called the Distinguished Achievement Program) and have the accomplishment recognized and distinguished on the academic achievement record (transcript) must take the courses outlined in Texas Administrative Code, Chapter 74.13, and must achieve any combination of four of the following advanced measures. Original research/projects may not be used for more than two of the four measures. The measures must focus on demonstrated student performance at an outstanding level. Student performance on advanced measures must be assessed through an external review process. The advanced measures are as follows:

Original research/project that is:

• judged by a panel of professionals in the field that is the focus of the project; or
• conducted under the direction of a mentor(s) and reported to an appropriate audience; and
• related to the dance curriculum set forth in 19 TAC §74.1 (relating to Essential Knowledge and Skills);

Test data where a student receives:

• a score of three or above on a College Board Advanced Placement examination;
• a score of four or above on an International Baccalaureate examination; or
• a score on the Preliminary Scholastic Assessment Test (PSAT) that qualifies a student for recognition as a Commended Scholar or higher by the National Merit Scholarship Corporation; as part of the National Hispanic Scholar Program of The College Board; or as part of the National Achievement Scholarship Program for Outstanding Negro Students of the National Merit Scholarship Corporation. The PSAT may count as only one advanced measure regardless of the number of honors received by the student; or

College courses in which a student receives:

• a grade of 3.0 or higher on courses that count for one college credit, including tech-prep programs.

For original research/projects, students design proposals independently, conduct in-depth research, prepare performances and/or findings of professional quality, and present their work in formal presentations and performances for evaluation by a pre-designated panel of experts in the project's field of focus. The components of all projects are based on the four strands of the Dance TEKS. Students are encouraged to work with a mentor who is a recognized expert in the project's area of study. The project proposal, which must be approved by the teacher of record at the outset of the project, is a detailed plan which:

• Describes the scope, goals and expectations of the project
• Projects a reasonable timeline
• Identifies strategies for achieving project objectives
• Identifies project resources including people to be interviewed, materials, and research centers
• Establishes criteria for selecting an expert panel to evaluate the formal presentation and performance
• Establishes the assessment criteria to be used by the panel and teacher of record in the evaluation of the final performance and presentation
• Establishes criteria for the mentor(s), including brief biographical sketches of proposed mentor(s).

DAP participants in dance demonstrate original thought, communicate expressively and insightfully, and show college or professional-level technical skills and knowledge. If an original dance is choreographed, it must be produced in a form that can be replicated by others. The research component of the project should be documented in a journal and/or production book. Highlights of the research are shared with the audience and panel of experts during the final presentation. Research may include resources such as:

• Materials of historical and cultural relevance
• Contributions of distinguished dancers or choreographers from the past and present
• Collections, documents, exhibitions, and lectures pertaining to the project
• Personal interviews
• Live and recorded performances
• Surveys, experiments, and case studies.

Self-reflection and assessment of the project by the student is as important as the formal evaluation by the teacher and panel of experts. The student, teacher of record, and mentor should practice continuous assessment of the project at designated intervals during the school year and after the formal presentation. Progress should be evaluated through journals or production books. Students practice self-evaluation, analysis of information, synthesis of findings, and justification of conclusions. Students should make recommendations for future work and suggestions for other DAP participants. It is crucial that evaluations by the panel of experts are based on the criteria defined in the project proposal and that criteria provide opportunities for discussion following the formal presentation.

The project is completed when all components of the contract have been fulfilled, the work has been evaluated and accepted, the recommendation has been made to award a distinguished achievement measure, and the teacher of record has awarded a grade.