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Independent Evaluation of CAHSEE

Independent Evaluation of CAHSEE. Update on Evaluation Findings and Recommendations: Year 5 Report Presentation to: The California State Board of Education Date: Tuesday, November 9, 2004 Presenter: Dr. Lauress L. Wise HumRRO. Background.

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Independent Evaluation of CAHSEE

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  1. Independent Evaluation of CAHSEE Update on Evaluation Findings and Recommendations: Year 5 Report Presentation to: The California State Board of Education Date: Tuesday, November 9, 2004 Presenter: Dr. Lauress L. Wise HumRRO

  2. Background • SB-2X, passed in 1999, established the California High School Exit Exam (CAHSEE). • HSEE Standards Panel was established to recommend the content of the English-language arts and mathematics sections of the exam. • Exam content was adopted by the State Board in December 2000. • Beginning with the Class of 2004, students must pass both sections of the exam to receive a high school diploma. • A multiyear independent evaluation of the CAHSEE began in January 2000. CAHSEE Evaluation Update

  3. Background • The CDE contracted with Human Resources Research Organization (HumRRO) to conduct the evaluation of the CAHSEE following requirements in EC 60855. • EC 60855 requires: • A preliminary report based on field test results in July 1, 2000 • Biennial reports on operational results beginning with Feb. 1, 2002 • HumRRO’s contract with CDE also requires an annual report of evaluation activities plus any findings and recommendations. • This presentation summarizes the findings and conclusions included in final annual report under the original contract, the Year 5 Evaluation Report. • It covers results from the 2004 test administrations, plus school surveys, and reviews of development activities. CAHSEE Evaluation Update

  4. Technical Note: Comparing the Class of 2006 to the Class of 2005 • Test specification changes. HumRRO adjusted passing rates for the Class of 2005 to reflect the new specifications. • Equated the passing levels on the new tests onto the old English-language arts (ELA) and mathematics scales and recomputed percents at or above passing. • HumRRO’s approach to calculating passing rates led to slightly different results than the test contractor’s. • Treatment of students who took one or both parts more then once. HumRRO performed a by-name match for both years to remove duplication. • The denominator. HumRRO used unduplicated counts from the CAHSEE including students who did not (yet) take both parts. CAHSEE Evaluation Update

  5. General Findings Passing Rates: • General Finding 1: Student performance on the CAHSEE mathematics test improved significantly for the Class of 2006 in comparison to the Class of 2005. Performance on the English-Language Arts (ELA) test improved only slightly if at all. • General Finding 2: The performance of students receiving special education services on the CAHSEE remains low. CAHSEE Evaluation Update

  6. Math passing rates for Classes of 2005 (adjusted) and 2006 CAHSEE Evaluation Update

  7. ELA passing rates for Classes of 2005 (adjusted) and 2006 CAHSEE Evaluation Update

  8. Combined passing rates for Classes of 2005 (adjusted) and 2006 CAHSEE Evaluation Update

  9. Passing Rates (Continued) • Mathematics passing rates continued to be closely related to highest math course taken, from general math (31% pass) to advanced math (99% pass). • Within each course level, CAHSEE passing rates increased from 2005 to 2006 suggesting that students were better prepared to succeed in these courses. • Both ELA and math passing rates for EL students reclassified as fluent English proficient were higher than passing rates for students in general. • Information on ELA courses taken was not collected. CAHSEE Evaluation Update

  10. General Findings Impact of the CAHSEE requirement: • General Finding 3: Despite predictions by principals and teachers, the current CAHSEE requirement has been accompanied by a decrease rather than an increase in dropout and retention rates. • Specific Finding 2: Principal estimates of parents’ knowledge of the CAHSEE increased significantly in 2004. CAHSEE Evaluation Update

  11. Decline in Enrollment: From 10th to 11th Grade CAHSEE Evaluation Update

  12. Decline in Enrollment: From 11th to 12th Grade CAHSEE Evaluation Update

  13. Principal Estimates of Parents’ Familiarity with the CAHSEE CAHSEE Evaluation Update

  14. General Findings Instruction in CAHSEE content standards: • Specific Finding 1: About 90 percent of the students tested reported that most or all of the topics on the test were covered in courses that they had taken. • Based on responses to new questions added to the student questionnaire at the end of each section of the CAHSEE. CAHSEE Evaluation Update

  15. Recommendations Recommendation 1: Keep the CAHSEE requirement in place for the Class of 2006 and beyond. • Students who do not initially pass need the remediation programs that have been developed. If the requirement is dropped or changed, students needing these programs would not be identified and the programs may be dropped. • Initial passing rates are high enough that it is likely nearly all students, except for special education students, will be able to pass if they take advantage of remediation programs offered. CAHSEE Evaluation Update

  16. Recommendations (Continued) Recommendation 2. Continue efforts to help students prepare for and take more challenging courses. • Data continue to show a close relationship between the highest math course taken and passing rates on the math exam. • The concept of “challenging courses” for ELA is less clear. More needs to be known about ELA course options and their impact on helping students pass the ELA exam. CAHSEE Evaluation Update

  17. Recommendations (Continued) Recommendation 3: Encourage efforts to identify remedial programs that work and disseminate information about these programs to all schools. • CDE has developed and disseminated guides and workbooks to help students and their teachers prepare for the CAHSEE. • More could be learned about programs developed by individual schools and districts that have been effective in helping students acquire the knowledge and skills tested by the CAHSEE. CAHSEE Evaluation Update

  18. Recommendations (Continued) Recommendation 4: Continue to explore options for students receiving special education services. • An advisory panel formed in response to Senate Bill964 is studying options for alternatives to the CAHSEE for students with disabilities. • Some options that might be considered are: • Set realistic expectations. More effectively identify students who can pursue the regular curriculum and set alternative goals for students who cannot. • Allow more time. Some special education students may need more than the standard 12 years to meet high school graduation standards. • Investigate curricula. More needs to be known about the curriculum received by different students and its effectiveness. • Collect accommodation information. Information on accommodations used in instruction and on CAHSEE support further research on the appropriateness and effectiveness. CAHSEE Evaluation Update

  19. Next Steps • HumRRO was awarded a new contract to continue the evaluation through Sept. 2007. • Activities for the 2004/2005 school year include: • A new review of test questions, including adherence to principals of universal design (allowing accessibility for all students). • A follow-up study of instruction, assessing progress since the AB 1609 study was conducted. • Continued review of statistical issues such as test form equating and score accuracy. • Analyses of test results for the Classes of 2006 and 2007. CAHSEE Evaluation Update

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