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Independent Evaluation of CAHSEE

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					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
   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.




Nov. 9, 2004                  CAHSEE Evaluation Update                          2
                            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.



Nov. 9, 2004                      CAHSEE Evaluation Update                                  3
       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.

 Nov. 9, 2004                 CAHSEE Evaluation Update                     4
               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.

Nov. 9, 2004        CAHSEE Evaluation Update          5
                                 Math passing rates for Classes of
                                     2005 (adjusted) and 2006
                  100%

                    90%




                                           71.7%
                                   66.1%
                    80%




                                                              58.5%
                    70%
Percent Passing




                                                      50.9%




                                                                                       47.8%
                    60%




                                                                               39.1%
                    50%




                                                                                                           27.6%
                                                                                                   26.6%
                    40%

                    30%

                    20%

                    10%

                     0%
                                 All Students      Economically        English Learners        Special Education
                                                   Disadvantaged

                                                     Class of 2005     Class of 2006

                  Nov. 9, 2004                      CAHSEE Evaluation Update                                       6
                         ELA passing rates for Classes of
                            2005 (adjusted) and 2006
                  100%
                  90%




                                   72.7%
                           71.6%
                  80%




                                                      57.9%
                                              55.7%
                  70%
Percent Passing




                  60%




                                                                              38.2%
                                                                      34.9%
                  50%




                                                                                          32.2%

                                                                                                  28.6%
                  40%
                  30%
                  20%
                  10%
                   0%
                         All Students      Economically        English Learners       Special Education
                                           Disadvantaged

                                               Class of 2005   Class of 2006

       Nov. 9, 2004                        CAHSEE Evaluation Update                                       7
                                    Combined passing rates for Classes
                                       of 2005 (adjusted) and 2006
                             100%
                             90%
Percent Passing Both Parts




                             80%



                                               64.3%
                             70%       59.3%




                                                                  47.7%
                             60%




                                                          41.3%
                             50%




                                                                                          29.6%
                             40%




                                                                                  24.1%




                                                                                                      19.9%

                                                                                                              18.8%
                             30%
                             20%
                             10%
                              0%
                                     All Students      Economically        English Learners       Special Education
                                                       Disadvantaged

                                                           Class of 2005   Class of 2006


         Nov. 9, 2004                                  CAHSEE Evaluation Update                                       8
                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.




 Nov. 9, 2004               CAHSEE Evaluation Update                       9
                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.


 Nov. 9, 2004      CAHSEE Evaluation Update         10
                                 Decline in Enrollment:
                                From 10th to 11th Grade
                  12.0


                  10.0
                          8.4




                                                       7.9
                                 7.8




                                                                     7.7
                                          7.4
Percent Decline




                   8.0




                                                                            6.8




                                                                                   6.6
                   6.0


                   4.0


                   2.0


                   0.0
                         1999   2000     2001         2002          2003   2004   2005
                                                High School Class

Nov. 9, 2004                           CAHSEE Evaluation Update                          11
                                 Decline in Enrollment:
                                 From 11th to 12th Grade


                          11.6




                                  11.0




                                                  10.8
                  12.0




                                                                    10.6
                  10.0




                                                                            8.4




                                                                                   7.7
Percent Decline




                   8.0


                   6.0


                   4.0


                   2.0


                   0.0
                         1999    2000           2001           2002        2003   2004
                                                 High School Class

Nov. 9, 2004                             CAHSEE Evaluation Update                        12
                Principal Estimates of Parents’
                 Familiarity with the CAHSEE


                                      12
        No familiarity
                             3


Knowledge and skills                                26
     covered                                                          44


When the CAHSEE is                                                                57
      given                                                                                      79


Which students take                                                                    60
     the exam                                                                               67


                         0       10          20       30       40          50     60        70   80        90
                                                      Percent of Parents Familiar

                                                               2004        2003

Nov. 9, 2004                               CAHSEE Evaluation Update                                   13
                     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.




 Nov. 9, 2004           CAHSEE Evaluation Update             14
                    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.

Nov. 9, 2004                CAHSEE Evaluation Update                   15
               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.




Nov. 9, 2004             CAHSEE Evaluation Update                   16
               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.



Nov. 9, 2004             CAHSEE Evaluation Update                17
               Recommendations (Continued)
 Recommendation 4: Continue to explore options for
 students receiving special education services.
     An advisory panel formed in response to Senate Bill 964 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.


Nov. 9, 2004                        CAHSEE Evaluation Update                                18
                            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.

 Nov. 9, 2004              CAHSEE Evaluation Update                     19

				
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