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Examining Options for High School NCLB Testing


EXAMINING OPTIONS FOR HIGH SCHOOL NCLB TESTING Deanna L. Morgan, Moderator The College Board – PowerPoint PPT presentation

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Title: Examining Options for High School NCLB Testing

Examining Options for High School NCLB Testing
  • Deanna L. Morgan, Moderator
  • The College Board

This Session
  • Representatives from 4 states will discuss the
    model they use for high school NCLB testing and
    the associated advantages and disadvantages of
  • Michael Hock, Vermont Department of Education
  • Carol Crothers, Nevada Department of Education
  • John Jesse, Utah Department of Education
  • Dan Hupp, Maine Department of Education
  • Tim Crockett from Measured Progress, the
    contractor for each state, will compare the 4
    models and provide some information for
  • Time for questions will be available at the end
    of the session.

New England Common Assessment Program
Grade 11 Tests of Reading, Writing Mathematics
Michael Hock Vermont Department of Education
NCSA 2010
  • Fall Administration to Grade 11 Student in New
    Hampshire, Rhode Island and Vermont
  • Total Grade 11 Students Assessed 33,290
  • Reading, Writing and Mathematics
  • Multiple Choice, Short Answer, Constructed
    Response and Extended Response (writing)
  • Fully aligned with Grade Expectations for end of
    grade 10

Michael Hock NCSA 2010
Grade 11 Reading Test Design
Distribution of Emphasis for Reading
1 short passage 4 MC 1 CR
6 stand-alone vocabulary MC
1 long passage 4 MC 1 CR 4 MC 1 CR
1 long passage 4 MC 1 CR 4 MC 1 CR
Session 1 Session 2 60 90 minutes
1 short passage 4 MC 1 CR
1 long passage 4 MC 1 CR 4 MC 1 CR
1 short passage 4 MC 1 CR
Passages are literary and informational. MC
multiple choice CR constructed response.
Distribution of Emphasis for Reading
Distribution of Emphasis for Reading
Reading Strands 3rd 4th 5th 6th 7th 8th 11th
Word Identification 20 15 -- -- -- -- --
Vocabulary Strategies Breadth 20 20 20 20 20 20 20
Subtotals 40 35 20 20 20 20 20
Initial Understanding of Literary Text 20 20 20 20 15 15 15
Initial Understanding of Informational Text 20 20 20 20 20 20 20
Subtotals 40 40 40 40 35 35 35
Analysis Interpretation of Literary Text 10 15 20 20 25 25 25
Analysis Interpretation of Informational Text 10 10 20 20 20 20 20
Subtotals 20 25 40 40 45 45 45
Totals 100 100 100 100 100 100 100
Grade 11 Mathematics Test Design
Distribution of Emphasis for Reading
No Calculator or Math Tools
Calculator and Math Tools Permitted
16 multiple choice(one point each)
16 multiple choice(one point each)
8 Short Answer(one point each)
8 Short Answer(one point each)
5 Short Answer(two points each)
4 Short Answer(two points each)
3 Constructed Response(four points each)
3 Constructed Response(four points each)
Distribution of Emphasis for Mathematics
Distribution of Emphasis for Reading
Mathematics Strands 3rd 4th 5th 6th 7th 8th 11th
Number and Operations 55 50 50 45 30 20 20
Geometry and Measurement 15 20 20 25 25 25 25
Algebra and Functions 15 15 15 15 30 40 40
Data, Statistics and Probability 15 15 15 15 15 15 15
Totals 100 100 100 100 100 100 100
Grade 11 Writing Test Design
Distribution of Emphasis for Reading
Session 1 Session 2 60 90 minutes
  • Common prompt
  • response to lit text
  • response to info text
  • report
  • procedure
  • persuasive writing
  • OR
  • reflective essay
  • Matrixed prompt
  • response to lit text
  • response to info text
  • report
  • procedure
  • persuasive writing
  • OR
  • reflective essay

Distribution of Emphasis for Writing
Distribution of Emphasis for Reading
Writing Clusters 5th 8th 11th
Structures of Language Less emphasis Less emphasis Less emphasis
Response to Literary or Informational Text Greater emphasis Greater emphasis Greater emphasis
Expressive Writing Narrative Reflective Essay Greater emphasis (narrative only) Less emphasis (narrative only) Greater emphasis (reflective essay only)
Informational Writing Report Procedure Persuasive Greater emphasis (report only) Greater emphasis (report persuasive) Greater emphasis (report, procedure, persuasive)
Conventions Less emphasis Less emphasis Less emphasis
Model Strengths
  • Directly aligned with standards and grade
  • Linked directly to expectations for lower grades
    Part of a coherent learning progression
  • Relevant and appropriate distribution of emphasis
  • High standards for technical adequacy
  • An engine for standards-based reform
  • Convenient and efficient for contracting

Model Challenges
  • Difficulty selecting appropriate grade for
    administration End of grade or end of sequence?
  • Significant intervals between learning and
    assessment What are the reasonable standards for
    retention of skills and concepts?
  • Difficulty identifying core expectations What do
    ALL students need to know?
  • Student Engagement How can we make the test
    relevant for students?

Dear the State of Vermont
E-Mail from an 11th Grade CTE Student           
  I am writing this letter to apologize to you
for what I did to my NECAP test.  I realize now
that what I wrote in it was wrong. I understand
that I should have taken the test a lot more
seriously because the Center for Technology
relies on our outcomes. If we do well than they
benefit from it. Tech is really an awesome
program and I took advantage of it. Most kids in
high school would not get the chance to do
something like this. Tech prepares you for the
future and gives you great opportunities to work
in whatever field you choose. If I had written
and drew those kinds of pictures in the actual
working world it would be completely unethical
and I could potentially have gotten fired.  I
dont want to throw excuses at you because whats
done is done but I did not mean anything by what
I wrote. It was lyrics from some songs that had
been stuck in my head. So I apologize again and
hope you accept it.                               
Michael Hock CCSSO 2010
Dear the State of Vermont
My response   Thank you for your e-mail. I am
sorry that you didnt take the test more
seriously. Just a guess, but your note shows a
lot of intelligence and maturity so I suspect
that your real test scores would have been a
valuable addition to the Center for Technologys
results. However, as you wrote, whats done is
done, and it seems like you learned something
from the experience, so thats a plus. Im
particularly glad that you now see that the test
is important because it can help a good school
like yours get even better. So, in that way,
taking the test seriously can be a legacy you
leave for the next group of students to come
along, or your younger bothers and sisters, or
even the children you might have some day. We
have a particularly hard time getting high school
student to see that the test is important. I
wonder if you have any ideas how we might get
that message across to next years students Oh,
by the way, your apology is accepted.  
Michael Hock CCSSO 2010
Dear the State of Vermont
(The students suggestions) I know for a lot of
students this test can be difficult because we
don't take regular curriculum classes. We learn
more about the jobs we are trying to reach out of
tech. I can't speak for every student in tech but
from what i know and understand that is why
students don't take the tests as seriously as we
should. I don't know if this is a possibility but
maybe students could take a different kind of
test rather than the NECAP. This year when
students were preparing to take the tests,
teachers tried to explain how important it was
and how much it could benefit tech. I heard a lot
of students talking about how they'd take it more
seriously if they got some kind of reward.
Michael Hock CCSSO 2010
Examining Options for High School NCLB Testing
  • The Nevada High School Proficiency Examination
    (HSPE)MeetsNo Child Left Behind
  • Presented by
  • Carol J. Crothers
  • Nevada Department of Education
  • June 20, 2010
  • National Student Assessment Conference
  • Detroit, MI

Nevada HSPE
  • Passed by the Nevada Legislature in 1977
  • Became a requirement for graduation in 1990
  • Writing (Performance Assessment)
  • Reading (Multiple Choice)
  • Mathematics (Multiple Choice)
  • Science (Multiple Choice)
  • Required for students beginning with class of

Current Testing Opportunities
  • Reading, Math, Science
  • Grade 10 (Spring)
  • Grade 11 (Fall, Spring)
  • Grade 12 (Fall, Spring, May, July)
  • Writing
  • Grade 11 (Fall, Spring)
  • Grade 12 (Fall, Spring, May, July)

Application to AYP
  • For purposes of AYP calculations, students are
    allowed opportunities through spring of Grade 11
  • 11th Grade enrollment file pulled as of mid-week
    during spring testing
  • Student records are matched against past and
    present testing history

Business Rules for AYP
  • Proficiency
  • Math
  • Writing Reading combined for ELA calculation
  • Participation
  • Passed in any test administration, or
  • Participated in most recent test administration
    (Spring 11th grade)
  • Writing Reading combined for ELA calculation

  • Not all students are required to pass the HSPE
    for graduation (Adjusted Diplomas are issued to
    students with disabilities who meet the
    requirements established in IEP)
  • Some statutory or regulatory changes to
    graduation requirements affecting HSPE are not
    compatible with AYP

  • High stakes for students result in strong
    motivation for testing
  • No extra costs to create a stand alone tests for
    purposes of accountability only

Contact Information
  • Carol J. Crothers
  • Director of the Office of
  • Assessment, Program Accountability Curriculum
  • Nevada Department of Education
  • 700 East Fifth Street
  • Carson City, NV 89701
  • 775-687-9180
  • ccrothers_at_doe.nv.gov

High School AYP Utah Style
  • John Jesse
  • Director of Assessment and Accountability

2009 AYP Workbook
  • Language
  • 10th grade Language Criterion Referenced Test
  • End of course
  • Math
  • Algebra 1, Geometry
  • End of course
  • High School Graduation Exam (non AYP)
  • 10th grade

  • Positives
  • Focused curriculum/clear targets
  • Specific teacher responsibility
  • Course availability for remediation
  • Issues
  • Math samples lowest achieving segment
  • Math AMO 40 Language Arts AMO 82
  • Policy makers created additional assessment

2010 AYP Workbook
  • Algebra 10th grade
  • (Score banking and retakes)
  • Resolutions
  • All students sampled
  • Sets high school math standard
  • Issues
  • Students moving from out of state
  • Students on adjusted math curriculum schedule

Maines SAT InitiativeUsing a college
admissions test as a states high school NCLB
accountability measureDan HuppMaine
Department of Education
(No Transcript)
A Brief History
  • After administering the Maine Educational
    Assessment (MEA) since 1985, the Maine Department
    of Education changed its required high school
    assessment to the SAT in the spring of 2006.

  • The Maine SAT Initiative has been made
    possible by a working collaborative consisting of
    dedicated members from the College Board,
    Measured Progress and the Maine Department of

Why the Change?
  • Students lacked engagement and investment in the
  • The results could not be used for grades
  • The results were not used by colleges

Why the Change?(continued)
  • .additionally,
  • The MEA results had been flat for the previous
    five years
  • MEA required much in-school testing time
  • MEA was developed specifically for Maine - no
    opportunity to share expenses or expertise

Why the Change?(continued)
  • The MEA was the schools sole NCLB
    accountability measure yet many students did not
    put forth their best efforts.
  • Without maximum student effort, the resulting MEA
    scores were not a valid or accurate measure of
    actual student learning.
  • Therefore, decisions made from the analysis of
    the MEA data were debatable.

So Why Was the SAT Chosen?
  • Because
  • About 2/3 of Maines graduating classes were
    already taking the SAT at their own expense
  • It has relevance and meaning to students, parents
    and the educational community
  • It is widely recognized and accepted by academic
    institutions around the world

So Why Was the SAT Chosen?(continued)
  • The are multiple levels of student support-
    readiness and preparation
  • It fits into the Departments vision of
    graduating all students college, career and
    citizenship ready.
  • any post-secondary institution

  • Is there any hard data to support the claim of
    increased student engagement associated with the
    implementation of the SAT Initiative?

  • The percentage of students who took the SAT prior
    to the state initiative
  • The number of home-schoolers now requesting the
    high school test
  • The student questionnaire data supplied on the
    next slide

How important to you is your score on the Math-A
and Science test you just completed? (SAT)?
  • A. extremely important 11 (52)
  • B. important 37 (29)
  • C. somewhat important 29 (9)
  • D. not very important 17 (5)
  • results from 2009 student questionnaire

Were There Concerns About Adopting the SAT? Yes.
  • Two Basic Categories of Concerns
  • The SAT was not the right test
  • The logistics of administering the SAT to all
    students would be impossible to implement

  • Each concern was
  • taken seriously
  • examined thoroughly
  • addressed as completely as possible

Not the Right Test
  • Its an Aptitude Test and does not measure
    academic content.
  • -Aptitude was dropped in 1994 colleges use SAT
    results for placement decisions alignment
    studies confirm the match.
  • It is extremely coachable students from
    affluent families would be advantaged.
  • -Any test with a stable blueprint is somewhat
    coachable on-line prep for all.

Not the Right Test
  • It is not designed for all students
  • - Recent studies show college and career skill
    set to be similar.
  • The USDOEs NCLB review would not approve the
  • -Maines assessment system was approved on April
    24, 2008.

Impossible Logistics
  • Students wont come to school on a Saturday to
    take a test.
  • -Commissioner declared the day a legal school
    day state has achieved at least 95
    participation rate each year.
  • Some students will have to travel many miles to a
    test center.
  • -Every Maine high school becomes an approved SAT
    test center for the May administration.

Impossible Logistics
  • Transportation and operational expenses are an
    unfair burden on local schools.
  • - All transportation costs incurred by schools
    are covered by the state.
  • The other students will disrupt the test.
  • - To the amazement of some and the delight of
    others, no such incidents have occurred -and on
    the contrary, those other students have stepped
    up to the challenge and atmosphere.

2010 MHSA Administration Dates
  • The MHSA SAT administration date for the
    2009-2010 school year is Saturday, May 1, 2010. 
  • The MHSA Science Tests must be administered
    during a 2- week window which begins Monday,
    March 29th and closes Friday, April 9th, 2010.

2010 MHSA/SAT Make-Up Dates
  • Saturday June 2nd for students wanting to receive
    traditional SAT college reportable scores (taken
    at a nearby test center).
  • Monday May 3rd Wednesday May 12th for students
    wanting Maine Purposes Only scores (taken at
    the local high school during the school day).

Equity in Preparation
  • Leveling the playing field for all students

Equity in Preparation
  • 1 (by far) is quality daily instruction
  • SAT Question of the Day
  • The Official SAT Online Course
  • -WebEx Training for Maine Students and
  • -Regional Professional Development for Math
    and ELA

SAT Student Readiness / Preparation
  • As part of a multi-year agreement with College
    Board, the Maine Department of Education is
    pleased to announce that effective immediately,
    all students enrolled in Maine public high
    schools (grades 9-12) have 24-hour, year-round
    access to The Official SAT Online Course. This
    opportunity also extends to all high school
    faculty and administrators. For technical
    assistance regarding The Official SAT Online
    Course, call
  • 1-800-416-5137
  • SAT Online Course
  • Case Studies
  • October edition of The Official SAT Online Course
    Educator Newsletter
  • The WebEx training for Maine educators on SAT
    Online Course use is available at

Equity in Preparation
  • The Official SAT Study Guide student and
    teacher editions
  • PrepMe.com
  • Google free SAT preparation material absolutely

SAT Data Release
  • By combining the Measured Progress Data Analysis
    Tool and the College Board released test form,
    schools are able to view how every student
    answered every question on the May SAT

(No Transcript)
(No Transcript)
(No Transcript)
Challenges and Next Steps
  • To make all students, parents and educators aware
    of the resources that currently exist (on-going)
  • To provide an SAT item-level report to all
    students and schools (previous slide)
  • To provide professional development using that
    SAT data in combination with corresponding PSAT
    data (continue and improve)

Challenges and Next Steps
  • To further simply the MHSA student registration
  • To make fully transparent and understandable all
    aspects of the MHSA program
  • To create a state-wide best practices user

Maines SAT Initiative
  • All Maine High School Assessment (MHSA)
    information can be found on the Departments web
    site at
  • http//www.maine.gov/education/sat_initiative/ind
  • Contact me directly at dan.hupp_at_maine.gov

Comparisons and Considerations
  • Tim Crockett, Discussant
  • Measured Progress

Model Comparison
Survey Battery Graduation Test End of Course College Placement
High Stakes for Students (Motivation) X X X
High Stakes for Schools X X X X
Re-tests/ make-ups Required X X X
Targeted Content (Subset of High School Coursework) X
Specific Teacher Responsibility X
Constructed as Standards-Based (as opposed to NRT) X X X
Very Rapid Turnaround (Potentially Leads to all MC) X X X
Other Considerations
  • Survey Battery
  • What grade to test?
  • What is core for all students?
  • Graduation Test
  • Significant file matching for past performances
  • Are achievements standards as high as grades 3-8?
  • End of Course
  • Varying student course-taking schedules
  • Student mobility
  • College Placement
  • Non-college reportable administration required to
    allow for full range of accommodations
  • All items released and reported out
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