BILL ANALYSIS                                                                                                                                                                                                    



                                                                  AB 484
                                                                  Page 1 

          Date of Hearing:   May 1, 2013

                           ASSEMBLY COMMITTEE ON EDUCATION
                                Joan Buchanan, Chair
                    AB 484 (Bonilla) - As Amended:  April 24, 2013
           
          SUBJECT  :   Pupil Assessment

           SUMMARY  :   This bill establishes the California Measurement of  
          Academic Performance and Progress for the 21st Century  
          (CalMAPP21) to succeed the Standardized Testing and Reporting  
          (STAR) Program.   Specifically,  this bill  :  

             1)   Specifies the chapter will become inoperative on July 1,  
               2024 and is repealed as of January 1, 2025.

             2)   Establishes a sunset date of July 1, 2014 for the  
               existing Legislative intent related to the establishment of  
               the California Standardized Tests (CSTs).

             3)   Specifies the intent of the Legislature in enacting the  
               new chapter is to provide a comprehensive assessment system  
               with the primary purpose of modeling and promoting  
               high-quality teaching and learning using a variety of  
               assessment approaches and item types.

             4)   Specifies the intent of the Legislature in enacting the  
               new chapter to provide an assessment system that produces  
               scores that can be aggregated for the purpose of holding  
               schools and school districts accountable for the  
               achievement of all pupils in learning the California  
               academic content standards.

             5)   Makes finding and declarations of the Legislature that  
               suggest California should adopt a coordinated and  
               consolidated testing system that meets specified principles  
               that will become operative on July 1, 2014.

             6)   Requires the Superintendent of Public Instruction (SPI)  
               to design and implement a statewide pupil assessment system  
               that includes both the production or adoption of  
               assessments for the major subject areas and the  
               administration of consortium summative assessments.

             7)   Changes the contents of the annual report to be  








                                                                  AB 484
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               submitted by the SPI pursuant to this chapter to require  
               only an analysis for the summative assessments be presented  
               to the State Board of Education (SBE).

             8)   Replaces the Standardized Testing and Reporting (STAR)  
               Program with the CalMAPP21 as the system of statewide  
               assessment to be used by California.  The CalMAPP21  
               specifies all of the following:

                  a)        Eliminates the requirement to administer  
                    assessments to pupils in grade 2, but requires the  
                    California Department of Education (CDE) to identify  
                    existing assessments on or before December 1, 2014  
                    that may be purchased by schools and school districts  
                    that are appropriate for pupils in grade 2 for  
                    diagnostic use by classroom teachers;

                  b)        Requires each school district, charter school,  
                    and county office of education to administer the  
                    achievement tests that are used to satisfy the  
                    requirements of the Elementary and Secondary Education  
                    Act (ESEA) and the subject area achievement tests as  
                    specified by the SBE; 

                  c)        Requires each school district, charter school,  
                    and county office of education to administer field  
                    tests and pilot tests to support the CalMAPP21; 

                  d)        Requires the SPI to develop a three-year plan  
                    of activities to support the continuous improvement of  
                    the assessments under this system and contract for an  
                    independent evaluation of these assessments; and 

                  e)        Authorizes the SBE to adopt emergency  
                    regulations to implement this chapter.

             9)   Requires school districts, charter schools, and county  
               offices of education to report specified data to the SPI  
               using the California Longitudinal Pupil Achievement Data  
               System (CaLPADS).

             10)  Eliminates the primary language tests and instead  
               exempts recently arrived English learner pupils, as defined  
               in federal law, from taking the English language arts (ELA)  
               assessments.  However, the bill also requires the SPI, upon  








                                                                  AB 484
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               the appropriation of funding for this purpose, to determine  
               whether there is a need to supplement the consortium  
               assessments with primary language assessments no later than  
               November 30, 2014.

             11)  Suspends, effective July 1, 2013, the administration of  
               assessments required as a part of the STAR Program except  
               for those assessments in the core subject necessary to  
               satisfy the adequate yearly progress requirements of ESEA.

             12)  Specifies school districts and charter schools shall  
               receive the same STAR Program apportionment in the 2014-15  
               school year as they received in the 2013-14 school year,  
               but permits the school districts and charter schools to use  
               these fund for Common Core State Standards (CCSS)  
               professional development, technology to implement  
               CalMAPP21, or other activities to aid in the CCSS  
               implementation.

             13)  Requires all local educational agencies (LEAs) and  
               charter schools, beginning with the 2014-15 school year, to  
               administer the consortium summative assessments in ELA and  
               mathematics in grades 3 through 8, and grade 11, and use  
               these assessments to replace the previously administered  
               STAR assessments to satisfy the federal accountability  
               requirements under ESEA.  

             14)  Contemplates the use of the assessments administered  
               under the CalMAPP21 to be used for the purpose of  
               determining credit, placement, or readiness for  
               college-level coursework.

             15)  Requires the SPI, no later than January 15, 2015, with  
               the approval of the SBE, to develop or designate  
               assessments, including alternative assessments for use by  
               pupils with exception needs as defined in federal law, that  
               measure the degree to which pupils are achieving the  
               academic content standards in all of the following areas:

                  a)        Reading
                  b)        Writing
                  c)        Mathematics
                  d)        History/Social Science
                  e)        Science
                  f)        Visual and Performing Arts








                                                                  AB 484
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                  g)        Physical Education
                  h)        Foreign Languages
                  i)        Common Core State Standards
                  j)        Next Generation Science Standards

             16)  Requires the SPI to make a recommendation for science  
               assessments used for federal accountability purposes within  
               six months of the date by which the SBE adopts the Next  
               Generation Science Standards (NGSS).

             17)  Requires the SPI to develop a plan by January 15, 2015,  
               to assess the degree to which pupils are achieving the  
               academic content standards adopted by the SBE but which are  
               not required for federal accountability purposes under  
               ESEA.

             18)  Requires the SPI to make recommendations to the SBE  
               regarding the suitability and sustainability of the  
               Academic Performance Index (API) during the transition from  
               the STAR Program to the CalMAPP21.

             19)  Deletes many of the technical requirements for inclusion  
               in a contract between the SBE and test publishers and makes  
               the SPI a party to a contract for the development or  
               administration of assessments pursuant to this chapter.

             20)  Requires the SPI, no later than January 31, 2014, to  
               produce a report based on a survey of LEAs that identifies  
               the readiness of LEAs to fully implement a technology-based  
               assessment system and requires that the survey results be  
               updated biannually.

             21)  Makes findings and declarations of the Legislature that  
               beginning with the 2014-15 school year, the Early  
               Assessment Program (EAP) should use the grade 11 consortium  
               assessment in ELA and mathematics rather than the CSTs.

             22)  Makes funds appropriated for, and unencumbered funds  
               pursuant to, the CDE under budget item 6110-113-001,  
               Student Assessment Testing, in the 2012-13 budget be  
               available to develop CCSS and NGSS aligned assessments for  
               the purpose of satisfying the accountability requirements  
               of ESEA.

             23)  Repeals code sections that requires the SBE to adopt a  








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               performance standards system, establish the Statewide Pupil  
               Assessment Review (SPAR) Panel, the development and  
               administration of a primary language assessment, the  
               publication by test publishers of reading lists developed  
               for the purpose of improving pupils' reading skills, and  
               the requirement that a test publisher reimburse a school  
               for any unexpected expenses incurred due to late delivery  
               of the STAR assessments.

             24)  Defines various terms used in this chapter.

             25)  Makes technical non-substantive changes to this chapter.

             26)  Identifies this as an urgency statute with an effective  
               date of July 1, 2013.

           EXISTING LAW 

           Existing State Law  
          1)Requires the SPI to design and implement a statewide pupil  
            assessment program and requires school districts, charter  
            schools, and county offices of education to administer to each  
            of its pupils in grades 2 to 11, inclusive, certain  
            achievement tests, including a standards-based achievement  
            test pursuant to the STAR Program until July 1, 2014.

          2)Requires, a pupil of limited English proficiency, who is  
            enrolled in grades 2 to 11, inclusive, to take a test in his  
            or her primary language if a test is available, and if fewer  
            than 12 months have elapsed after his or her initial  
            enrollment in any public or nonpublic school in the state or  
            if the pupil receives instruction in his or her primary  
            language.   

           Existing Federal Law

           1)ESEA requires schools to demonstrate their success in terms of  
            the academic achievement of every student. 


          2)With academic content standards in place, states must test  
            every student's progress toward those standards by using  
            assessments that are aligned with the standards. Beginning in  
            the 2005-06 school year, tests in mathematics and reading had  
            to be administered every year in grades 3 through 8 and once  








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            in grades 10 through 12. Beginning in the 2007-08 school year,  
            science achievement testing was also required. 


          3)Each state, school, and LEA is expected to make adequate  
            yearly progress (AYP) toward meeting state standards. Test  
            results are sorted to measure the progress of all students,  
            including students who are economically disadvantaged, are  
            from racial or ethnic subgroups, have disabilities, or have  
            limited English proficiency. 


          4)State, school, and LEA performance is publicly reported in the  
            School Accountability Report Cards (SARC). 


          5)If a Title I school or LEA fails to make AYP for two or more  
            consecutive years in specific areas, it is identified for  
            Program Improvement (PI). 


           FISCAL EFFECT  :   Unknown

           COMMENTS  :    Background  : California's state assessment program is  
          comprised of three major testing components, the STAR Program,  
          the English language development test (the California English  
          Language Development Test, CELDT, is the adopted test), and a  
          high school exit examination (the California High School Exit  
          Examination, CAHSEE, is currently the designated test).  The  
          program also includes a number of smaller, more specialized  
          assessments.

          The STAR Program, initially authorized in 1997, requires testing  
          of students in English language arts, mathematics, science, and  
          history/social science at specified grade levels.  In 2003, the  
          California Standards Tests (CST) replaced a nationally published  
          "off the shelf" test as the primary battery of STAR tests; the  
          CST include only questions written specifically for California's  
          content standards.  Today, the STAR Program includes the CSTs,  
          the California Alternate Performance Assessment (CAPA)  
          administered to students with significant cognitive  
          disabilities, the California Modified Assessment (CMA)  
          administered to students whose disabilities preclude them from  
          achieving grade-level proficiency on an assessment of the  
          California content standards with or without testing  








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          accommodations, and a national norm-referenced test in Spanish  
          that is administered to Spanish speaking English learners who  
          have been in school in the U.S. less than 12 months or who are  
          receiving instruction in Spanish.  Neither the high school exit  
          exam nor the English language development test are components of  
          the STAR Program; each is separately authorized in statute.   
          Results for STAR tests are reported for the individual pupil,  
          but no accountability attaches to these individual results; the  
          state and federal accountability systems are primarily based on  
          the aggregated STAR test scores from all pupils in a school or  
          school district.  

          The SBE adopted common core academic content standards in ELA  
          and mathematics on August 2, 2010.  Subsequently, the  
          Legislature called for the reauthorization of the statewide  
          pupil assessment system in 2011 that contemplated based in part  
          on the SPI's recommendations, alignment to the CCSS and the use  
          of consortium developed assessments. (AB 250 (Brownley) Chapter  
          608, Statutes of 2011).

           Consortium Assessments  

          This bill defines consortium assessments as those assessments  
          developed by a multistate collaborative organized to develop a  
          comprehensive system of assessments or formative tools.  For  
          California, this means the Summative Multi-state Assessment  
          Resources for Teachers and Educational Researchers (SMARTER)  
          Balanced Consortium (SBAC).  SBAC is a national consortium of 25  
          states that have been working collaboratively to develop a  
          student assessment system aligned with the CCSS. On June 9,  
          2011, California joined SBAC as a governing state. Out of the 25  
          states participating in SBAC, California is one of the 21  
          governing states, which are allowed decision-making  
          participation. The remaining four states are advisory states.   
          In time for administration during the 2014-15 school year, SBAC  
          will develop an assessment system with the following major  
          deliverables:


             1)   Online computer adaptive summative assessments that give  
               a snapshot of student performance without a "one size fits  
               all approach." This type of assessment can be used to  
               describe student achievement and growth of student learning  
               as part of program evaluation and school, district, and  
               state accountability systems. It will measure ELA and  








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               mathematics in grades 3 through 8 and grade 11 across the  
               full range of the CCSS. 


             2)   Optional interim and formative assessments that help  
               teachers identify the specific needs of each student so  
               they can help students progress toward being college and  
               career ready. 


             3)   Teacher involvement at all stages of item and test  
               development, including item writing, scoring, and design of  
               reporting systems. This will ensure that the system works  
               well and that teachers have the opportunity to learn from  
               national experts and from each other as they evaluate  
               students' performance. 


             4)   An online tailored reporting system that provide  
               educators access to information about students' progress  
               toward college and career readiness as well as students'  
               specific strengths and weaknesses along the way. 


          This bill mandates the use of these consortium assessments for  
          all pupils in grade 3 to 8, inclusive, and grade 11 in ELA and  
          mathematics beginning in the 2014-15 school year.  This bill  
          also contemplates participation in a similar consortium that may  
          develop around the assessment of the NGSS which are scheduled to  
          be considered by the SBE in the Fall of 2013.  The committee may  
          wish to consider whether participation in the consortium  
          assessments should be legislatively mandated. To this end, the  
          SPI, as the sponsor of this bill, has indicated that the  
          sponsor, the need to participate in the SBAC and administer  
          these summative assessments is driven by two factors.  First,  
          the comprehensive nature of these assessments far exceeds  
          California's current STAR Program.  If California chooses not to  
          participate it would be left to develop its own assessments  
          aligned to the CCSS.  The cost of developing similar assessments  
          outside of this collaborative setting would be prohibitive.  
          Second, this Legislature's commitment to improving instruction  
          and assessment has been apparent through the series of actions  
          that contemplated the CCSS.  This bill is the final act to fully  
          implement the CCSS.









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          California's schools may struggle to transition to an online  
          computer adaptive system.  In response, the SBAC has ensured it  
          will make available a paper-and-pencil administration option for  
          the summative assessment available to states for three years  
          following the launch of the assessment system (through 2016-17).  
          The paper-and-pencil option is designed to help bridge the  
          transition to online assessments for states where access to  
          computers for test administration remains a challenge in  
          2014-15.  But this brings a host of concerns this committee may  
          wish to consider, namely the comparability of scores. According  
          to the sponsor, many states have used paper-and-pencil and  
          online assessments side by side with little difference in the  
          scaling of scores. The paper-and-pencil and computer adaptive  
          test assessments both will adhere to the same blueprint, and  
          SBAC will verify the validity and comparability of the two tests  
          during standard setting. While it is true that the computer  
          adaptive test will assess a broader range of skills than the  
          paper-and-pencil test, SBAC fully expects that the overall  
          scores will be comparable. 

           Primary Language Assessments  
          Standards-based Tests in Spanish (STS), assess a student's  
          achievement of California's content standards for  
          Spanish-speaking English learners.  The STS is administered as  
          the STAR Program's designated primary language test.  The STS  
          tests are administered in two content areas: reading/language  
          arts (RLA) and mathematics. The RLA tests are administered to  
          students in grades 2 through 11 and the STS grade-level  
          mathematics tests are administered to students in grades 2  
          through 7. 

          Students who take the STS are required to also take the CSTs  
          and/or alternative assessment appropriate to their grade level.  
          Only a student's performance on the assessments administered in  
          English are counted towards a school's accountability data.   
          While a student's performance on the STS assessments are not  
          included in a school's accountability data, they may be used by  
          the school to inform decisions about student placement,  
          promotion, retention, or other considerations related to student  
          achievement. 

          This bill would eliminate these primary language assessments.   
          According to the SPI, because the STS is a translated exam,  








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          there may not be an equivalent assessment available under the  
          SBAC assessment. SBAC would have to approve a translated  
          assessment, likely at significant cost to the consortium.   
          Therefore, this bill reverts to the existing flexibility  
          provided under the ESEA which permits a student receiving  
          instruction in Spanish or a student who has attended school in  
          the United States for less than 12 months, to be exempted from  
          the assessment requirement.  The committee may wish to consider  
          the arguments presented when the primary language assessment was  
          first created in 2007: "[a] standards-aligned primary language  
          test would allow parents, students, teachers, and the state to  
          accurately measure a student's achievement in conjunction with  
          their primary language instruction.  Therefore, the state would  
          hold these programs accountable for their instruction." While  
          the SPI is required to determine whether supplemental summative  
          assessments are needed, there is no interim plan in place for  
          those LEAs that use the primary language assessment to inform  
          their educational decisions regarding these pupils. Therefore,  
          the committee recommends and the author has committed to  
          addressing the void of a primary language assessment prior the  
          adoption of a replacement assessment.

           Elimination of Grade 2 Testing
           While ESEA does not require testing of grade 2 pupils,  
          California's STAR Program includes assessments administered to  
          pupils in grade 2 in ELA and mathematics.  This decision stemmed  
          from the concern that without grade 2 testing, parents and  
          teachers will not have this data early in a pupil's educational  
          career which is important for making adjustments to that  
          student's instruction. The committee may wish to consider  
          whether requiring LEAs to purchase diagnostic assessments  
          adequately addresses the concerns of those who rely on grade 2  
          assessments as an indicator of the need for adjustments to a  
          pupil's educational program.

           Suspension of STAR Program  
          This bill suspends, effective July 1, 2013, the administration  
          of assessments required as a part of the STAR Program except for  
          those assessments in the core subject necessary to satisfy the  
          AYP requirements of ESEA.  ESEA requires assessments in ELA and  
                                                                                  mathematics to all students in grades 3 to 8, inclusive and  
          grade 10 and science assessments in grades 5, 8, and 10.  In the  
          2014-15 school year with the requirement to use the consortium  
          assessments for ELA and mathematics, this will require the STAR  
          Program only for science testing in grade 5, 8, and 10.








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          The committee may wish to consider the potential consequences of  
          suspending the STAR Program.  For example, there are already  
          numerous complaints of a narrowed curriculum; would this  
          narrowing be intensified in the absence of assessments that  
          include only ELA, mathematics, and science?  This bill  
          identifies the intent of the CalMAPP21 to be an assessment  
          system that models and promotes high quality teaching of the  
          full breadth and depth of the curriculum.  The committee  
          recommends and the author has committed to a holistic approach  
          to this new generation of assessments that remains consistent  
          with the stated purpose of this system. This should include the  
          use of assessments as one performance measure of many, without  
          using assessments to drive instruction.  

           Requirement to Develop Assessments for All Academic Content  
          Standard Areas  
          While the bill calls for a temporary suspension of all  
          assessments not required for the purpose of federal  
          accountability, it also calls for the development of assessments  
          in content areas that are currently not included in the  
          statewide assessment program.  Specifically, this bill requires  
          the SPI, with the approval of the SBE, to develop or designate  
          assessments, including alternative assessments for use by pupils  
          with exception needs as defined in federal law, that measure the  
          degree to which pupils are achieving the academic content  
          standards in visual and performing arts, foreign languages,  
          physical education, and history/social science.  The bill does  
          not specify the grade levels or frequency of the assessments to  
          be developed, but does suggests a significant expansion of the  
          existing assessment system.  The committee may wish to consider  
          whether it supports such a drastic expansion and whether such an  
          expansion is consistent with its priorities for instructional  
          time and educational resources.  Therefore, the committee  
          recommends and the author has committed to developing a  
          timetable by which the SPI must either report back to the  
          Legislature on the development of these additional assessments  
          or include a date certain by which the SPI must develop each of  
          the identified assessments. This would ensure that the  
          development of the assessments remains consistent with the  
          intent of the Legislature that this new generation of  
          assessments as identified in this bill.

           Other Areas of Consideration  
          This bill makes an almost cursory mention of the requirement  








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          that the SPI make recommendations to the SBE, by no specified  
          date, regarding the sustainability and suitability of the API  
          during California's transition from the STAR Program to the  
          consortium assessments aligned to the CCSS.  This language fails  
          to consider the enormity of the task at hand which is to not  
          only reconcile the accountability system with new assessments,  
          but also to take a broader look of what should be included in  
          the accountability system, the purpose of the California's  
          system of accountability, and whether there is room for relief  
          from current punitive measures as LEAs navigate a new world of  
          standards, instructional materials, assessments, and potentially  
          funding.  Therefore the committee recommends and the author has  
          committed to amending this bill to instead require the SPI to  
          recommend to the SBE, taking into account any suspended  
          assessments to ensure stability within the measure, a  
          transitional API for use as California transitions from the STAR  
          Program to CalMAPP21.

          This committee may also wish to consider the fact that this bill  
          contains language that is in conflict with AB 959 (Bonilla)  
          which was passed by this committee on April 17 by a vote of 6-0.  
           Both bills speak to the use of consortium assessments for use  
          by high school students to in meeting the requirements for  
          placement, and use by the California State Universities (CSU) in  
          the EAP.  AB 959 requires the SPI to develop a recommendation  
          for the use of these consortium assessments for use in the EAP  
          as well as entry requirements and course placement decisions of  
          colleges and universities no later than January 1, 2018, to  
          allow for the use of the assessment data that will be available  
          at that time.  This bill instead recommends that the CSUs use  
          the grade 11 consortium assessments in ELA and mathematics  
          commencing with the 2014-15 school year.  Therefore the  
          committee recommends and the author has committed to reconciling  
          the language and content of these two bills.

            Related Legislation  

          SB 247 (Liu), passed by Senate Appropriations and held in its  
          suspense file, eliminates the requirement that assessments be  
          administered to pupils in grade 2 pursuant to the STAR Program,  
          beginning July 1, 2014, requires the CDE to make available to  
          school districts existing diagnostic assessments that are  
          appropriate for grade 2, and extends the STAR Program by two  
          years to July 1, 2016.









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          SB 490 (Jackson), pending in the Senate Education Committee,  
          encourages CSUs participating in the EAP to sequence their  
          pre-collegiate level courses and transfer-level courses in  
          English and mathematics to CCSS.

           Previous Legislation
           AB 1458 (Steinberg), Chapter 577, Statutes of 2012, makes  
          changes to the API, and in part specifies achievement test  
          results shall constitute no more than 60% of the value of the  
          API for secondary schools.

          AB 250 (Brownley), Chapter 608, Statutes of 2011, extends the  
          operative date of the state's assessment system by one year, and  
          streamlines the assessment system so as to give the state  
          flexibility to adapt to changes in federal law and transition to  
          high-quality assessments that are aligned to the common core  
          state standards.

          SB 1 5X (Steinberg) Chapter 2, Statutes of 2009-10, Fifth  
          Extraordinary Session, in relevant part, establishes the  
          Standards Commission to develop academic content standards in  
          RLA and mathematics and present recommended academic content  
          standards to the SBE by July 15, 2010 and requires the SBE to  
          adopt or reject the recommended standards by August 2, 2010.  

          AB 1485 (Firebaugh), Chapter 773, Statutes of 2003, in relevant  
          part requires the CDE to use specified federal funds to develop  
          academic assessments, as specified, in the primary languages of  
          limited English proficient pupils.

          SB 376 (Alpert), Chapter 828, Statutes of 1997, created the STAR  
          Program and authorized assessments in grades 2-11 until January  
          1, 2002. 

          SB 233 (Alpert), Chapter 722, Statutes of 2001, reauthorized the  
          STAR Program until January 1, 2005.

          SB 1448 (Alpert), Chapter 233, Statutes of 2004, reauthorized  
          the STAR Program until January 1, 2011, with the exception of  
          second grade testing which was to be phased out over a three  
          year period (until July 1, 2007).  

          AB 356 (Hancock, 2004), among other things, would have provided  
          for a diagnostic assessment, rather than standardized testing,  
          in grade 2 as part of the STAR program.  AB 356 was held on the  








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          Senate Floor (no vote was taken).

          SB 740 (Hancock, 2011) eliminated the requirement for grade 2  
          STAR tests and required the CDE to make available to school  
          districts existing diagnostic assessments that are appropriate  
          for grade 2.   This bill was held on the Assembly Appropriations  
          Committee's suspense file.

          SB 800 (Hancock, 2009) was nearly identical to SB 740 (Hancock,  
          2011).  SB 800 failed passage in the Senate Education Committee  
          on a 4-5 vote on April 15, 2009. 

          AB 476 (Torlakson, 2009) at one time would have eliminated STAR  
          testing in the second grade.  At the time of enrollment, AB 476  
          required the Superintendent of Public Instruction to contract  
          for an independent evaluation of the STAR Program. AB 476 was  
          vetoed by the Governor, whose veto message read:
                   The objectives of this bill are duplicative of  
                   work already being done by a variety of sources.  
                   Not only have there been reviews of California's  
                   standards and assessment system by the United  
                   States Department of Education's peer review  
                   process, the California Department of Education  
                   has a process which has included an independent  
                   alignment study and review of test items by  
                   various content and test development experts.  
                   Finally, this bill circumvents the State Board  
                   of Education in the selection of the independent  
                   evaluator and approving the evaluation and its  
                   recommendations.

          AB 1353 (Huff, 2007) would have extended second grade  
          assessments to January 1, 2011, but was not heard.  Later in  
          2007, SB 80 (Committee on Budget and Fiscal Review, Ch. 174)  
          extended second grade testing until July 1, 2011.

           REGISTERED SUPPORT / OPPOSITION  :   

           Support 
           
          Superintendent of Public Instruction, Tom Torlakson (Sponsor)
          California Federation of Teachers
          California Teachers Association 
          Individual County Superintendents
          Individual District Superintendents








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          Los Angeles Area Chamber of Commerce

           Opposition 
           
          Association of California School Administrators (oppose unless  
          amended)
          California Council for the Social Studies (oppose unless  
          amended)
          California Geographic Alliance (oppose unless amended)
          California Office to Reform Education (CORE)
          Californians Together (oppose unless amended)
          EdVoice
          Individuals
           
          Analysis Prepared by  :    Jill Rice / ED. / (916) 319-2087