BILL ANALYSIS Ó
SENATE COMMITTEE ON EDUCATION
Carol Liu, Chair
2013-2014 Regular Session
BILL NO: AB 484
AUTHOR: Bonilla
AMENDED: June 17, 2013
FISCAL COMM: Yes HEARING DATE: June 26, 2013
URGENCY: Yes CONSULTANT:Lynn Lorber
SUBJECT : Pupil assessments: transition to common core
assessments.
SUMMARY
This bill, an urgency measure, (a) suspends all assessments that
are not required by federal law, (b) provides a transition to
new assessments that are aligned to the common core standards in
English language arts and mathematics, (c) requires the
development of updated primary language assessments and
alternate assessments for pupils with exceptional needs, and (d)
requires the development of plans for updated assessments in
other subject areas.
BACKGROUND
Standardized Testing and Reporting (STAR) program
Current law establishes the State's assessment system that
consists of several assessments, including the STAR program.
Assessments within the STAR program are the standards-aligned
California Standards Tests, primary language assessments,
alternate assessments and modified assessments. (Education Code
§ 60640)
Many elements of the STAR program are used by California to meet
the assessment and accountability requirements of the federal
Elementary and Secondary Education Act (ESEA), which requires
states to administer a standards-aligned achievement test in
reading and mathematics to all students in grades 3-8 and grade
10. NCLB also requires assessment of science, once in each
grade span of 3-6, 7-8, and 10-12 (California assesses science
in grades 5, 8, and 10).
Current law authorizes high school juniors to take "augmented"
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grade 11 assessments in English language arts and mathematics to
learn about their readiness for college-level English and
mathematics. (EC § 99300)
Primary language assessment
California's primary language assessment, the Standards-based
Tests in Spanish (STS), assesses pupil achievement of
California's content standards for Spanish-speaking English
learners. The STS is a component of the Standardized Testing
and Reporting (STAR) program. The STS tests are administered in
two content areas: reading/language arts (RLA) and mathematics.
The RLA tests are administered to
pupils in grades 2 through 11 and the STS grade-level
mathematics tests are administered to pupils in grades 2 through
7.
Pupils who take the STS are required to also take the
standards-aligned assessments in English (the California
Standards Tests). Results from the assessments administered in
English are counted towards a school's accountability measures,
while results from the STS are not included in a school's
accountability measures.
Common core standards
The State Board of Education (SBE) adopted common core state
standards in English language arts and mathematics on August 2,
2010. Current law requires the SBE to adopt revised frameworks
that are aligned to the common core standards in:
1) Mathematics by November 30, 2013.
2) English language arts by May 30, 2014. (EC § 60207)
California joined the Smarter Balanced Assessment Consortium
(SBAC) as a governing state in 2011, for the purpose of
developing assessments that are aligned to the common core
standards. A condition of becoming a governing member state,
California committed to administering the SBAC assessments to
pupils beginning in the 2014-15 school year.
http://www.cde.ca.gov/ta/tg/sa//sbac-faqs.asp
Next Generation Science Standards
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Current law requires the SBE to adopt, reject or modify updated
science standards by November 30, 2013. The standards are
developed by a group of experts convened by the SPI, and based
upon the Next Generation Science Standards (an initiative of the
National Research Council, Achieve, the American Association for
the Advancement of Science and the National Science Teachers
Association).
Accountability
Current law requires the Academic Performance Index (API) to
consist of a variety of indicators including the results of STAR
tests, the California High School Exit Exam, attendance rates,
and high school graduation rates.
(EC § 52052(a)(4))
The results of the STAR tests and the high school exit exam
constitute at least 60% of the value of API scores. (EC §
52052(a)(4)(C))
To date, the only indicators used to calculate the Academic
Performance Index (API) have been test scores. Therefore, test
scores constitute 100% of API scores.
Current law requires, beginning with the API Base calculation in
2016, to constitute no more than 40% of the value of the API for
high schools, constitute at least 60% of the value of the API
for elementary and middle schools. Current law authorizes the
Superintendent of Public Instruction (SPI), with the approval of
the SBE, to:
1) Incorporate the rates at which pupils successfully promote
from one grade to the next in middle school and high school
and successfully matriculate from middle school to high
school into the API.
2) Incorporate valid, reliable, and stable measures of pupil
preparedness for postsecondary education and careers into
the secondary school API.
3) Develop and implement a program of school quality review
that features locally convened panels to visit schools,
observe teachers, interview students, and examine student
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work, if an appropriation for this purpose is made in the
annual Budget Act. (EC § 52052)
The API is also used for purposes of calculating Adequate Yearly
Progress, as required by the federal No Child Left Behind Act.
Transition to a new assessment system
The SPI released recommendation for the transition to a new
assessment system in January 2013. This bill implements many of
those recommendations.
http://www.cde.ca.gov/ta/tg/sa/documents/suptrecrpt2013.pdf#searc
h=assessment%20transition&view=FitH&pagemode=none
ANALYSIS
This bill , an urgency measure, (a) suspends all assessments that
are not required by federal law, (b) provides a transition to
new assessments that are aligned to the common core standards in
English language arts and mathematics, (c) requires the
development of updated primary language assessments and
alternate assessments for pupils with exceptional needs, and (d)
requires the development of plans for updated assessments in
other subject areas. Specifically, this bill:
Suspension of existing assessments and administration of new
assessments
1) Changes the name of the Standardized Testing and Reporting
(STAR) program to the California Measurement of Academic
Performance and Progress for the 21st Century (CalMAPP21).
2) Suspends, beginning in the 2013-14 school year, all STAR
assessments not required for federal accountability purpose
pursuant to the Elementary and Secondary Education Act
(currently known as No Child Left Behind) and assessments
used as part of the Early Assessment Program. Charts of
which assessment would be suspended and those that would
remain are on Page 9. This bill provides that these
assessments are to be suspended until new assessments
addressing the common core standards are developed and
implemented.
3) Requires, beginning with the 2014-15 school year, all
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school districts, charter schools and county offices of
education to administer the Smarter Balanced Assessment
Consortium (SBAC) assessments in English language arts and
mathematics in grades 3-8, and grade 11. This bill
requires the SBAC
assessments to replace previously administered STAR
assessments in English language arts and mathematics to
satisfy federal accountability requirements.
Exempts recently arrived English learners from taking the
federally required assessment in English language arts, as
allowable by federal law. These pupils are currently
required to take a primary language assessment and are
currently required to also take the assessment in English
language arts.
Authorizes, beginning with the 2013-14 school year, the
California Department of Education (CDE) to make available
to school districts and charter schools the assessments
that have been suspended. This bill provides school
districts with the option to administer suspended
assessments, but requires school districts to pay for all
associated costs.
Early Assessment Program (EAP)
4) States legislative intent that, beginning with the 2014-15
school year, the assessments currently used for the EAP
should be replaced with the grade 11 SBAC assessments.
New assessments in science and history-social science, and other
subjects
5) Requires the Superintendent of Public Instruction (SPI) to
make a recommendation to the State Board of Education (SBE)
for science assessments used to satisfy federal
accountability requirements (grades 5, 8, and 10). This
bill requires the recommendation to be made within six
months of the adoption of the Next Generation Science
Standards (expected in November 2013). This bill requires
the recommendations to include a plan for test development
beginning in July 2014, and cost estimates and a plan to
implement the assessments beginning in the 2016-17 school
year.
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6) Requires the SPI to make recommendations, in consultation
with specified stakeholders, regarding the grade level,
content, and type of assessment. This bill requires the
SPI to consider the use of consortium developed
assessments, innovative item types, computer-based testing,
and a timeline for implementation.
7) Requires the plan for assessments in other subject areas to
include cost estimates and a plan to implement
history-social science assessments beginning in the 2018-19
school year.
8) Requires the Superintendent of Public Instruction (SPI) to
consult with stakeholders and subject matter experts to
develop a plan for assessing content areas for subject
areas (and grade levels) not required by federal law to be
tested. This bill lists science, mathematics,
history-social science, technology, visual and performing
arts, and other subjects as appropriate. This bill
requires the plan to be presented to the State Board of
Education (SBE) for consideration and approval by February
1, 2015, and requires the SBE approved plan to be submitted
to the Governor, Chairs of education policy and fiscal
committees, by March 1, 2015.
9) Requires the plan for additional assessments to:
a) Consider the use of various assessment options,
including
computer-based tests, locally scored performance
tasks, and portfolios.
b) Include the use of a state-determined assessment
calendar that
would schedule the assessment of tests not required by
federal law over several years, the use of matrix
sampling if appropriate, and the use of population
sampling.
c) Include a timeline for test development beginning
in July 2015.
d) Include cost estimates and a plan to implement
history-social science assessments beginning in the
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2018-19 school year.
e) Include cost estimates for other subject
areas not required by federal law.
1) Requires the SPI to develop and administer subject area
assessments not required by federal law upon the
appropriation of funding, and requires the SBE to approve
test blueprints, achievement level descriptors, testing
periods, performance standards, and reporting plan.
2) Requires districts, charter schools and county offices of
education to administer assessments in addition to those
required by federal law as determined by the SBE.
Primary language assessments
3) Requires the SPI to develop and administer a primary
language assessment by the 2016-17 school year, to the
extent that funding is provided for this purpose.
4) Requires the Superintendent of Public Instruction (SPI) to
consult with stakeholders to determine the content and
purpose of a stand-alone English language arts summative
assessment in primary languages other than English.
5) States legislative intent that the primary language
assessment be included in the state accountability system.
Currently, results from the assessments administered in
English are counted towards a school's accountability
measures, while results from the Standards-based Tests in
Spanish (STS) are not included in a school's accountability
measures.
6) Requires the SPI to consider the appropriate purpose for
the primary language assessment, including support for the
State Seal of Biliteracy and accountability.
7) Authorizes the California Department of Education (CDE) to
make available to school districts and charter schools the
existing primary language assessment, and authorizes the
administration of the existing assessments.
8) Authorizes school districts to administer the existing
primary language assessment until a subsequent primary
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language assessment aligned to the common core standards in
English language arts is developed.
Contracts
9) Authorizes CDE to enter into contracts to implement the
administration of assessments that are exempt from the
requirements of the Public Contract Code and the Military
and Veterans Code relative to awarding the contract to the
lowest bidder.
10) Deletes current law that requires test publishers to meet
specified criteria to be eligible for consideration to be
awarded the contract, including providing disaggregated
scores. This bill leaves intact the current requirement
that the contractor comply with all conditions and
requirements of the contract to the satisfaction of the
State Board of Education (SBE) (and SPI as added by this
bill).
11) Requires the State's assessment system to include the
development of a contract(s) with a vendor for the
development or administration of achievement tests and
performance standards aligned to state-adopted content
standards.
Reporting results
12) Modifies the existing requirement that the test publisher
make individual pupil, grade, school, district and state
results available by August 8, to instead require the SPI
to recommend and SBE to adopt a calendar for the delivery
and receipt of summative assessment results (pupil, school,
grade, district, county and state levels).
13) Adds the condition "for assessments that produce individual
pupil results" to the requirement that individual results
be reported to schools and teachers.
14) References providing aggregated results of assessments and
strikes existing law relative to providing disaggregated
results.
Accountability
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15) Requires the Superintendent of Public Instruction (SPI) to
make recommendations (by when?) to the State Board of
Education (SBE) regarding transitioning the Academic
Performance Index as the State transitions from the
Standardized Testing and Reporting ( STAR) to the California
Measurement of Academic Performance and Progress for the
21st Century (CalMAPP21).
Setting performance standards
16) Requires the SPI to recommend, and the SBE to adopt levels
of pupil performance on summative achievement tests, in
subject areas required by federal law and subject areas not
required by federal law, at each grade level. This bill
excludes the Smarter Balanced Assessment Consortium (SBAC)
assessments from this requirement, as SBAC developed the
performance standards for the SBAC assessments.
17) Requires the performance standards to be reviewed every
five years to determine whether adjustments are necessary.
18) Deletes the requirement that the SBE adopt a performance
standards system, including performance levels and
performance level descriptors (SBAC is developing this
system for the SBAC assessments).
Miscellaneous
19) Requires CDE to acquire and offer at no cost to school
districts, contingent on the appropriation of funding,
interim and formative assessment tools offered through
SBAC.
20) Requires districts, charter schools and county offices of
education to administer field tests and pilot tests of the
SBAC assessments.
21) Modifies the stated purpose of the State's comprehensive
assessment system:
a) From: "assisting teachers, administrators, pupils
and parents to
improve teaching and learning, including first and
foremost, to provide information on the academic
status and progress of individual pupils."
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b) To: "model and promote high-quality teaching and
learning,
including providing information to pupils, parents,
teachers, schools and school districts on a timely
basis so the information can be used to further the
development of the pupil or to improve the educational
program."
22) Repeals the Statewide Pupil Assessment Review Panel, which
was to develop an assessment of applied academic skills for
grades 4, 5, 8 and 10.
23) Requires the SPI to produce the currently-required
materials describing the State's assessments for parents in
languages other than English. This bill states intent that
the existing clearinghouse for multilingual documents be
used to meet this requirement.
24) Deletes the requirement that the test publisher make
available a reading list that includes an index correlating
ranges of pupil reading scores on the English language arts
assessment to materials that would be suitable for pupils
in grades 2-11.
25) Modifies existing definitions, deletes obsolete
definitions, and adds new definition for terms such as
"constructed-response questions," "Elementary and Secondary
Education Act (ESEA) required subject area," and "summative
assessment."
26) Requires, by July 1, 2014, the State Board of Education
(SBE)to revise State regulations to conform to the changes
made by this bill.
27) Requires the California Department of Education (CDE) to
administer a survey of school districts to determine how
they are progressing toward implementation of a
technology-enabled assessment system, and update the survey
results biannually. This bill requires the Superintendent
of Public Instruction (SPI) to make recommendations to the
Legislature by January 31, 2014, to identify the
needs of school districts in order to be capable of fully
implementing a technology-enabled assessment system.
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28) Modifies the current requirement regarding the reporting on
the implementation of the State's assessment system to
instead require CDE to develop a three-year plan of
activities supporting the continuous improvement of the
assessment system. This bill requires CDE to contract for
a multiyear independent evaluation of the assessments, and
report to the Governor, SPI, SBE, and education and fiscal
policy committees by October 31 annually. This bill
sunsets this provision on July 1, 2025.
29) Extends the sunset, by 10 years, on the Standardized
Testing and Reporting (STAR) program (for the assessments
that remain intact) until July 1, 2024.
30) Contains an urgency clause in order for the suspension of
assessments, and the other important education initiatives,
required by this bill to be in effect in time for the
beginning of the 2013-14 school year.
STAFF COMMENTS
1) Need for the bill . According to the author, "The State
Board of Education (SBE) adopted common core state
standards in language arts and mathematics on August 2,
2010. The adoption of new standards made it necessary to
change California's current assessment Standardized Testing
and Reporting Program (STAR) so it aligns to California's
newly adopted common core state standards. To address the
need for standards aligned assessments, the SBE joined the
Smarter Balanced Assessment Consortium (SBAC) in June 2011.
SBAC is a multistate consortium developing assessments
aligned to the common core standards that will be
operational by the 2014-15 school year. Current law
requires the Superintendent of Public Instruction (SPI) to
consult with stakeholders and develop recommendations on
how best to align the current system with the new state
standards. In response, the SPI's report, Recommendations
for Transitioning California to a Future Assessment System,
was released in January 2013."
2) New assessment system . California joined the Smarter
Balanced Assessment Consortium (SBAC) as a governing state
in 2011, for the purpose of developing assessments that are
aligned to the common core standards. California committed
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to administering the SBAC assessments to pupils beginning
in the 2014-15 school year as a condition of becoming a
governing member state, as well as committing to
administering pilot tests and field tests, accepting the
performance standards established by SBAC (rather than by
the SBE), and entering into contracts for the
administration of the SBAC assessments.
California is not currently bound by statutes or fiscal
requirements to fulfill the commitments made to SBAC.
However, the State has adopted common core standards,
updated curricular frameworks, professional development
modules, supplemental instructional materials, and is
working on an adoption of mathematics instructional
materials. School districts have been required to provide
instruction on the common core standards for three years,
and have spent resources to do so. Further, the 2013
Budget Act appropriates $1.2 Billion for common core
activities, contingent on development of a local plan on
the expenditure of funds. California could halt or slow
the transition to common core-aligned assessments, but
without assessments aligned to the common core standards
pupils will be taught one set of standards yet take
assessment aligned to prior standards.
On the other hand, schools, teachers and pupils could use
additional time to have greater opportunities for
professional development, obtain appropriate instructional
materials, deliver and receive instruction specific to the
common core standards, and build computer and broadband
capacity. In addition, the state could continue to require
the administration of all STAR tests, rather than
suspending some of those tests, schools, teachers and
parents will have data on pupil achievement that is
otherwise lost with the suspension of assessments not
required by the federal government. Additional time to
transition to a new assessment system could also be used
for additional pilot and field testing and ensuring the
State concurs with performance standards and other details
being determined by the Smarter Balanced Assessment
Consortium (SBAC).
This bill requires the Superintendent of Public Instruction
(SPI) to recommend to the State Board of Education (SBE) a
science assessment that is aligned to the Next Generation
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of Science Standards, with a plan to administer the
assessments beginning in the 2016-17 school year. This
bill specifies that the assessments are to be used for
federal accountability requirements (grades 5, 8, and 10).
Current law requires the SBE to adopt, reject or modify
updated science standards by November 30, 2013.
Should this bill clearly limit the initial development of new
science assessments solely for meeting federal
accountability purposes (grades 5, 8, and 10)? Should the
State proceed with additional assessments prior to
completing the transition to SBAC assessments and the
development of a new primary language assessment and an
alternate assessment in English language arts and
mathematics?
This bill requires the SPI to develop and present to the SBE a
plan for assessing content areas that are not required to
be assessed by federal law (such as grade 2), by February
1, 2015, and requires the SBE to approve the plan by March
1, 2015. This bill requires the plan to include a timeline
for the development beginning July 2015 of an assessment in
history-social science, with a plan to administer the
history-social science assessments beginning in the 2018-19
school year.
It is important for the State to recognize the significance of
providing assessments in subjects and grade levels beyond
those required for federal accountability purposes.
Should the State proceed with additional assessments and
related activities prior to completing the transition to
SBAC assessments and the development of a new primary
language assessment and an alternate assessment in English
language arts and mathematics?
3) Suspension . This bill suspends the requirement to
administer any assessment not required for federal
accountability purposes. See last page for charts of
assessments that are proposed for suspension and
assessments that would remain.
This bill authorizes school districts to continue to administer
assessments that have been suspended but at the expense of
the district.
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The effects of suspending assessments not required for federal
accountability purposes include reducing time spent on
testing, capturing savings that can be used to transition
to the Smarter Balanced Assessment Consortium (SBAC)
assessments, and the loss of pupil test score data (for
assessments not immediately replaced) that is used by
schools to drive instruction.
This bill requires all pupils to take the SBAC assessments in
English language arts and mathematics, and does not alter
the existing requirement that pupils take the California
Standards Test in science. In addition, this bill
authorizes school districts to continue to administer
assessments that will be suspended. Therefore, all pupils
across the state will not be taking a uniform set of
assessments. All pupils will be taking both SBAC and STAR
assessments (to meet federal accountability requirements),
and some of those pupils will also be taking STAR
assessments that have been suspended.
4) Timing is everything . The SBE adopted common core
standards in English language arts and mathematics in
August 2010, and is required to adopt revised frameworks
that are aligned to the common core standards in
mathematics by November 30, 2013, and English language arts
by May 30, 2014. The SBE approved supplemental
instructional materials that are aligned to the common core
standards in English language arts in 2012, and is expected
to approve supplemental instructional materials aligned to
the common core standards in mathematics in July 2013. The
SBE is authorized to conduct an adoption of basic
instructional materials that are aligned to the common core
standards in mathematics for grades K-8, by March 30, 2014.
The 2013 Budget Act appropriates $1.2 billion for common
core activities, as specified.
Have schools and pupils had the time and resources to be fully
prepared for the administration of SBAC assessments in the
2014-15 school year?
5) Primary language assessment . This bill suspends the
primary language assessment, which is the Standards-based
Tests in Spanish (STS) and requires the SPI to develop and
administer a primary language assessment in English
language arts by the 2016-17 school year.
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This bill authorizes schools to continue to administer the STS.
Schools that chose to discontinue the STS will not have a
primary language assessment, or the pupil-level data that
is provided by that assessment for up to three years (two
years for mathematics and three years for English language
arts).
Pupils in schools that choose to continue to administer the
Standards-based Tests in Spanish (STS) would take the STS
in English language arts and mathematics in the 2013-14
school year, the STS in English language arts and the
Smarter Balanced Assessment Consortium (SBAC) assessment in
math (with accompanying glossary for translation) in the
2014-15 and 2015-16 school years, and the new primary
language assessment in English language arts and SBAC
assessment in mathematics in the 2016-17 school year.
This bill requires the development of a new primary language
assessment that is aligned to the common core standards in
English language arts, but does not require the development
of a corresponding assessment in mathematics. The SBAC
assessment in mathematics is reportedly accompanied by a
glossary that is to be sufficient to serve in the place of
a primary language assessment in mathematics.
This bill exempts recently arrived English learners (pupils who
have been in the United States for less than 12 months)
from taking the federally required assessment in English
language arts (currently the California Standards Test,
soon to be the SBAC assessment). Federal law provides this
flexibility, while current state law requires pupils who
are English learners to take both the primary language
assessment and California Standards Test in English
language arts.
This bill states legislative intent that the primary language
assessment be included in the State's accountability system
(currently the Academic Performance Index (API)).
Currently, results from the assessments administered in
English are counted towards a school's accountability
measures, while results from the STS are not included in a
school's accountability measures.
This bill authorizes the California Department of Education to
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make available to school districts and charter schools the
existing primary language assessment.
6) Assessments for students with exceptional needs . This bill
suspends the California Alternate Performance Assessment
(CAPA) and California Modified Assessment (CMA) that are
not required for federal accountability purposes, thereby
leaving intact the CAPA and CMA for grades 3-8 and grade 11
in English language arts and mathematics, CAPA for grade 10
in English language arts and mathematics, and for grades 5,
8, and 10 in science. The CDE is member of a consortium of
states working to develop alternate assessments that are
aligned to the common core standards. On October 1, 2012,
California joined the National Center and State
Collaborative Consortia, which is developing alternate
achievement standards and assessment system for pupils with
significant cognitive disabilities. These alternate
assessments are expected to be available in 2015. The SBAC
assessments will reportedly include accommodations and
modifications sufficient to serve in place of the CMA.
This bill does not clearly authorize schools to continue to
administer the suspended California Alternate Performance
Assessment (CAPA) and California Modified Assessment (CMA)
assessments. The suspension of these assessments prior to
the administration of replacement assessments raises
concerns about the lack of pupil achievement data until new
assessments are in place.
7) Comparability . Transitioning to a new assessment raises
questions of comparability of results between the existing
assessment and the new assessments. For accountability
purposes, base scores and growth targets for the Academic
Performance Index (API) are recalculated annually. It is
not clear how the API will be calculated at the point where
the Standardized Testing and Reporting (STAR) tests are
used for the base and Smarter Balanced Assessment
Consortium (SBAC) assessments are used for the growth.
The SBAC assessments are computer-adaptive; schools are
authorized to administer the SBAC assessments on paper for
up to three years. The computer-adaptive assessments will
by its nature assess a broader range of skills than the
paper-and-pencil version. SBAC will reportedly conduct
ongoing technical work to ensure that the results of the
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paper-and-pencil version of the assessment can be
aggregated with the results of the computer-adaptive
version to generate a valid accountability measure.
States administering SBAC assessments are afforded a 12-week
test window. This may accommodate schools that do not have
sufficient computer capacity for a large pupil population,
but also raises concerns that some pupils could be assessed
with 12 weeks less instruction. According to the
Frequently Asked Questions on CDE's website, "SBAC will
continue to evaluate the impact of the summative assessment
administration window on student scores during the pilot
test (early 2013) and the field test (early 2014) to
determine whether adjustments in scoring or administration
are necessary."
8) Accountability . Both the state and federal accountability
systems (Academic Performance Index and Adequate Yearly
Progress, respectively) are based primarily upon pupil test
score data. Both accountability systems also link
interventions to that data. There is concern that pupil
test score data, based on new assessments aligned to new
standards, will not immediately be a reliable measure for
accountability purposes. In addition, the state will have
information about pupil achievement on fewer assessments
upon the suspension of assessments not required by federal
law.
This bill requires the SPI to recommend to the SBE regarding
transitioning the API as California transitions from the
STAR program to the California Measurement of Academic
Performance and Progress for the 21st Century (CalMAPP21).
It is not clear what this means, nor is a timeline provided
for these recommendation. Further, it is not clear how
these recommendations will correspond with the
recommendations that the advisory group that is currently
required to develop, nor why it is necessary to develop
additional or separate recommendations regarding the
transition to a new accountability system.
How do the accountability measures in the Local Control Funding
Formula (LCFF) change the accountability landscape? Does
LCFF accountability significantly change the overall use of
test scores for accountability? Under the LCFF, all school
districts and county offices of education are required to
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have plans that provide blueprints on how they will provide
among other things, implementation of academic content and
performance standards and measure pupil achievement using
statewide assessments and other holistic elements.
The United States Department of Education recently announced
that schools participating in the field testing of the
consortium assessments will not be required to also
administer existing state standardized assessments. This
helps schools that participate in the field testing of SBAC
assessments because all pupils in California are required
to take the Standardized Testing and Reporting (STAR) tests
- pupils in school field testing will also take the SBAC
field test. The U.S. Department of Education is proposing
that field test schools would use the STAR test results
from the previous year for federal accountability purposes.
9) Additional things to consider . The State has made
significant commitments to the Smarter Balanced Assessment
Consortium (SBAC), including the use of SBAC assessments
beginning in the 2014-15 school year (according to SBAC
directions on the administration of those assessments) and
using the performance standards for pupil achievement
established by SBAC. The SBE has historical had the role
of developing performance standards, and continues to be
charged with developing performance standards for non-SBAC
assessments. The SBE is required to review performance
standards every five years. Should the SBE also review,
initially and every five years thereafter, the performance
standards established by SBAC?
This bill requires individual results on assessments to be
reported to schools and teachers for assessments that
produce individual pupil results. Is it expected that some
assessments will not produce individual results? Which
assessments?
This bill references aggregated pupil scores and deletes current
law that specifically requires the disaggregation of pupil
achievement on assessments. Is it clear that the State's
continues to require disaggregated pupil assessment score
data?
This bill authorizes the California Department of Education
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(CDE) to enter into contracts to implement the
administration of assessments that are exempt from the
requirements of the Public Contract Code and the Military
and Veterans Code relative to awarding the contract to the
lowest bidder. According to CDE, this exemption has been
current practice since the Standardized Testing and
Reporting (STAR) program began.
This bill deletes the requirement that the test publisher make
available a reading list that includes an index correlating
ranges of pupil reading scores on the English language arts
assessment to materials that would be suitable for pupils
in grades 2-11. Is SBAC developing reading lists? Should
school districts be authorized to continue to use existing
reading lists?
Do all teachers and pupils have sufficient computer literacy
skills necessary for the new computer-adaptive assessments?
10) Technical issues . This bill requires the SPI to recommend
and the SBE to adopt performance standards for assessments
not required for federal accountability purposes, and
requires the standard to be reviewed every five years.
Staff recommends an amendment to specify that the standards
are to be reviewed by the SBE.
This bill modifies the currently required annual report of an
analysis of assessment results, and deletes the requirement
that the report be provided to the Legislature. The CDE
has indicated their intent to post the report on the CDE's
website and notify the Legislature of the availability of
the report. Staff recommends an amendment to specifically
state this process in the bill.
This bill requires the SPI to provide a periodic update on the
implementation of the new assessment system. Staff
recommends an amendment to specify that the CDE is to
provide the update to the SBE and Legislature by the
process described above.
This bill requires assessment to measure the degree to which
pupils are achieving academic content standards adopted by
the SBE, and includes several cross-references to sections
of the Education Code relative to content standards. Not
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referenced is the section requiring standards for English
language development that are aligned to the common core
standards. That section of the Education Code will sunset
on July 1, 2013. Staff notes that English language
development standards are related to the California English
Language Development Test (not associated with this bill);
however, this section of the bill references the State's
entire assessment system. Staff recommends an amendment to
add the cross-reference of Section 60811.3 as it read on
January 1, 2013.
The definition of "high-quality assessment" provides that
assessments should enable measurement of pupil achievement
and pupil growth to the extent feasible. Is it not clear
why it is necessary to condition the measurement of pupil
growth.
11) Fiscal impact . According to the Assembly Education
Committee, "the fiscal effects of this bill are as follows:
a) California Measurement of Academic Performance
and Progress for the 21st Century (CalMAPP21) costs
(These costs are General Fund/Proposition 98 only and
do not include federal funds.)
i) 2013-14 Fiscal Year (FY): Total General
Fund/Proposition 98 STAR contract and
apportionment savings of approximately $15.1
million to only administer the required
Elementary and Secondary Education Act (ESEA)
assessments. Of this savings, approximately
$11.3 million is contract savings and $3.8
million is apportionment savings. The state
provides LEAs and charter schools with an
apportionment reimbursement of $2.52 per pupil
for administering these assessments.
ii) 2014-15 FY and beyond: While the actual
costs of administering the SBAC assessments are
not finalized, initial estimates indicate annual
total costs would be approximately $97.1 million
General Fund/Proposition 98 at full
implementation, which is approximately $31.1
million General Fund/Proposition 98 more than
currently being allocated annually for the STAR
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program at full implementation. This assumes
grades 3-11 are assessed ($66.4 million) and
grade 9, 11, and 12 receive an "add-on"
assessment ($30.7 million). The consortium
assessments are vastly different than the current
STAR assessments. For example, these assessments
are designed to be online and computer adaptive
as opposed to the paper-and-pencil STAR
assessments currently administered to pupils.
Likewise, there will be optional initial and
formative assessments as part of this system.
These assessments will be given throughout the
year to help teachers and administrators receive
interim data on how pupils are progressing on
academic content throughout the year.
b) Other Costs:
i) General Fund administrative costs to
CDE, likely between $500,000 and $1 million, to
convene stakeholder groups to discuss the
development of an alternative assessment, a
science assessment, and primary language
assessment.
ii) General Fund/Proposition 98 cost
pressure, at least in the tens of millions, to
CDE to develop non-required ESEA assessments
(e.g., history-social science, science tests at
the high school level, primary language
assessments, and high school math assessments)
and the assessments referenced above for
individuals with exceptional needs and English
learner pupils.
iii) General Fund/Proposition 98 costs
likely between $500,000 and $1 million, to CDE to
contract for a multi-year, independent evaluation
of CalMAPP21, as specified.
12) Related legislation . SB 247 (Liu) eliminates the
requirement schools administer a state assessment (as part
of the current STAR program) to pupils in grade 2, requires
the CDE to identify an existing diagnostic assessment in
English language arts and mathematics in grade 2 that is
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aligned to the common core standards, and directs savings
(from the repeal of the mandate to test in grade 2) to
school districts that choose to administer the grade 2
diagnostics. SB 247 is scheduled to be heard by the
Assembly Education Committee on June 26.
AB 959 (Bonilla) requires the SPI and the SBE, in consultation
with public institutions of higher education and other
specified groups, to recommend specific uses of the
summative results of middle and high school common core
assessments by those institutions for entry into college,
course placement, career opportunities, and assessment
programs at the college level. AB 959 was held on the
Assembly Appropriations Committee's suspense file.
SB 201 (Liu) requires the CDE to develop or contract for the
development of an English language development assessment
that is aligned to the common core standards, and
authorizes the State Board of Education to adopt
instructional materials that are aligned to the common core
standards in English language arts and English language
development. SB 201 is pending in the Assembly Education
Committee.
AB 928 (Olsen) requires standardized tests for kindergarten
through grade 12 to be available for purchase by private
schools to the extent the purchase would not violate any
contract. AB 928 is scheduled to be heard by this
Committee on
July 3.
SUPPORT
Bay Area Council
Californians Together
California Teachers Association
Superintendent of Public Instruction
OPPOSITION
California Right to Life Committee
DJM Associates
EdVoice
AB 484
Page 23
Standardized Testing and Reporting (STAR) Program
Assessments That Would be Suspended During the 2013-14 School
Year
(Not Required for ESEA or EAP)
Grade-Level Assessments
---------------------------------
|Grade 2 ELA and Mathematics (CST |
| and CAPA) |
|---------------------------------|
|Grade 8 History - Social Science |
| (CST) |
|---------------------------------|
|Grade 9 ELA (CST, CMA, and CAPA) |
|---------------------------------|
| Grade 9 Math (CAPA) |
|---------------------------------|
| Grade 10 ELA (CST and CMA) |
|---------------------------------|
| Grade 11 U.S. History (CST) |
|---------------------------------|
| Grade 11 ELA (CMA and CAPA) |
|---------------------------------|
| Grade 11 Math (CAPA) |
|---------------------------------|
| Grade 2 - 11 Reading/Language |
|Arts (STS) |
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|---------------------------------|
|Grade 2 - 7 Mathematics |
|(STS) |
---------------------------------
End - of - Course Assessments
--------------------------------------
|Algebra I (CST and CMA) (for grades 9 |
| - 11) |
|--------------------------------------|
| Algebra II (CST) (for grades 9 - 10) |
|--------------------------------------|
| General mathematics (CST) (grade 9) |
|--------------------------------------|
|High School Summative Math (CST) (for |
| grades 9 - 10) |
|--------------------------------------|
|Geometry (CST and CMA (for grades 9 - |
| 11) |
|--------------------------------------|
| Integrated Mathematics 1 (CST) (for |
| grades 9 - 11) |
|--------------------------------------|
| Integrated Mathematics 2 (CST) (for |
| grades 9 - 11) |
|--------------------------------------|
| Integrated Mathematics 3 (CST) (for |
| grades 9 - 11) |
|--------------------------------------|
| Biology (CST) |
|--------------------------------------|
| Chemistry (CST) |
|--------------------------------------|
| Earth Science (CST) |
|--------------------------------------|
| Physics (CST) |
|--------------------------------------|
| Integrated/Coordinated Science 1 |
| (CST) |
|--------------------------------------|
| Integrated/Coordinated Science 2 |
| (CST) |
|--------------------------------------|
| Integrated/Coordinated Science 3 |
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| (CST) |
|--------------------------------------|
| Integrated/Coordinated Science 4 |
| (CST) |
|--------------------------------------|
| World History (CST) |
|--------------------------------------|
| Algebra I (STS) |
|--------------------------------------|
|Geometry |
|(STS) |
| |
--------------------------------------
Notes:
EAP: Early Assessment Program CMA: California Modified
Assessment
ELA: English - Language Arts CST: California Standards
Test
CAPA: California Alternate Performance AssessmentSTS: Standards
- based Tests in Spanish
STAR assessments that would NOT be suspended
----------------------------------------------
|Grade 3 - 8 ELA and mathematics (CST, CAPA, |
|CMA) |
|----------------------------------------------|
|Grade 11 ELA (CST for purposes of the Early |
|Assessment Program) |
|Math: Algebra II and summative assessment |
|----------------------------------------------|
|Grade 5, 8, and 10 Science (CST, CAPA, CMA) |
|----------------------------------------------|
|Grade 10 ELA (CAPA) |
| |
----------------------------------------------