BILL ANALYSIS Ó
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|SENATE RULES COMMITTEE | AB 484|
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THIRD READING
Bill No: AB 484
Author: Bonilla (D), et al.
Amended: 9/4/13 in Senate
Vote: 21
SENATE EDUCATION COMMITTEE : 7-1, 6/26/13
AYES: Liu, Block, Correa, Hancock, Hueso, Monning, Torres
NOES: Huff
NO VOTE RECORDED: Wyland
SENATE APPROPRIATIONS COMMITTEE : 5-2, 8/30/13
AYES: De León, Hill, Lara, Padilla, Steinberg
NOES: Walters, Gaines
ASSEMBLY FLOOR : 55-16, 5/29/13 - See last page for vote
SUBJECT : Pupil assessments: Measurement of Academic
Performance and Progress
SOURCE : Superintendent of Public Instruction
DIGEST : This bill, for the 2013-14 and 2014-15 school years,
upon approval of the State Board of Education (SBE), (1)
authorizes the Superintendent of Public Instruction (SPI) to not
assign an Academic Performance Index (API) score to a school or
school district due to a determination by the SPI that a
transition to new standards-based assessments would compromise
comparability of results across schools or school districts; (2)
extends the duration of the provisions of the Leroy Greene
California Assessment of Academic Achievement Act (Leroy Green
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Act) by six years so that they become inoperative on July 1,
2020, and be repealed on January 1, 2021; (3) deletes the
provisions establishing the Standardized Testing and Reporting
Program (STAR) Program, and instead establishes the Measurement
of Academic Performance and Progress (MAPP), commencing with the
2013-14 school year, as specified; and (4) authorizes,
commencing with the 2014-15 school year and for the Early
Assessment Program (EAP), the replacement of the California
Standards Test (CST) and the augmented CSTs in English language
arts and mathematics with the grade 11 consortium
computer-adaptive assessments in English language arts and
mathematics, as provided.
ANALYSIS : Existing law requires the SPI, with the approval of
the SBE, to develop an API to measure the performance of schools
and school districts, especially the academic performance of
pupils.
Existing federal law, the No Child Left Behind Act of 2001,
contains provisions generally requiring states to adopt
performance goals for their public elementary and secondary
schools, and to demonstrate that these public schools are making
adequate yearly progress, as measured by pupil performance on
standardized tests as well as other measures, to satisfy those
goals.
Existing law, the Leroy Greene Act, 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
and the CSTs. Existing law makes the Leroy Greene Act
inoperative on July 1, 2014, and repeals it on January 1, 2015.
Existing law requires the SPI, with approval of SBE, to develop
the CSTs, to measure the degree to which pupils are achieving
academically rigorous content standards and performance
standards, as provided.
Existing law, the EAP, establishes a collaborative effort,
headed by the California State University, to enable pupils to
learn about their readiness for college-level English and
mathematics before their senior year of high school.
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Existing law requires the 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.
The results of the STAR tests and the high school exit exam
constitute at least 60% of the value of API scores.
To date, the only indicators used to calculate the API have been
test scores. Therefore, test scores constitute 100% of API
scores.
Existing 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. Existing law authorizes
the 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 work, if an
appropriation for this purpose is made in the annual Budget
Act.
The API is also used for purposes of calculating Adequate Yearly
Progress, as required by the federal NCLB Act.
This bill:
1. Authorizes the SPI, for the 2013-14 and 2014-15 school
years, upon approval of the state board, to not provide an
API score to a school or school district due to a
determination by the SPI that a transition to new
standards-based assessments would compromise comparability of
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results across schools or school districts.
2. Extends the duration of the provisions of the Leroy Greene
Act by six years so that they will become inoperative on July
1, 2020, and be repealed on January 1, 2021.
3. Deletes the provisions establishing the STAR Program, and
instead establishes the MAPP, commencing with the 2013-14
school year, for the assessment of certain elementary and
secondary pupils.
4. Specifies that the MAPP would be composed of:
A. A consortium summative assessment in English language
arts and mathematics for grades 3 to 8, inclusive, and
grade 11, as specified;
B. Science grade level assessments in grades 5, 8, and
10, measuring specified content standards; the California
Alternate Performance Assessment in grades 2 to 11,
inclusive, in English language arts and mathematics and
science in grades 5, 8, and 10, as specified; and
C. The EAP.
1. Specifies numerous policies and procedures with respect to
the development and the implementation of the MAPP by the
SPI, the SBE, and affected local educational agencies.
2. Authorizes, commencing with the 2014-15 school year and for
purposes of the Early Assessment Program, the replacement of
the CST and the augmented CSTs in English language arts and
mathematics with the grade 11 consortium computer-adaptive
assessments in English language arts and mathematics, as
provided.
3. Double-joints with SB 490 (Jackson) to avoid chaptering out
issues.
4. Makes conforming and other related changes and
nonsubstantive changes.
Comments
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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."
FISCAL EFFECT : Appropriation: No Fiscal Com.: Yes
Local: No
According to the Senate Appropriations Committee, this bill
delegates considerable authority to the Department of Education
(CDE) to develop and implement new computer-based assessments
aligned to the Common Core standards; this includes giving the
CDE statutory authority to enter into contracts for assessments
that do not yet exist. The actual costs of the California
Measurement of Academic Performance and Progress for the 21st
Century (CalMAPP21) will be determined by CDE decisions (made in
conjunction with other members of the multi-state SBAC)
regarding the assessments, and the level of support provided to
local education agencies to implement the new assessments.
Assessment suspensions . Approximately $8 million in state
savings in 2013-14, and $1.5 million in state savings in
2014-15 (General Fund (GF)).
Field testing . Substantial potential costs/savings, as this
bill does not require schools that are not field testing new
assessments to assess students in 2013-14. Additionally,
schools that choose to field test the new assessments will
not have to double-test (by administering current STAR
tests). To the extent that more schools want to field test
the new assessments, there will likely be additional state
costs. To the extent that schools decline to participate in
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field testing, there will likely be significant additional
savings from removing the testing requirements altogether for
2013-14.
Assessments . Approximately $81 million in 2014-15, and $82
million - $105 million (GF) in 2015-16, and annually
thereafter.
Multi-year evaluation . Approximately $200,000 in 2013-14,
and $700,000 (GF) annually thereafter, to contract for the
independent evaluation required by this bill.
SUPPORT : (per Senate Education Committee analysis of 6/26/13 -
unable to reverify at time of writing)
Superintendent of Public Instruction
Bay Area Council
Californians Together
California Teachers Association
OPPOSITION : (per Senate Education Committee analysis of
6/26/13 - unable to reverify at time of writing)
California Right to Life Committee
DJM Associates
EdVoice
ASSEMBLY FLOOR : 55-16, 5/29/13
AYES: Achadjian, Alejo, Ammiano, Atkins, Bloom, Blumenfield,
Bocanegra, Bonilla, Bonta, Bradford, Brown, Buchanan, Ian
Calderon, Campos, Chau, Chesbro, Cooley, Daly, Dickinson,
Eggman, Fong, Fox, Frazier, Garcia, Gatto, Gomez, Gonzalez,
Gordon, Gray, Hall, Harkey, Roger Hernández, Jones-Sawyer,
Levine, Lowenthal, Medina, Mitchell, Mullin, Muratsuchi,
Nazarian, Pan, Perea, V. Manuel Pérez, Quirk, Quirk-Silva,
Rendon, Salas, Skinner, Stone, Ting, Weber, Wieckowski,
Williams, Yamada, John A. Pérez
NOES: Bigelow, Conway, Dahle, Donnelly, Beth Gaines, Grove,
Hagman, Jones, Logue, Maienschein, Mansoor, Melendez, Morrell,
Patterson, Wagner, Waldron
NO VOTE RECORDED: Allen, Chávez, Gorell, Holden, Linder,
Nestande, Olsen, Wilk, Vacancy
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PQ:k 9/5/13 Senate Floor Analyses
SUPPORT/OPPOSITION: SEE ABOVE
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