BILL ANALYSIS �
AB 2057
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Date of Hearing: March 26, 2014
ASSEMBLY COMMITTEE ON EDUCATION
Joan Buchanan, Chair
AB 2057 (Bonilla) - As Introduced: February 20, 2014
SUBJECT : Pupil assessment: consortium alternate performance
assessments
SUMMARY : Repeals the requirement to administer assessments in
English language arts and mathematics to pupils in grades 2, 9,
and 10 who have significant cognitive disabilities and
authorizes districts to avoid double-testing in the 2013-14
school year of pupils in grades 3 to 8, inclusive, and grade 11
who have significant cognitive disabilities. Specifically,
this bill :
1)Provides that a consortium alternative performance assessment
in English language arts and mathematics aligned to the Common
Core State Standards (CCSS) shall be administered in grades 3
to 8, inclusive.
2)Provides that, for the 2013-14 school year only, a local
education agency (LEA) may administer either the pilot tests
of the consortium alternate performance assessment in English
language arts and mathematics or the California Alternative
Performance Assessment (CAPA).
3)Provides that, if an LEA administers the pilot test, the
assessment shall be a pilot test only, to enable the
consortium to gauge the validity and reliability of the
assessments and to conduct all necessary psychometric
procedures and studies, including, but not necessarily limited
to, achievement standard setting, and to allow the California
Department of Education (CDE) to conduct studies regarding
full implementation of the assessment system.
4)Provides that the results of the pilot test shall not be used
for any other purpose, including the calculation of an
accountability measure.
EXISTING LAW:
1)Establishes the Measurement of Academic Performance (MAPP), to
be composed of the following:
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a) A consortium summative assessment in English language
arts and mathematics for grades 3 to 8, inclusive, and
grade 11 aligned to the CCSS;
b) Science grade level assessments in grades 5, 8, and 10
aligned to content standards adopted by the State Board of
Education (SBE);
c) The CAPA in grades 2 to 11, inclusive, in English
language arts and mathematics and science in grades 5, 8,
and 10;
d) The Early Assessment Program; and
e) A primary language assessment.
1)Requires the 2013-14 assessment in English language arts and
mathematics to be a pilot test only, to enable the consortium
to gauge the validity and reliability of the assessments and
to conduct all necessary psychometric procedures and studies,
including, but not necessarily limited to, achievement
standard setting, and to allow the CDE to conduct studies
regarding full implementation of the assessment system.
2)Provides that the results of the pilot test shall not be used
for any other purpose, including the calculation of an
accountability measure.
3)Requires CAPA to be administered until a successor assessment
is implemented.
FISCAL EFFECT : Unknown
COMMENTS : Existing law requires CAPA to be administered until
a successor assessment is implemented. CAPA is administered to
pupils whose significant cognitive disabilities prevent them
from taking other assessments with accommodations or
modifications. It is being discontinued, because it is not
aligned to the Common Core State Standards (CCSS), which LEAs
have begun implementing in the current school year. California
has joined with 23 other states through the National Center and
State Collaborative (NCSC) to develop a consortium alternative
assessment to replace CAPA. The consortium alternative
assessment will be pilot tested in this spring (2014).
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This bill does two things. First, it makes the consortium
alternative assessment consistent with the regular CCSS-related
assessments with regard to the grades assessed in English
language arts and mathematics. Whereas CAPA assesses pupils in
grades 2 to 11, inclusive, the other assessments are
administered in grades 3 to 8, inclusive, and grade 11. This
bill requires the consortium alternative assessment to be
administered in those same grade levels.
Second, this bill authorizes LEAs, in 2013-14 only, to
administer either the consortium alternative assessment pilot
test or CAPA. In other words, LEAs that are participating in
the pilot test would not be required to also administer CAPA.
The purpose is to avoid double-testing of pupils.
But federal agreement requires administration of CAPA in
2013-14. In November 2013 California requested a one-year
waiver from certain federal testing and reporting requirements
in order to allow for the field testing of the new Smarter
Balanced Assessment Consortium assessments, which are aligned to
the CCSS. In particular, California sought a waiver from the
requirement to calculate annual Adequate Yearly Progress (AYP)
for schools and LEAs. California's waiver request included an
assurance that CAPA would be administered this year if the
waiver was granted. In March 2014, the U. S. Department of
Education (USDOE) granted the waiver request with certain
conditions. One of the conditions is that California administer
CAPA in 2013-14. This bill , if enacted would violate that
condition and run the risk that the waiver could be revoked.
The author's office is aware of this, and indicates their desire
to move the bill forward, pending a possible agreement between
California and the USDOE to modify the terms of the waiver.
Given these concerns, staff recommends that the bill be amended
to make its provisions to avoid double testing subject to
confirmation from the USDOE that it would not result in the
revocation of the waiver.
Urgency measure. This bill is an urgency measure in order to
take effect during the current test-taking period. However, the
CAPA testing window, which runs from February to June, has
already opened. According to the CDE, however, most LEAs
actually administer the CAPA in late May in order to provide
more instructional time before the assessment. The pilot test
of the consortium alternative assessment will begin this April,
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and a little more than 7,000 pupils will it. That is the
maximum number of pupils who will be affected by this bill. The
actual number will be less than that, depending on the number
who will have already taken CAPA by the time the bill is
chaptered.
Arguments in support. The author's office argues that this bill
is needed to align the grade levels assessed by the alternative
assessment with the grade levels assessed by the other
assessments. In addition, the bill is needed to avoid the
double-testing of pupils who are scheduled to participate in the
pilot of the alternative assessment this spring. Double testing
is not in the best interests of the pupil.
Arguments in opposition. Opponents argue that the metrics used
to measure a pupil's progress are specified in each pupil's
Individualized Education Program (IEP) and that changing those
metrics must be done in consultation with the pupil's parents or
guardians. In addition, opponents point out the not
administering the CAPA to pupils who are taking the consortium
alternative assessment would be a violation of the terms of the
federal waiver.
Technical amendments needed. AB 484 (Bonilla), Chapter 489,
Statutes of 2013, established the Measurement of Academic
Performance and Progress (MAPP). The CDE subsequently learned
that MAPP is a registered trademark, and cannot be used.
Accordingly, the name has been changed to California Assessment
of Student Performance and Progress (CAASPP). To reflect this
change is statute, staff recommends that the relevant provision
of this bill be amended to conform to the new name.
REGISTERED SUPPORT / OPPOSITION :
Support
Advisory Commission on Special Education
Coalition for Adequate Funding for Special Education
SELPA Administrators of California
Opposition
EdVoice
Analysis Prepared by : Rick Pratt / ED. / (916) 319-2087
AB 2057
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