UseofPARCCand SmarterBalancedin HigherEducation$ · rigor of academic preparation. A New Vision for...
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Use of PARCC and Smarter Balanced in Higher Education CCSSO’s Na)onal Conference on Student Assessment June 21, 2013, Na)onal Harbor, MD
Transcript of UseofPARCCand SmarterBalancedin HigherEducation$ · rigor of academic preparation. A New Vision for...
Use of PARCC and Smarter Balanced in Higher Education
CCSSO’s Na)onal Conference on Student Assessment June 21, 2013, Na)onal Harbor, MD
Panelists
• Wayne Camara, College Board • Jaci King, Smarter Balanced • Kristen Huff, PARCC (NY Board of Regents) • Kris Ellington, CCSSO (Consultant)
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Wayne Camara, The College Board Poten)al Uses of Consor)a Assessments by Higher Ed: ELA and Math Tests administered in 10th-‐11th grades
• Admissions • Recruitment • Qualifica4on -‐ Remedia4on vs Credit-‐Bearing Course
• Placement into specific course • Other (advising)
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What the Consortia Say about H.Ed. Uses
PARCC • Students who meet the CCR determina)on will gain “direct-‐entry” into relevant entry-‐level, credit-‐bearing courses, without need for remedia)on and exemp)on from taking a placement test.
• Students performing at levels 4-‐5 are ‘exempt’ from taking a placement test.
• Not designed to inform college admissions decisions.
Smarter Balanced • College readiness encompasses a wide array of KSDs, some of which are not measured by the SBAC assessments.
• Supports use of mul)ple measures to determine placement in h.ed. Recommends use with placement tests.
• Not designed to inform college admissions decisions.
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Timeline of K-‐16 Transitions
K-10th grades 11th gr. 12th gr. Fall Fresh Mid yr Fresh Soph yr Jr-Sr yrs
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Questions from Higher Ed. • Validity – Do the tests predict performance in College? All types of colleges? Incremental validity
• Rela)onship to other valued predictors – SAT/ACT, HSGPA, school quality
• Fairness – Differen)al Predic)on, Subgroup Differences – Gender, Ethnicity, SES, school quality, HS rigor, special popula)ons (in comparison to other measures)
• Reliability – Test Retest, Score Consistency over )me (10th-‐11th grade)
• Security – Exposure control, item disclosure and reuse, Proctors, Tes)ng window.
• Alignment to entry level courses at ins)tu)on. • Impact on remedia)on rates, placement and admissions at ins)tu)on (how will use change outcomes?)
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Admissions Uses? Poten4al Uses • Accept in place of ACT/SAT • Accept as a plus factor (in addi)on to ACT/SAT) Determinate Issues: • What score scale will be reported? (4-‐5 Proficiency Levels may not be adequate for compe))ve admissions) • Will the scale be precise at the top end (and the bohom end)? (ability to discriminate among students at the 70% and 75%) • What percent of applicants will have PARCC/SBAC scores (applicants from non-‐consor)a states)? • What impact will this have on rankings, enrollment, quality of admihed class, diversity…
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Use in QualiFication (for credit bearing course) Poten4al Uses – If student meets the CCR Performance Level • Admit them into credit bearing courses (no remedia)on). • Admit them into credit bearing courses if they con)nue to succeed in subject during 12th grade (e.g., must take 4th yr math course with a B or higher). • Use as one factor, but s)ll require collateral evidence (e.g., SAT minimum, placement test) • Employ different op)ons based on Performance Level (level 5 only) • State policy, but individual ins)tu)ons can impose higher standard (which may mean few if any ins)tu)ons use the test for this decision) Determinate Issues: • Local placement validity studies (difficult to conduct) • Ins)tu)onal control (vs central state policy) • Faculty control at ins)tu)on and their preference for local tests. • Impact on remedia)on (will this increase remedia)on – incent low performers to go elsewhere? Reduce remedia)on – convey a lower standard to faculty)? • What percent of applicants will have PARCC/SBAC scores (applicants from non-‐consor)a states)? • If placement test is s)ll used for course decisions, will inconsistencies evolve + threaten use or credibility of CCR designa)on?
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Course Placement Uses? Poten4al Uses • Course use only – Remedia)on/Credit (not course) • Prescribe Placement into College Algebra, Freshmen Comp only.
• Across States, Within States or System • Allow ins)tu)ons to use scores for placement in remedia)on or credit sequence (determine cuts scores for each dev course or credit course, e.g., college alg, precalc, trig…) • One of mul)ple means to determine placement (ACT/SAT, placement test) Determinate Issues: • What score scale will be reported? Will the scale permit discrimina)on across ability levels? Scale precision at desired cut scores (not just PLs) • Reliability and decision accuracy. • Number and percent of applicants mee)ng CCR benchmarks. • Local placement validity studies (difficult to conduct) • Ins)tu)onal control (vs central state policy) • Faculty control at ins)tu)on and their preference for local tests.
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Level 3 Level 4 CCR Level 5 CCR+
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Level 3 Level 4 CCR Level 5 CCR+
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College Placement Tests Math % Reading % 2 – yr 4 – yr 2 – yr 4 – yr
Use Placement Test
80 65 73 39
ACT 23 24 21 13 SAT 12 20 10 12 Accuplacer 24(7*) 11(3*) 29 12 Compass 20(4*) 10(2*) 43 9 Other 22 26 12 8
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Many other factors used for placement (21% math, 13% reading): In math, the most popular are hs grades, highest math course completed, AP or IB. In reading, AP and IB are most popular (11% 2-yr, 7% 4 yr), grades used by private colleges (10%). State tests and faculty recommends used by 2%.
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College Placement Tests
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ACT SAT ACCUPLACER COMPASS
MATH 1-‐36 (19) 200-‐800 (471) 20-‐120 (70) 1-‐99 (47)
Quar4le 25 50 75 25 50 75 25 50 75 25 50 75
Pub. 2yr 18 19 21 450 480 510 61 70 76 25 50 75
Pub. 4yr 18 19 19 450 460 500 63 72 82 45 49 63
Pri 4 NFP 17 18 19 460 460 495 `
READ 1-‐36 (18) 200-‐800 (456) 20-‐120 (76) 1-‐99 (76)
Quar4le 25 50 75 25 50 75 25 50 75 25 50 75
Pub. 2yr 17 18 19 440 471 490 76 78 80 74 80 81
Pub. 4yr 16 18 19 430 440 470 74 78 80 74 79 81
Pri 4 NFP 17 18 19 400 440 480 Field and NAGB (Nov. 2012)
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Higher Ed adoption: Consortia Tests
• If test and cut scores are not uniformly adopted within a state or across bordering states what happens to the test? • Can SAT or ACT scores ‘trump’ consor)a tests? • What if you need remedia)on, but meet ACT/SAT benchmark? • What If placement tests ‘trump’ consor)a tests? Do not meet CCR benchmark but exceed cut score on Accuplacer, Compass or local assessment?
• Faculty – What control do they have at an ins)tu)on? How does developmental ed work today and are key stakeholders sa)sfied with outcomes (e.g., WI system). • Will faculty at ins)tu)ons of different reputa)on accept same cut scores (UMD College Park, Towson, Salisbury State, 2-‐yr colleges)?
• Will ins)tu)ons within a state be allowed to set a HIGHER cut score for remedia)on (common prac)ce today when states adopt a cut score for placement -‐ FL, TX)?
• Poli)cal impact of cut scores if they are higher or lower than current prac)ces, compe))on, and its impact on tui)on and costs at
an ins)tu)on.
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Smarter Balanced & Higher Education Jacqueline E. King, Ph.D.
Director, Higher Education Collaboration
National Conference on Student Assessment June 21, 2013
Common Core Standards Implementation: Important Roles for Higher Education
Teacher and School Leader Preparation
and Professional Development
Clear Expectations (Assessments,
Course Requirements)
Aligned Curricula (adult,
developmental, and general education)
High School Interventions (early
college, dual enrollment, etc.)
New K-12 Curricular Materials
Why is Higher Education Involved in Smarter Balanced?
• Common Core State Standards are anchored in
expectations for college readiness.
• Higher education agreed when states applied for federal
grant to participate in design of assessments with goal
of recognizing 11th grade exam as evidence of college
content-readiness.
• Opportunity to improve college readiness, reduce
remediation, and boost completion.
Common Core Standards and Assessments: Essential Components of the Completion Agenda
Common Core standards and assessments: • Anchor K-12 experience in real-world
expectations for success in college and careers.
• Remove the guesswork for teachers and schools.
• Allow schools, parents and students to track progress.
• Identify students who need assistance while still in high school.
• Reduce remediation and increase college success.
Research has consistently
shown that the single most
powerful predictor of
student success in college is the
rigor of academic
preparation.
A New Vision for Assessing Readiness
Typical Readiness Testing Today
• Each college or system sets its own standards and selects its own measures.
• K-12 typically has no information about the standards.
• Students don’t know about tests and don’t prepare for them.
• Predictive validity of tests is often unknown.
• Students who “played by the rules” end up in remediation.
Smarter Balanced Vision
• Assessments designed around known, agreed-upon standards (Common Core).
• Proficiency standards set through an open process with substantial higher education involvement.
• Everyone (students, teachers, parents, etc.) knows the expectations.
• Students address deficiencies in high school.
Smarter Balanced Goals for Higher Education
• Colleges and universities recognize the Smarter Balanced Grade 11 assessment as a valid measure of college content-readiness as defined by the Common Core State Standards.
• Colleges and universities agree on a common performance standard in English language arts/literacy and mathematics for college content-readiness.
• Colleges and universities use the Smarter Balanced assessment as evidence that students are ready for credit-bearing course work and can be exempted from developmental courses.
Reaching the Goal: Expectations of Higher Education
What is Expected
• Participation in assessment design
• Lead role in defining college readiness and standard- setting for 11th grade assessment
• Agreement on performance standards for exemption from developmental courses in English and math
What is NOT Expected
• Use of Smarter Balanced assessment for admission
• Standardization of admission criteria or standards
• Standardization of developmental or first-year curricula
• Complete reliance on the Smarter Balanced assessment for placement decisions (other data points and assessments may be used)
College Content-Readiness Policy
What is Content Readiness?
English Language Arts/Literacy
Students who perform at the College Content-‐Ready level in English language arts/literacy demonstrate reading, wriLng, listening, and research skills necessary for introductory courses in a variety of disciplines. They also demonstrate subject-‐area knowledge and skills associated with readiness for entry-‐level, transferable, credit-‐bearing English and composi)on courses.
Mathema)cs
Students who perform at the College Content-‐Ready level in mathema)cs demonstrate foundaLonal mathemaLcal knowledge and quanLtaLve reasoning skills necessary for introductory courses in a variety of disciplines. They also demonstrate subject-‐area knowledge and skills associated with readiness for entry-‐level, transferable, credit-‐bearing mathema)cs and sta)s)cs courses.
Policy Framework for Grade 11 Assessment Results
• Not Yet Content-‐Ready -‐ Substan)al Support Needed • K-‐12 & higher educa)on may offer interven)ons Level 1 • Not Yet Content-‐Ready – Support Needed • Transi)on courses or other supports for Grade 12, retes)ng op)on for states Level 2
• Condi)onally Content-‐Ready/Exempt from Developmental • In each state, K-‐12 and higher ed must jointly develop Grade 12 requirements for students to earn exemp)on
Level 3 • Content-‐Ready/Exempt from Developmental • K-‐12 and higher educa)on may jointly set Grade 12 requirements to retain exemp)on (op)onal for states)
Level 4 Note: Applies only to students who matriculate directly from high school to college.
Higher Education After Smarter Balanced: What’s Changed?
• Instead of mul)ple tests, with differing performance standards, all public schools in consor)um states use the same test, content standards (Common Core) and performance standards.
• Grade 11 performance standards are pegged to college content-‐readiness, with standards for earlier grades mapped to Grade 11.
• In each state, K-‐12 and higher educa)on set requirements for Grade 12 (may vary by ins)tu)on type).
• Students, parents and teachers know where the academic “goal line” is and students can address deficiencies in high school.
• Working together, K-‐12 and higher educa)on can develop appropriate grade 12 experiences for students at differing achievement levels.
• Colleges can target students for special programs based on Grade 8 scores (or earlier).
Higher Education After Smarter Balanced: What Hasn’t Changed?
• High school exit: Some states may use the Smarter Balanced assessment—with a lower performance standard—for high school exit, but no state currently plans to use the college content-‐readiness standard for this purpose.
• Admission : Colleges will con)nue to admit students according to their current standards and prac)ces – the college content-‐readiness policy applies only to admiSed students.
• Placement: While honoring the exemp)on from developmental educa)on for students who have earned it, colleges may use tests (and/or other means) to determine appropriate course placement.
• Dev ed reform: Colleges can con)nue to place any student into credit-‐bearing courses. Grades-‐only placement policies are unaffected.
• STEM: Colleges will need to assess addi)onal evidence for students seeking to enter more advanced mathema)cs courses.
Exemplar Student Scenarios [To be determined by states]
Maria earns Level 4 on the math assessment. She wants to take Calculus in college so she will take pre-‐calculus as a senior and may take a placement test when she arrives at college.
Jason earns Level 3 on the math assessment. To be exempt from developmental courses, he has to take Sta)s)cs or Trigonometry in Grade 12 and earn a grade of B or beher.
Kathy earns Level 2 on the math assessment. Her high school offers her an intensive math course with the local community college. Near the end of Grade 12, she will either retake the Smarter Balanced exam or a take a college placement test.
Next Steps for Higher Education
Repor)ng System Development Spring – Winter 2013
Comparability with PARCC Spring – Fall 2013
Career Readiness Policy * Spring 2013-‐ Winter 2014
Valida)on Research Planning Spring – Fall 2013
States Determine Grade 12 Requirements Fall 2013 – Spring 2014
Valida)on Research Implementa)on Spring 2014 – 2017
Standard-‐sewng* Summer 2014
Development of Repor)ng ALDs * Spring – Summer 2014
Ins)tu)onal par)cipa)on decisions Beginning Fall 2014
* Subject to state vote by K12 and higher educa)on.
Learn More and Stay Engaged
• Visit SmarterBalanced.org for the latest news and developments
• Sign up for the e-newsletter
• Follow on Twitter: @SmarterBalanced
Higher Educa-on Engagement
Kristen Huff Senior Fellow, Regent Research Fund New York State Educa)on Department
June 2013
The Partnership for Assessment of Readiness for College and Careers: § Made up of 22 states § Developing common, high-‐quality math and English language arts (ELA) tests for grades 3–11
Ø Computer-‐based and linked to what students need to know for college and careers
Ø For use star)ng in the 2014–15 school year
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1. Determine whether students are college and career ready or on track
2. Connect to the Common Core State Standards
3. Measure the full range of student performance, including that of high-‐ and low-‐achieving students
4. Provide educators data throughout the year to inform instruc)on
5. Create innova)ve 21st century, technology-‐based assessments
6. Be affordable and sustainable
PARCC PrioriLes
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Geang All Students College and Career Ready
K–2 Grades 3–8 High School
Voluntary K–2 assessment being developed, aligned to the Common Core State
Standards
Timely data showing whether ALL students are on track for college and career readiness
College readiness score to iden)fy who is ready for college-‐level
coursework
Success In first-‐year,
credit-‐bearing, postsecondary coursework
Targeted intervenLons and supports:
• State-‐developed 12th-‐grade bridge courses
Ongoing student support/interventions
Professional development for educators
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– Level 4 will be the threshold for earning the College and Career Ready DeterminaLons on the designated high school assessments
– Two College and Career Ready DeterminaLons: o English language arts/literacy o Mathema)cs
– Students who achieve the CCRD will be guaranteed exempLon from remedial course work in that content area.
– Policies are located at www.parcconline.org/parcc-‐assessment-‐policies
Background: College-‐ and Career-‐Ready DeterminaLon (CCRD) Policy
Students who receive a CCRD will have demonstrated the academic knowledge, skills, and pracLces necessary to enter
directly into and succeed in entry-‐level, credit-‐bearing courses at public postsecondary ins)tu)ons without the need for
remedia)on.
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A College and Career Ready DeterminaLon indicates:
• Mastery of the core competencies in the Common Core State Standards iden)fied by postsecondary educa)on faculty as prerequisites for and key to success in entry-‐level, credit-‐bearing courses in English and mathema)cs
• Readiness for placement into entry-‐level, credit-‐bearing courses in ELA and mathema)cs
A College and Career Ready DeterminaLon will not:
• Determine admission to college or university • Replace college/university tests to place students into higher level mathemaLcs and English courses
• Address non-‐tradi)onal students who delay enrollment
CCRD: Placement NOT Admission
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College & Career Readiness: The New York Context
EngageNY.org
EngageNY.org
Regents Reform Agenda • Implementing Common Core
standards and developing curriculum and assessments aligned to these standards to prepare students for success in college and the workplace.
• Building instructional data
systems that measure student success and inform teacher and principals how they can improve their practice in real time.
• Recruiting, developing, retaining,
and rewarding effective teachers and principals.
• Turning around the lowest-
achieving schools. 8
Highly Effec)ve Teachers
College and Career Ready Students
Highly Effec)ve School Leaders
Domains of College and Career Readiness
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Defines the academic knowledge and skills students need to be successful in college and careers.
Specifies the non- cognitive, socio-emotional knowledge and skills that help students successfully transition from high school to college or careers.
Describes the career- specific opportunities for students to gain the knowledge, skills, and competencies they need to pursue and succeed in their chosen career.
Graduating College and Career Ready
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New York's 4-year high school graduation rate is 74% for All Students. However, the percent graduating college and career ready is significantly lower.
June 2011 Graduation Rate Graduation under Current Requirements Calculated College and Career Ready*
% Graduating % Graduating All Students 74.0 All Students 34.7 American Indian 59.6 American Indian 16.8 Asian/Pacific Islander 82.4 Asian/Pacific Islander 55.9 Black 58.4 Black 11.5 Hispanic 58.0 Hispanic 14.5 White 85.1 White 48.1 English Language Learners 38.2 English Language Learners 6.5 Students with Disabilities 44.6 Students with Disabilities 4.4 *Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses. Source: NYSED Office of Information and Reporting Services
College Remediation in New York State
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Over 50% of students in NYS two-year institutions of higher education take at least one remedial course.
Source: NYSED Administrative Data for all Public, Independent and Proprietary 2- and 4-year institutions of higher education
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
All Institutions 2-Year Institution 4-Year Institution
Remediation Rates for First-time, Full-time Undergraduates
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10
CUNY Placement Policies
• Students are considered proficient in reading and writing, and exempt from placement testing, if they can document any one of the following: • SAT I: verbal 480+, critical reading 480+ • ACT English: 20+ • Regents Comprehensive English: 75+
Reading and Writing
• The range of minimum scores to be considered proficient in math, an exempt from placement testing: • SAT Math: 480 – 510 • ACT Math: 20-21 • Regents - Integrated Algebra, Geometry, OR
Algebra 2/Trig: 80+ and successfully completing, with a C or better, Algebra 2 & Trigonometry or a higher-level course
Mathematics
* Proficiency requirements in mathematics differ from college
to college.
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Measuring CCR today in NYS: Focus on State assessment results
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Aspirational
Measures on New York State
Regents Exams
NY Graduates are College and Career
Ready
NY HS Grads can enroll and
succeed in entry-level, credit-bearing college courses in their 1st semester
and/or embark on a career pathway
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Common Core Assessments
• New York State assessments aligned to the Common Core • Implemented Spring 2013 • 4 performance levels
3 – 8 Assessments
• Continue to serve as centerpiece to New York State’s graduation requirements
• Algebra I and ELA will be implemented in Spring 2014 • 4 or 5 performance levels
Regents Exams
• A common math and English language arts (ELA) tests for grades 3–11
• Computer-based • For use starting in the 2014–15 school year • 5 performance levels
PARCC Assessments
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New York Policy-Level PLDs Grades 3 - 8
• NYS Level 4 • Students performing at this level excel in standards for their grade. They demonstrate knowledge, skills, and
practices embodied by the New York State P-12 Common Core Learning Standards for English language arts/literacy that are considered more than sufficient for the expectations at this grade.
• NYS Level 3 • Students performing at this level are proficient in standards for their grade. They demonstrate knowledge, skills,
and practices embodied by the New York State P-12 Common Core Learning Standards for English language arts/literacy that are considered sufficient for the expectations at this grade.
• NYS Level 2 • Students performing at this level are below proficient in standards for their grade. They demonstrate knowledge,
skills, and practices embodied by the New York State P-12 Common Core Learning Standards for English language arts/literacy that are considered partial but insufficient for the expectations at this grade.
• NYS Level 1 • Students performing at this level are well below proficient in standards for their grade. They demonstrate limited
knowledge, skills, and practices embodied by the New York State P-12 Common Core Learning Standards for English language arts/literacy that are considered insufficient for the expectations at this grade.
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Regents Exams: Graduation versus CCR
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• Graduation Requirements ¦ Pass 5 Regents Exams ¦ Minimum math Regents requirement for
graduation is Integrated Algebra, usually taken in 9th grade.
• College and Career Readiness ¦ The PARCC CCRD is a higher bar than current
New York graduation requirements. ¦ New York is discussing a state-specific CCRD,
related to Regents Exams, with higher education partners.
Higher Education: Key Partner • Higher Education workgroup
• Biweekly calls and Quarterly face-to-face meetings
• Facilitated by the Regents Research Fund
• Role of Higher Education: • Partner with NYSED to develop college-ready high school assessments
in English and mathematics
• Engage higher education faculty interested in participating in assessment development
• Guide outreach strategies with individual colleges and universities
• Develop policy recommendations for implementation of a New York college and career ready determination
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Higher Ed Faculty Involvement in Assessment
• Higher ed faculty are represented on the following: ¦ New York Higher Education Workgroup ¦ PARCC Higher Education Leadership Team ¦ New York State Content Advisory Panels ¦ Item Development and Item Review Committees ¦ Standard Setting and Rangefinding Panels
• These panels are informing: ¦ College and Career Ready Determinations ¦ Test specifications, policies, and items ¦ NYS policy-level and grade-level performance level
descriptors ¦ Setting performance standards
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• CUNY System Administration will make the decision to accept the PARCC CCRD; The decision will be made locally across the 64 SUNY institutions.
1. Placement is an institutional decision.
• Higher education representatives are reluctant to commit to accepting the CCRD without evidence supporting the assessment as a valid indicator of student readiness for college.
2. Higher Education faculty want validity evidence.
• Higher education representatives in New York State are questioning whether all students need Algebra II to be college ready.
• New York State does not currently require four years of mathematics.
3. CCRD bar may not align with all institutional philosophies.
Higher Education Concerns about PARCC CCRD
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New York State Assessment Transition Plan: Regents Exams As of March 2013 (Subject to Revision)
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Assessment 2011–12 2012–13 2013–14 2014–15 2015-16 ELA
Grade 11 Measures the 2005 Standards Regents Exam Measures the Common Core1
NYS CC or PARCC
Math
Algebra I Measures the 2005 Standards Regents Exam Measures the Common Core2
NYS CC or PARCC
Geometry Measures the 2005 Standards Measures the 2005 Standards3
Regents Exams Measures the Common Core3
Algebra II Measures the 2005 Standards Measures the 2005 Standards4
NYS CC or PARCC4
NOTES (DRAFT POLICY – NOT YET APPROVED AND SUBJECT TO CHANGE): 1 ELA Regents: All students first entering Grade 9 in the 2013-14 school year or thereafter must be provided with a high school English course of study aligned to the CCLS and pass the new Regents Exam in ELA (Common Core), which is designed to be administered at the end of Grade 11, to meet graduation requirements. All students who first entered Grade 9 prior to the 2013-14 school year may meet the requirements for graduation by enrolling in Common Core English courses and passing the new Regents Exam in ELA (Common Core) or enrolling in English courses aligned to the 2005 Learning Standards and passing the Regents Comprehensive Exam in English (2005 Learning Standards), while that exam is still being offered. 2 Common Core Algebra I Regents: NYSED recommends that students whose first math Regents course is taken in 2013-14 take the new Common Core Algebra 1 Regents Exam, although schools may choose to administer the current Integrated Algebra Exam until it ceases operation in January 2016. 3 Common Core Geometry Regents: NYSED recommends that students whose first math Regents course is taken in 2013-14 take the new Common Core Geometry Regents Exam in 2014-15, although schools may choose to administer the new Common Core Geometry Exam as early as June 2014 and schools may choose to administer the current Geometry Regents Exam aligned to the 2005 standards until it ceases operation in January 2016. 4 Common Core Algebra II Regents: NYSED recommends that students whose first math Regents course is taken in 2013-14 take the new Common Core Algebra II Regents Exam in 2015-16, although schools may choose to administer the new Common Core Algebra II Regents Exam as early as June 2015 and schools may choose to administer the current Algebra 2 / Trigonometry Regents Exam until it ceases operation in January 2017.
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TRANSITIONS IN STATE-LEVEL POLICIES Kris Ellington, Assessment Consortia Advisor (Consultant) Council of Chief State School Officers
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State Transitions • Shift from existing standards to Common Core for
most states ¦ Training, resources, public support ¦ Opportunity to learn ¦ Higher Ed endorsement
• Selecting new assessments and linking to old • High schools assessments
¦ Aligned to state standards (college ready; CCSS) ¦ End of course vs end of domain (in particular, mathematics)
• Accountability systems ¦ Student: promotion, graduation, placement ¦ Educator: PD, evaluations, personnel actions ¦ Schools: school grades, rewards, supports, interventions
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June 2013
State Policy Changes Growing Concerns and Insights • Validity of placement instruments • Need for multiple indicators • Remediation prior to high school graduation • Include college readiness in high school accountability systems • Developmental Ed as co-requisites with credit-bearing courses • Diagnostic measures and targeted remediation Florida Community Colleges* Example: • Take placement test (PERT or exempt through other college-ready test score) as high school juniors and remediate in senior year. • HS diploma (or active duty military) exempts students from college-required placement testing • Colleges can advise remediation but it is student’s choice. • Flexibility for approach to remediation needed by adult students. *Only FL community colleges and FAMU are allowed to offer remedial courses.
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Key Questions • How will placement measures for recent high school
grads vs returning adults differ? • Will standards for placement into college coursework in
high school differ from measures and standards used post-high school?
• Will the method and outcomes for establishing PARCC/Smarter cut scores to match PLDs keep/bring greater HE engagement?
• Will PARCC, Smarter Balanced scores be reported on high school transcripts?
• What approach will prevail for high school mathematics tests?
• False negatives and impact on students • Are the numbers needing remediation likely to increase
with higher standards? • Whose job is it and who pays to remediate under-
prepared students?
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Let’s hear from you
• What trends concern you? • What changes do you think are
imminent? • What needs to change? • Others?
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