1. CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction 2014 NATIONAL CONFERENCE ON STUDENT ASSESSMENT Re-envisioning High School Exit Requirements John Boivin, Administrator High School & Physical Fitness Assessment Office California High School Exit Examination

2. TOM TORLAKSON State Superintendent of Public Instruction 2 California High School Exit Examination Overview Background on the California High School Exit Examination (CAHSEE) State Superintendent of Public Instruction’s Recommendations for Transitioning California to a Future Assessment System Description of educational policy steps taken by the California Department of Education

3. TOM TORLAKSON State Superintendent of Public Instruction 3 California High School Exit Examination Background California established CAHSEE in English– language arts and mathematics in 1999 All public schools’ students and eligible students with disabilities must satisfy exit exam requirement In addition to all other state and local graduation requirements to receive a high school diploma

4. TOM TORLAKSON State Superintendent of Public Instruction 4 California High School Exit Examination Background (Cont.) CAHSEE has proven to be successful in meeting its primary purpose Improve student achievement in public high schools Ensure that students who graduate from public high schools can demonstrate competency in the assessed standards

5. TOM TORLAKSON State Superintendent of Public Instruction 5 California High School Exit Examination Background (Cont.) Trends in overall grade ten passing rates for selected groups. Source: HumRRO, Independent Evaluation of the California High School Exit Examination: 2014 Biennial Report

6. TOM TORLAKSON State Superintendent of Public Instruction 6 How is California deciding whether to retain, revise, or replace the CAHSEE? Independent Evaluation of CAHSEE Annual, biennial, and supplemental reports to facilitate policy decision-making Conduct preliminary alignment of CAHSEE items to the CCSS Engaged stakeholders and the public in developing recommendations Stakeholder meetings, surveys, focus group, public comment, State Board of Education

7. TOM TORLAKSON State Superintendent of Public Instruction 7 How is California deciding whether to retain, revise, or replace the CAHSEE?

8. TOM TORLAKSON State Superintendent of Public Instruction 8 How is California arriving at a definition of performance expectations for the CAHSEE? Strengths relatively inexpensive development, administration, and scoring of the paper-and-pencil, multiple-choice assessments assessments yield results that are highly reliable and provide secure measures of achievement

9. TOM TORLAKSON State Superintendent of Public Instruction 9 How is California arriving at a definition of performance expectations for the CAHSEE? Limitations and Unintended Consequences Not aligned to Common Core State Standards Use of multiple-choice assessments limits the types of knowledge and skills that can be measured Not measuring students’ achievement of the standards in sufficient depth

10. TOM TORLAKSON State Superintendent of Public Instruction 10 How is California arriving at a definition of performance expectations for the CAHSEE? Limitations and Unintended Consequences (Cont.) Format precludes measuring academic content standards that call for students to demonstrate more complex processes In-depth understanding of subject matter is devalued because it is not easily measured

11. TOM TORLAKSON State Superintendent of Public Instruction 11 How is California arriving at a definition of performance expectations for the CAHSEE? Limitations and Unintended Consequences (Cont.) Criticized for influencing instruction through the narrowing of the curriculum Students “shut down” after they pass test

12. TOM TORLAKSON State Superintendent of Public Instruction 12 How is California handling transitions to a new exit examination? Contractually limiting new item development One year extension of CAHSEE contract Reports with recommendations are with the State Legislature

13. TOM TORLAKSON State Superintendent of Public Instruction 13 California Consideration of Options Education Use Smarter Balanced assessments to determine academic readiness for high school graduation Use the results of other voluntary exams (e.g., PSAT, SAT, ACT, or AP) as a proxy for meeting high school exit requirements

14. TOM TORLAKSON State Superintendent of Public Instruction 14 Education (Cont.) Matriculation or qualification examinations can provide students with evidence of their requisite skills for prospective colleges or employers California Consideration of Options

15. TOM TORLAKSON State Superintendent of Public Instruction 15 Business Leaders The abilities to think critically, problem solve, work on a team, and interact with people Attitude and interpersonal skills Financial literacy for the economic well-being of families, individuals, and the community California Consideration of Options

16. TOM TORLAKSON State Superintendent of Public Instruction 16 Coordinate a more focused effort to bring recommendations to the Legislature. Contemplate options for a major revision of the current high school graduation requirements. Consider early interventions for students in middle school. Next Steps

17. TOM TORLAKSON State Superintendent of Public Instruction 17 Contact Information Contact CAHSEE by Phone 916-445-9449 Contact CAHSEE by E-mail cahsee@cde.ca.gov

18. TOM TORLAKSON State Superintendent of Public Instruction 18 Resources CAHSEE Web Page: http://www.cde.ca.gov/ta/tg/hs/ http://www.cde.ca.gov/ta/tg/hs/ Recommendations for Transitioning California to a Future Assessment System: A Report by State Superintendent of Public Instruction Tom Torlakson, January 2013 http://www.cde.ca.gov/ta/tg/sa/documents/suptrecrptj an13.pdf Independent evaluations of the California High School Exit Examination (CAHSEE) http://www.cde.ca.gov/ta/tg/hs/evaluations.asp