CAHSEE Powerpoint_1__ppt 2

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CAHSEE
California High School Exit
Exam
OVERVIEW
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Purpose of the CAHSEE
Background
Contents of the CAHSEE
School Accountability
Lawsuits against the CAHSEE and 2006 disability waiver
Options for students who do not pass the CAHSEE
CAHSEE Survey distributed to faculty at South El Monte High School
Demographics of SEMHS
Survey results
Pros and Cons of the CAHSEE
Recommendations regarding the future of the CAHSEE
Background of the CAHSEE
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Local proficiency standards were below high school level and did not
correlate with state standards.
Legislature wanted to set higher standards for high school graduation
and proposed the CAHSEE.
Primary goal was to “ensure that pupils who graduate from high school
can demonstrate grade level competency in reading, writing, and
mathematics.
State Superintendent of Public Instruction appointed members to the
High School Exit Examination Panel. The CAHSEE was developed
based upon recommendations by the panel.
1999 CAHSEE state law enacted
(California Department of Education)
Purpose of the CAHSEE
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Improve public high school student achievement
Show students can demonstrate grade level competency in
reading, writing, and math.
Identify students who are not demonstrating grade level
competency skills.
Districts are encouraged by CAHSEE results to provide
additional attention and resources to students who are not
acquiring grade level skills.
Students must pass the CAHSEE and meet respective district
requirements to be eligible for high school graduation.
(California Department of Education 2006)
Contents of CAHSEE
2 parts
English – Language Arts
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State content standards through
grade 10.
Reading portion contains
vocabulary, decoding,
comprehension, and analysis of
literary information in texts.
Writing Portion contains writing
strategies, applications and
grammar, spelling, and
punctuation.
Mathematics
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State Standards grades 6, 7, and
Algebra 1.
Math portion includes statistics,
data analysis, number sense,
measurement and geometry,
reasoning, and algebra.
Students must also be able to
demonstrate a foundation in
computation and arithmetic.
Test Variations
Students are allowed to take the CAHSEE with any accommodations
and modifications specified in IEP or 504 Plan
ACCOMMODATIONS
Definition: A variation in the environment that
does not alter what the exam measures.
Examples: Braille, math portion read to student.
 If a student uses an accommodation, a standard passing score of
350 or above is a PASS.
 English learners are required to take the exam, but may utilize a
flexible setting or extra time. Students may hear the test directions
in their primary language.
Test Variations (Continued)
MODIFICATIONS
Definition: A variation in the environment that alters what
the exam measures.
Examples: Use of calculator on math portion, ELA portion
read to student.
 If a student uses a modification, and earns a standard
passing score of 350, the student has not passed – but
can request a waiver of the requirement.
 Because a modification alters the test – the test is
marked “NOT VALID.”
 (California Department of Education 2004)
If at first you do not succeed,
try, try again
 Students take the CAHSEE for the first time
in the spring of 10th grade.
 A student has five more times to take the
exam.
 Seniors may take the exam a seventh time in
the spring of 12th grade, but results will not be
posted in time for graduation.
School Accountability
• The CAHSEE is used for school and district
accountability
• The CAHSEE is used for State and Federal
accountability
• API
• AYP
Lawsuits against the CAHSEE
Disabilities
Other
Graduation
Requirements Met
Appropriate Alternatives
Options for students who do not pass
the CAHSEE
1. Remedial supplemental instruction.
2. Additional year(s) in high school or
alternative education program.
3. Independent Study
4. Adult School, Secondary Education
5. Pass CA High School Proficiency
Exam. Must be 16 years or over to
obtain diploma equivalent.
6. Pass GED – 18 years or older.
Pros of CAHSEE
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Standardized Test
Sets a Standard
New Test
Ensures Basic Learning Skills are Learned
Cons of CAHSEE
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Multiculturally Biased
Disabilities/Time Limit
Overcrowded Classrooms
Teaching to the Test
Added Stress & Pressure
CAHSEE Survey
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10 Questions
Distributed to all faculty members at South El
Monte High School in South El Monte, CA.
80 surveys distributed
30 replies received
38% survey return rate
Demographics of SEMHS
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1400 Students
93% Hispanic or Latino
5% Asian
2% Other
87% Socioeconomically disadvantaged
80% Students participate in free or reduced lunch
Parent education level using a scale of 1-5, where 1
represents not a high school graduate , and 5 represents
graduate school = 1.78
CAHSEE Survey
For each item below, please indicate your answer using a scale of 1-5, with the
answer of 1 meaning Strongly Agree, and 5 meaning Strongly Disagree.
Strongly Agree
1
2
3
4
5 Strongly Disagree
1. The CAHSEE is a valid measure of student knowledge. ______
2. The CASHEE connects well with the classroom curriculum. ______
3. The CASHEE connects well with the CA Standards. ______
4. The CASHEE is accessible to all students. ______
5. The CASHEE is culturally biased. ______
6. The CASHEE builds self-esteem. ______
7. The CASHEE is an appropriate measure of teacher value. ______
8. The CASHEE forces the teacher to “teach to the test.” ______
9. The CASHEE is an effective tool to measure the knowledge of Special
Education students. ______
10. The CASHEE should be the determinate factor for graduating students
from high school. _____
SURVEY RESULTS
Descriptiv e Statistics
N
1. Valid Meas ure of
Student Knowledge
2. Connec ts W ell W ith
Clas sroom Curric ulum
3. Connec ts W ell W ith CA
Standards
4. Ac ces s ible to All
Students
5. Culturally Biased
6. Builds Self Esteem
7. Appropriate Meas ure of
T eac her Value
8. T eac h to the Tes t
9. Meas ures Knowledge
of Spec ial Education
10. Determinate Fac tor
For Graduation
Valid N (lis twis e)
Minimum
Maximum
30
1.00
5.00
3.1333
1.27937
30
1.00
5.00
3.0000
1.14470
30
1.00
5.00
2.7333
1.20153
30
1.00
5.00
3.4000
1.56690
29
29
1.00
1.00
5.00
5.00
3.3793
3.5517
1.37357
1.35188
28
1.00
5.00
3.6071
1.42307
30
1.00
5.00
2.5333
1.30604
30
1.00
5.00
3.3667
1.62912
30
1.00
5.00
3.2333
1.50134
27
Mean
Std. Deviation
Survey Results – ITEM1
The CAHSEE is a valid measure of student knowledge.
#1 Vali d Measure of Stu dent Kn owl edge
1. 00
2. 00
3. 00
4. 00
5. 00
Tot al
Frequency
4
6
6
10
4
30
Percent
13.3
20.0
20.0
33.3
13.3
100.0
Valid Percent
13.3
20.0
20.0
33.3
13.3
100.0
MEAN 3.1333
MEDIAN 3.0
MODE 4.0
10
8
Frequency
Valid
Valid Measure of Student Knowledge
Cumulative
Percent
13.3
33.3
53.3
86.7
100.0
6
4
2
0
1.00
2.00
3.00
4.00
Valid Measure of Student Knowledge
5.00
ITEM 2
The CASHEE connects well with the classroom curriculum.
#2 Connects W el l W ith Classroom Curri cu lum
1. 00
2. 00
3. 00
4. 00
5. 00
Tot al
Frequency
4
5
10
9
2
30
Percent
13.3
16.7
33.3
30.0
6. 7
100.0
Valid Percent
13.3
16.7
33.3
30.0
6. 7
100.0
10
8
Frequency
Valid
Connects Well With Classroom Curriculum
Cumulative
Percent
13.3
30.0
63.3
93.3
100.0
6
4
MEAN 3.0
MEDIAN 3.0
MODE 3.00
2
0
1.00
2.00
3.00
4.00
5.00
Connects Well With Classroom Curriculum
ITEM 3
The CASHEE connects well with the CA Standards.
#3 Connects W el l W ith CA Stan dard s
1. 00
2. 00
3. 00
4. 00
5. 00
Tot al
Percent
20.0
23.3
23.3
30.0
3. 3
100.0
Valid Percent
20.0
23.3
23.3
30.0
3. 3
100.0
MEAN 2.7333
MEDIAN 3.0
MODE 4.0
Cumulative
Percent
20.0
43.3
66.7
96.7
100.0
10
8
Frequency
Valid
Frequency
6
7
7
9
1
30
Connects Well With CA Standards
6
4
2
0
1.00
2.00
3.00
4.00
Connects Well With CA Standards
5.00
ITEM 4
The CASHEE is accessible to all students.
Accessible to All Students
#4 Accessi bl e to All Stu dents
1. 00
2. 00
3. 00
4. 00
5. 00
Tot al
Percent
23.3
3. 3
16.7
23.3
33.3
100.0
Valid Percent
23.3
3. 3
16.7
23.3
33.3
100.0
Cumulative
Percent
23.3
26.7
43.3
66.7
100.0
10
8
Frequency
Valid
Frequency
7
1
5
7
10
30
6
4
MEAN 3.4
MEDIAN 4.0
MODE 5.0
2
0
1.00
2.00
3.00
4.00
Accessible to All Students
5.00
ITEM 5
The CASHEE is culturally biased.
#5 Cultural ly Bi ased
Missing
Total
1.00
2.00
3.00
4.00
5.00
Total
Syst em
Percent
10. 0
16. 7
26. 7
13. 3
30. 0
96. 7
3.3
100.0
Valid Percent
10. 3
17. 2
27. 6
13. 8
31. 0
100.0
MEAN 3.3793
MEDIAN 3.0
MODE 5.00
Cumulat ive
Percent
10. 3
27. 6
55. 2
69. 0
100.0
Culturally Biased
10
8
Frequency
Valid
Frequency
3
5
8
4
9
29
1
30
6
4
2
0
1.00
2.00
3.00
Culturally Biased
4.00
5.00
ITEM 6
The CASHEE builds self-esteem.
#6 Builds Self Esteem
Missing
Total
1.00
2.00
3.00
4.00
5.00
Total
Syst em
Frequency
2
5
8
3
11
29
1
30
Percent
6.7
16. 7
26. 7
10. 0
36. 7
96. 7
3.3
100.0
Valid Percent
6.9
17. 2
27. 6
10. 3
37. 9
100.0
MEAN 3.5517
MEDIAN 3.0
MODE 5.0
12
10
8
Frequency
Valid
Builds Self Esteem
Cumulat ive
Percent
6.9
24. 1
51. 7
62. 1
100.0
6
4
2
0
1.00
2.00
3.00
Builds Self Esteem
4.00
5.00
ITEM 7
The CASHEE is an appropriate measure of teacher value.
#7 Appropriate Measure of Teacher Value
Missing
Total
1.00
2.00
3.00
4.00
5.00
Total
Syst em
Percent
10. 0
13. 3
16. 7
16. 7
36. 7
93. 3
6.7
100.0
MEAN 3.6071
MEDIAN 4.0
MODE 5.00
Valid Percent
10. 7
14. 3
17. 9
17. 9
39. 3
100.0
Cumulat ive
Percent
10. 7
25. 0
42. 9
60. 7
100.0
Appropriate Measure of Teacher Value
12
10
8
Frequency
Valid
Frequency
3
4
5
5
11
28
2
30
6
4
2
0
1.00
2.00
3.00
4.00
Appropriate Measure of Teacher Value
5.00
ITEM 8
The CASHEE forces the teacher to “teach to the test.”
#8 T each to the Test
1. 00
2. 00
3. 00
4. 00
5. 00
Tot al
Frequency
10
3
10
5
2
30
Percent
33.3
10.0
33.3
16.7
6. 7
100.0
Valid Percent
33.3
10.0
33.3
16.7
6. 7
100.0
10
8
Frequency
Valid
Teach to the Test
Cumulative
Percent
33.3
43.3
76.7
93.3
100.0
6
4
MEAN 2.5333
MEDIAN 3.0
MODE 1.0
2
0
1.00
2.00
3.00
Teach to the Test
4.00
5.00
ITEM 9
The CASHEE is an effective tool to measure the knowledge of Special Education
students.
#9 Measures Kno wl edge of Speci al Edu cati on
1. 00
2. 00
3. 00
4. 00
5. 00
Tot al
Percent
20.0
16.7
10.0
13.3
40.0
100.0
Valid Percent
20.0
16.7
10.0
13.3
40.0
100.0
12
10
8
Frequency
Valid
Frequency
6
5
3
4
12
30
Measures Knowledge of Special Education
Cumulative
Percent
20.0
36.7
46.7
60.0
100.0
MEAN 3.3667
MEDIAN 4.0
MODE 5.00
6
4
2
0
1.00
2.00
3.00
4.00
5.00
Measures Knowledge of Special Education
ITEM 10
The CASHEE should be the determinate factor for graduating students from high school.
#10 Determi nate Factor For Graduation
1. 00
2. 00
3. 00
4. 00
5. 00
Tot al
Frequency
7
1
8
6
8
30
Percent
23.3
3. 3
26.7
20.0
26.7
100.0
Valid Percent
23.3
3. 3
26.7
20.0
26.7
100.0
8
6
Frequency
Valid
Determinate Factor For Graduation
Cumulative
Percent
23.3
26.7
53.3
73.3
100.0
MEAN 3.2333
MEDIAN 3.0
MODE 3.0
4
2
0
1.00
2.00
3.00
4.00
Determinate Factor For Graduation
5.00
CONCLUSIONS
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The results of the survey indicate that there are many strong opinions
against the CAHSEE.
7 out of 10 questions yielded a larger number of responses (mode) of
negativity toward the CAHSEE.
When responses are averaged however, the survey results show that the
opinions of the CAHSEE are indifferent, with majority averages being a 3.
Respondents neither agree, nor disagree.
The average response of a 3 also shows that people do not have enough
information about the CAHSEE to make an absolute decision. The test is
new and therefore teachers do not have enough practical experience with
the test.
FUTURE
RECOMMENDATIONS
• Revamp the test.
• Consider options for students
with disabilities and for English
Learners.
• Not an “end all” solution right
now.
• Monitor individual student
progress.
REFERENCES
California Department of Education
www.cde.ca.gov
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