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Impact of the California High School Exit Exam (CAHSEE): A Snapshot of Effects PowerPoint Presentation
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Impact of the California High School Exit Exam (CAHSEE): A Snapshot of Effects

Impact of the California High School Exit Exam (CAHSEE): A Snapshot of Effects

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Impact of the California High School Exit Exam (CAHSEE): A Snapshot of Effects

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  1. Impact of the California High School Exit Exam (CAHSEE): A Snapshot of Effects Wade Buckland, Sheila Schultz, and Becky Dvorak June 21, 2010 Presentation to The Council of Chief State School Officers National Council on Student Assessment

  2. Background • CAHSEE Background • Exit exam assesses English language arts (ELA) and mathematics • HumRRO has been the independent evaluator since 1999 • A requirement to graduate since 2006 • Purpose of instruction study • Assess changes in curriculum and instruction associated with CAHSEE requirement • Identify effective intervention/remedial programs and practices that help struggling students pass CAHSEE requirements • Online surveys administered end of 2008-09 school year • Principals • ELA and mathematics department heads • ELA and mathematics teachers • Teachers of English learners (EL) • Teachers of students with disabilities (SWD)

  3. Survey Sample Survey Sample by Position • Targeted 400 schools • At least one faculty member responded from 271 different schools

  4. Presentation Focus • Teacher Quality: How do teacher experience and teaching credentials relate to student performance on the CAHSEE? • Standards Integration: How have California’s content standards been integrated? • Student Remediation: Have students had access to remediation? If so, what impact has the remediation had on student performance? • Impact on Instruction: How has the CAHSEE requirement influenced the California school system?

  5. Teacher Quality: Years Teaching Teachers with Five or More Years of Experience • Teachers were relatively experienced. - The majority of Department heads reported that most of their teachers had at least 5 years of experience for ELA and Math -More common that most teachers teaching primary supplemental courses had at least 5 years experience than teachers of intervention programs

  6. Teacher Quality: Student CAHSEE Performance • ELA: Years of teaching experience was positively related to student CAHSEE performance for primary and intervention courses. • Math: No significant relationships. • Further analyses found no significant relationship for ELA or math between teaching experience and gain in CAHSEE score from Grade 10 to Grade 11 (p>.05), regardless of course type. Relationship of Teaching Experience to CAHSEE Performance of 2009 10th Grade Students

  7. Teacher Quality: Credentials Full Teaching Credential Prevalence • ELA classes tend to have more teachers working with an appropriate credential than math classes. • Intervention programs are slightly more likely to be staffed by teachers not holding an appropriate credential than a typical ELA or math class.

  8. Teacher Quality: Student CAHSEE Performance Relationship of Teaching Credential to CAHSEE Performance of 2009 10th Grade Students • ELA: Having appropriate teaching credential was positively related to student CAHSEE performance for primary and intervention courses. • Math: Having appropriate credential was positively related to performance for primary courses; no significant relationship for intervention courses. • Further analysis found no significant relationship between teaching credential and gain in CAHSEE score from Grade 10 to Grade 11.

  9. Standards Integration: CAHSEE Blueprints Principals Reporting Completion of School’s Integration of California Content Standards Contained in Blueprints Adopted for CAHSEE by Year • In 2005 and 2009, reported integration was mostly complete or complete. • In 2009, a slightly higher percent reported integration was complete compared to 2005.

  10. Student Remediation: Courses Offered • Almost half of responding principals indicated their schools offer remediation courses targeted to juniors and seniors who have struggled to pass the CAHSEE requirements. • Approximately 11% of responding principals indicated their schools do not offer remediation courses. CAHSEE Intervention/Remediation Courses Offered, According to Principals

  11. Student Remediation: Impact on CAHSEE Scores Effectiveness of District in Improving CAHSEE Scores for At-risk Students, According to Principals • About two-thirds of responding principals indicated their schools’ remediation efforts have been at least minimally effective in improving students’ CAHSEE scores.

  12. Student Remediation: Impact on Drop-out Impact of CAHSEE Intervention/Remediation Courses on Preventing Students from Dropping out of School, According to Principals • Of responding principals whose schools offer remediation, almost 90% said those courses have had a positive impact on preventing student drop-out.

  13. Impact on Instruction: Student Preparation Extent Increased Focus of Using CAHSEE-like Tasks, Matching Content of Instruction and Content of CAHSEE, and Covering Test-Taking Skills to Prepare Students for CAHSEE • While increased focus on using CAHSEE-like tasks, matching instruction to CAHSEE content, and covering test-taking skills to prepare students was fairly consistent, ELA teachers tended to increase their focus slightly more than math teachers, especially in matching instruction to CAHSEE content.

  14. Impact on Instruction: Instigate Change Teacher’s Use of Assessment Results • CAHSEE assessment results were used at a high frequency to provide feedback to students, modify lesson plans, and practice differential instruction. • Less than half of respondents indicated that CAHSEE assessment results were used to assign students to supplemental/remedial classes and provide feedback to districts.

  15. Impact on Instruction: Instigate Change Ways in Which ELA and Math Teachers Collaborated With Other Teachers • Most teachers reported they collaborate with other teachers in some way, especially by sharing ideas. • At least half of responding teachers reported collaborating by aligning instruction across courses, assessing individual student needs, and planning coverage of CAHSEE standards.

  16. Impact on Instruction: Instigate Change Extent to Which CAHSEE Is Used to Change School’s Instruction, Assessment, and Overall Improvement • Most teachers reported CAHSEE is used to a slight or moderate extent to change their school’s instruction, assessment, and overall improvement. • CAHSEE was used slightly more to make overall improvements to the school than to change instruction or assessments.

  17. Summary • Teaching experience was sometimes related to student CAHSEE performance • Years of experience for ELA teachers significantly related to ELA student CAHSEE performance • CAHSEE content standards have commonly been integrated into course instruction • Remediation/Intervention programs commonly present in schools • Although most believe these programs at least somewhat improve performance and decrease drop out rates, there is room for improvement • CAHSEE found to impact classroom instruction • Teachers reported increasing their focus on using CAHSEE-like tasks and matching the content of instruction with that of the CAHSEE

  18. Further Reference • Full Reports: http://www.cde.ca.gov/ta/tg/hs/evaluations.asp • Specific questions: wbuckland@humrro.org