Minnesota’s Graduation Exams: An Ongoing Journey... High School Graduation Exit Exams and Other Requirements: Impact On Students and Instruction Kate Beattie MN Dept of Education

The Minnesota legislature enacted into law (M.S. 120B.30) a commitment - “to establishing a rigorous, results-oriented graduation rule for Minnesota’s public school students... starting with students beginning ninth grade in the 1996–97 school year.” Minnesota developed its first statewide diploma test, the Basic Skills Test (BST), to measure the minimal skills needed to be successful in the workforce BST

3 BST Pass Rates – First Attempt

4 MARSS Status End Code 42

5 Percent Not Graduating Due to BST Only (MARSS End Code 42) Year MARSS End Code 42 Total Graduates in MN Total (EC_42 + MN Grads) Percent Not Graduating Due to BST Only ,36957, % ,58156, % ,44057, % ,43259, % ,01860, % ,41158, % ,96859, % ,09559, % ,04861, % ,74160, %

Legislative Session The BST was retired and replaced with the MCA-II in high school as a graduation requirement BST 2005 BST Retired

Legislative Session The Minnesota Assessment System was expanded. Students in grades 3–8, and grades 10 and 11, were assessed with the first Minnesota Comprehensive Assessments—Series II (MCA-IIs) in mathematics and reading. The information from these tests is used to determine: Adequate Yearly Progress (AYP) and to evaluate student, school and district success in Minnesota’s standards-based education system for the No Child Left Behind Act (NCLB) BST 2005 BST Retired 2006 MCA-II (3-8, HS)

Legislative Session The Minnesota legislature provided the Graduation Required Assessment for Diploma (GRAD) as the retest option for high school students to fulfill their graduation exam requirement. Students in 8th grade in or after, must pass: GRAD writing given in 9th grade, or retest opportunities GRAD reading given in 10th grade, or retest opportunities GRAD math given in 11th grade, or retest opportunities 1995 BST 2005 BST Retired 2006 MCA-II (3-8, HS) 2007 GRAD

9 Replaces the Basic Skills Test (BST) for students who first entered grade 8 in or later –Writing: Grade 9 First administered Passing score is a 3 or higher of 6 possible points –Reading: Grade 10 First administered Passing score is a scale score of 50 (or 1050 on MCA-II) –Mathematics: Grade 11 First administered Passing score is a scale score of 50 (or 1150 on MCA-II) Graduation-Required Assessments for Diploma (GRAD)

10 How the Reading or Math MCA-II & GRAD Work Together Essential GRAD Only Items (15) Common GRAD & MCA-II Items (25) MCA-II MCA-II Only Items (25) MCA-II First Administration GRAD Retests Field Test Field Test Items (20) Essential GRAD Only Items (15) Common GRAD & MCA-II Items (25) NCLB GRAD

11 Proficiency on MCA-II Grade 10 Reading and Grade 11 Math Some students took the TEAE in 2006 MTELL and MTAS starting in 2007.

12 Meeting Graduation Requirement

13 Grade 11 Mathematics Meeting the Graduation Requirement - Ethnicity Achievement Gap Persists – Now Affects Graduation More with New Exam Later in School Career

14 Some Ideas... Option Policy Legislative Logistics Budget Overview Lower Passing Cut Score Commissioner sets a lower cut score (e.g., Partially Meets) through administrative authority without a traditional standard setting workshop. Phase in of Cut Score for GRAD Commissioner sets a lower cut score and includes a phase-in process in advanced for increased proficiency requirements of a higher standard. Arizona Model Students who did not pass the GRAD would be eligible to graduate if three conditions were met: 1) took the GRAD test each time it was offered when the pupil was eligible to take the test; 2) completion, with a passing grade, of all coursework and credits required for graduation by the pupil’s school district; 3) participation in any academic remediation programs available in the pupil’s school in the failed subject areas. Course Completion of Related Content Legislation allows students complete courses related to mathematics at the high school level – instead of achieving a passing score on the GRAD.

15 And more ideas... Option Policy Legislative Logistics Budget Overview Hold Harmless for Upcoming Classes Legislation places a moratorium on the math GRAD for a specified number of graduating classes. Differentiated Diplomas or Notations Legislation allows school districts to identify different levels of diploma competency based on performance on the math MCA-II. GRAD Test Identified in Administration of MCA-II The state would identify which questions on the embedded GRAD will count for graduation requirements. Release Full Test to Sophomores The state would fully release a complete form of the math GRAD each year for district-level administration, projection, and remediation.

16 And some more ideas... Option Policy Legislative Logistics Budget Overview Local Appeals Process for Districts Local district staff would establish an appeals process that would allow for local graduation decisions of students who do not pass the math GRAD. Alternate Assessment (e.g., ACT, SAT, AP) Students who score a particular score on a nationally- administered test would be considered proficient for the math GRAD. Portfolio of Performance Demonstrations Students would submit a collection of evidence (either locally or to a state body) to demonstrate they have mastered math academic content standards. GRAD Test Administered to Sophomores Students would be eligible to participate in the retest opportunities of the GRAD prior to the MCA-II census administration in grade 11.

17 And a few more ideas... Option Policy Legislative Logistics Budget Overview Cut Scores Identified for Post- Secondary Track Legislation allows for a standard setting activity that identifies success along several post-secondary tracks (e.g., technical schools, four-year colleges). Interim Reinstatement of BST Students graduating under the 2003 content standards would be allowed to pass the BST for graduation requirements. Move the MCA- II/GRAD to Grade 10 The MCA-II and its embedded GRAD would be given for the first administration in grade 10. Other related policies would remain in place. End of Course Assessments The state would implement end-of-course assessments and establish a graduation formula that includes the scores of those assessments.

18 The 2009 Legislative Session What to do for the short-term and long-term solution for the state’s exit exams? –Political challenges of finding the right short- and long-term solutions –Governor proposed EOCs before a work group effort began What to do with college and career readiness? –The 2003 standards were not aligned to CCR –Has everyone agreed that all students need to be “college ready” in Minnesota? Are there exceptions? What if the Governor Proposed... ? –Math EOCs: Geometry & Algebra II (50%) –Science EOCs: Biology and Physics/Chemistry (25%) Why should we trust End-of-Course Exams? –Do EOCs improve student achievement? –Will students have to pass every EOC to graduate?

19 The 2009 Legislative Session Establishes for five years an alternative to passing the Mathematics GRAD (for students entering grade 8 from through ). Students in grade 11 who do not pass the high school mathematics exam can still graduate if they: Complete all coursework and credits required for graduation, Participate in district-prescribed academic remediation in math, and Participate in at least two retests of the Mathematics GRAD or pass the Mathematics GRAD, whichever happens first BST 2005 BST Retired 2006 MCA-II (3-8, HS) 2009 GRAD Alternative 2007 GRAD

20 The 2009 Legislative Session  Notation(s) on transcript: Districts must place on the transcript a student’s highest assessment score for Mathematics MCA, Reading MCA, Written Composition GRAD, and if applicable, for Mathematics and Reading GRAD.  Students are still required to pass the Reading and Written Composition GRADs to graduate.  Established a work group to recommend long-term plans for high school testing and to report back to the legislature by February Returns the Mathematics GRAD to active status for the Class of 2015 if no long-term solution is enacted by the legislature by May 2010.

21 College and Career Readiness Policy Institute Work Group (CCRPI) The design of Minnesota’s high school anchor assessment system for ensuring students are college and career ready upon graduation. The levels of accountability to be incorporated into this assessment system for the state, district, school, and student. The statewide mechanism for accountability at the various levels. The accountability system must be consistent and coherent enough to ensure that all students are moving toward college and career readiness, but flexible enough to recognize the varied needs of students. A plan for Minnesota postsecondary institutions to evaluate these assessments for possible use in admissions, placement, and scholarship opportunities as the system is implemented. The implementation timeline that will ensure that this college- and career-ready anchor assessment system is put in place in Minnesota.

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23 Commissioner’s Recommendations Major Design and Accountability Provisions Current GRAD System ACCESS System Assessments Writing: Grade 9 Reading: Grade 10 Math: Grade 11 Begin in : Reading & Writing: End-of-Grade 10 Exam High School Algebra: End-of-Course Exam Biology: End-of-Course Exam Begin in : Geometry: End-of-Course Exam Chemistry or Physics: End-of-Course Exam Design Considerations Computer delivered; Multiple-Choice Items Computer delivered; both multiple-choice and open-ended items Requirement for Diploma Passing score on all three GRAD exams (math currently has an alternate pathway) Reading & Writing: Passing score on each High School Algebra: 25% of course grade Biology: 25% of course grade Administration Frequency Every month, available to student every other month Reading & Writing: Regular retest options (e.g., every other month) All other EOC exams: Flexible windows to match common high school schedules

24 Commissioner’s Recommendations Major Design and Accountability Provisions Current GRAD System ACCESS System Appeals ProcessNone Reading & Writing: Limited option at state level for unique situations All other EOC exams: No appeal option, as a cut score is not necessary for passing Alternate Options to Demonstrate Proficiency 1.Student w/ IEP or ELL time-limit waiver 3.Pass other state’s requirements 1.Pass other state’s requirements 2.Student w/ IEP or ELL time-limit waiver 4.Achieve college-credit score on College-Level Examination Program (CLEP) 5.Achieve college-and-career readiness (CCR) benchmark on ACT or SAT 6.Achieve CCR benchmark on ACCESS Exam and earn credit in an equivalent course 7.Achieve credit-earning score on AP or IB exams Performance Levels Pass or Not Pass Levels that define a student’s preparedness for college and career (such as Advanced Readiness for College and Careers; College and Career Ready; On Track for Readiness; Off Track for Readiness) Alignment IndexN/A In the first three years, establish the statewide alignment expectations between the student’s EOC exam score and the student’s course grade across the state

25 Commissioner’s Recommendations Major Design and Accountability Provisions Current GRAD System ACCESS System Misalignment Consequences N/A Schools that are highly misaligned for two consecutive years will- 1.Notify parents of grade 7-12 students of misalignment and use district funds to engage in professional development to correct the misalignment, and 2.Reimburse post-secondary schools for one remediation course in each subject required of the student if the student enrolls within twelve months of graduation. Research Agenda Comparability Studies conducted Summer of 2014: Implementation & Impact Study to evaluate feasibility, workload and scheduling Summer of 2016: Consequential Validity Study to evaluate adaptations schools and teachers make in response to the new system

Proposed State Legislation Comparability... But not for this student! You must administer paper tests, too. Remediation... But too infrequent! You must allow for every month of administration. Move to End-of-Course exams... But in limited fashion. Final bill in one body had only a “high school algebra” exam remaining.

27 What’s Next? Not sure... –Four years of stakes moratorium left –Election year –ESEA reauthorization –RTTT assessment consortia –Common Core State Standards We expect to see 1)paper requirements, 2)more frequent administrations, and 3)ACCESS back again next year...