Alternative Assessment Options for High School Graduation Presentation to the Senate Early Learning and K-12 Education Committee January 17, 2007 Annie Pennucci and Robert Barnoski Washington State Institute for Public Policy

Who We Are Washington State Institute for Public Policy: Created by 1983 Legislature Conduct non-partisan research on topics assigned by legislature or board of directors Representative Helen Sommers Robin Arnold-Williams, DSHS Representative Fred Jarrett Victor Moore, OFM Representative Phyllis Kenney Sandra Archibald, University of Washington House position pending Andrew Bodman, Western Washington University Senator Karen Fraser Les Purce, The Evergreen State College Senator Jeanne Kohl-WellesRobert Rosenman, Washington State University Senator Pam Roach Ken Conte, House Office of Program Research Senator Mark SchoeslerRichard Rodger, Senate Committee Services Slide 2 of 14

Study Direction From 2006 Legislature Substitute Senate Bill 6618, Laws of 2006 “explore options to augment the current system of assessments to provide additional opportunities for students to demonstrate that they have met the state learning standards” “include recommendations on at least two alternative assessment options, alternative methods, procedures, or performance measures that were reviewed” “consult … with nationally recognized experts … office of superintendent of public instruction, educators, counselors, parents, the business community, classified employees, career and technical organizations, … federally recognized Washington tribes, … cultural, linguistic, and racial minority groups, and the community of persons with disabilities” Slide 3 of 14

Background Prior research: David Conley, (2005). Study of Alternative Methods to the Washington Assessment of Student Learning (WASL): Feasibility Study. Eugene, OR: Center for Educational Policy Research (CEPR). Review of other states: 14 of 25 states with high stakes assessments offer one or more alternatives as an option or part of the appeals process Small percentages of students use alternative assessments Slide 4 of 14

Washington’s Current Assessment System WASL Assessments for special populations Existing alternatives after two WASL attempts: Subject-area GPA cohort Collection of Evidence College admissions tests: PSAT/SAT/ACT (math only) Slide 5 of 14

Additional Alternatives College placement tests Comprehensive achievement tests GPA overall Segmented math exams Slide 6 of 14

Legislatively Assigned Review Criteria Rigor and content Reliability Costs Implementation difficulty Potential for standardization Cultural appropriateness Plus: Potential to increase “met-standard” rates Slide 7 of 14

Findings: Options With Low Potential to Increase Met-Standard Rates Option College admission tests College placement tests Comprehensive achievement tests The same level of academic ability is required to perform well across tests. Most are not diagnostic in that they do not provide feedback for classroom instruction. Slide 8 of 14

Findings: Options With Low Potential to Increase Met-Standard Rates OptionCostsDifficulty of Implementation College admission testsLow College placement testsLow Comprehensive achievement tests Low The same level of academic ability is required to perform well across tests. Most are not diagnostic in that they do not provide feedback for classroom instruction. Slide 8 of 14

Option Subject-area GPA cohort GPA overall The same level of academic ability is required to attain a GPA equivalent to meeting standard on the WASL. There is potential for grade inflation. Findings: Options With Low Potential to Increase Met-Standard Rates Slide 9 of 14

OptionCostsDifficulty of Implementation Subject-area GPA cohortHigh (initial) High (initial) GPA overallLow The same level of academic ability is required to attain a GPA equivalent to meeting standard on the WASL. There is potential for grade inflation. Findings: Options With Low Potential to Increase Met-Standard Rates Slide 9 of 14

56% 70% 81% 88% 94% 98% 99% 53% 66% 77% 85% 92% 98% 99% 13% 23% 35% 48% 66% 87% 97% 0.0 to to < to < to < to < to < Reading Writing Math 4.3% 16.9% 21.2% 14.5% 35.7% 17.6% 53.3% 19.7% 73.0% 22.6% 95.6% 4.4% 100% GPA Percent Met Standard by GPA % Cum. % Slide 10 of 14

54% 57% 62% 69% Level 3 & 4 Met Standard Level 2 and GPA of 3.5 or greater Level 2 and GPA of 3.0 or greater Level 2 and GPA of 2.5 or greater Example: Effect of Overall GPA Option on Met- Standard Rates Slide 11 of 14

Option Collection of Evidence Segmented math WASL—end of course Segmented math WASL—diagnostic Same level of academic ability is required to perform well. Are diagnostic and provide feedback for classroom instruction. Findings: Options With Higher Potential to Increase Met-Standard Rates Slide 12 of 14

OptionCostsDifficulty of Implementation Collection of Evidence High Segmented math WASL—end of course High (initial) Low Segmented math WASL—diagnostic High (initial) Low Same level of academic ability is required to perform well. Are diagnostic and provide feedback for classroom instruction. Findings: Options With Higher Potential to Increase Met-Standard Rates Slide 12 of 14

Initial Recommendations (Final Report Due December 2007) Balance potential to increase met-standard rates with costs and ease of implementation. Limit the number of alternative assessments. Implement a math assessment alternative that is diagnostic. Slide 13 of 14

2007 Study Plan (Final Report Due December 2007) Continue review of cultural appropriateness Other alternatives to be reviewed: GED Career skill certification Multiple measures Slide 14 of 14