Early Assessment Program

2 Purposes of Early Assessment Program (EAP)  Identify 11 th grade students before their senior year who need to do additional work in English and/or mathematics before entering the CSU  Inform students, families, and high schools of students’ readiness for college-level work in English and mathematics  Motivate students to take needed steps to assure readiness

3 Why should eleventh grade students participate in the EAP?  Earn an exemption from CSU-required English and/or mathematics placement tests  Identify the need for additional preparation for college-level courses  Adjust senior-year coursework to prepare for college-level courses  Avoid investing time and money in college remediation courses that do not count toward a baccalaureate degree

4 Early Assessment of Readiness for College  Selected items from CST and additional EAP items (including essay in English) are scored to determine students’ readiness for college English and/or mathematics  Results of testing (CD-ROM, rosters, and student letters) are sent to school districts  School districts distribute rosters and student letters to high schools  High schools distribute letters to families/ students

5 Early Assessment of Readiness for College  Approximately 182,000 students participated in Spring 2004  Results of 2004 testing will be sent to school districts mid-September, 2004  Delays in delivering results due in part to large number of essays to be scored  In future, the essays will be administered during the STAR testing window (same as grades 4 & 7)  Schools should consult with their district testing coordinators to determine when results and student letters will be made available

6 Early Assessment of Readiness for College  English –Exempt –Non-exempt –Incomplete  Mathematics –Exempt –Conditionally exempt –Non-exempt –Incomplete Results will identify students as: …from placement testing and remediation when entering the CSU.

7 How will CSU support high schools and high school students to gain proficiency in English-Language Arts and mathematics?  One-year 12 th grade English course aligned with ELA content standards for 11 th & 12 th grades  Comprised of lessons based on non-fiction and fiction texts  Fulfills the B requirement of the a-g subject area requirements; not intended as an honors or remedial course  Possible development of a web-based tutorial in critical reading and writing

8 High School Implementation Options  Local Board adoption of 12 th Grade Reading and Writing Course as a semester or full-year offering for seniors  Other options –Summer school course –After-school course –Additional course –Other English Placement Test preparation setting

9 Mathematics—Current Activities  Launch of “The Math Success Website” to assist students and high schools in determining next steps  Review of software programs by Mathematics Faculty Validation Committee  Review of high school strategies for students identified as conditionally exempt  Determining how best to assist high schools in the use of existing resources–The Math Success Website, MDPT, ALEKS, other computer software, etc.

10 Math Success Website  Designed for high school students, counselors, teachers, and families; CSU EAP Coordinators; and others supporting college-bound students  Detailed information about EAP in mathematics, options for the senior year, and the ELM requirement  Interactive roadmap listing personalized guidance for satisfying the ELM requirement  ELM test information, practice problems, readiness assessment, and e-learning based math tutoring program for guided practice (e.g., ALEKS)  Student videos with academic planning advice 

11 Professional Development for High School Teachers in English-Language Arts  In partnership with County Offices of Education, provision of professional development related to the twelfth grade course  Continued offering of Reading Institutes for Academic Preparation through selected CSU campuses

12 Professional Development for High School Teachers in Mathematics  Establish a committee to identify professional development and other needs this fall  Include key CSU faculty, school district, county, and other representatives on the committee  Provide professional development, as needed, utilizing a model similar to English