1. 2013 STAR Interpreting and Using Results
August 7, 2013
Webcast
Webcast starts at 9 a.m.

2. Objectives Workshop participants will be able to:
Describe the purposes of STAR reports
Interpret STAR results
Explain key statistics
Compare and contrast types of reports
Identify proper uses of reports
August 2013
Post-Test Workshop

3. Agenda What’s New? Results and Statistical Analysis Using Results
Summary and Internet Reports
Data CDs
Individual Student Reports
Early Assessment Program
August 2013
Post-Test Workshop

4. What’s New in 2013
Standards-based Tests in Spanish (STS) performance levels are now also reported for students in grades 8–11who took the grade-level STS for RLA, STS for Algebra I, and STS for Geometry.
The score for the California Standards Test (CST) for Writing is no longer doubled; possible scores are 1, 2, 3, and 4.
Manual (M) 2 – 3
August 2013
Post-Test Workshop

5. What’s New in 2013
ELA scale scores for the grades 4 and 7 CSTs and California Modified Assessment (CMA) will be provided based on the multiple-choice items only and the reporting cluster “Writing Applications” is no longer part of the CST and CMA ELA cluster groups; instead, the writing score is provided as a standalone score called “Writing Response Score.”
M 2 – 3
August 2013
Post-Test Workshop

6. What’s New in 2013
Enrollment and exit code data to determine which students are counted as “continuously enrolled” for accountability purposes, previously collected for (CBEDS), were not collected on STAR answer documents or in Pre-ID. Instead, these data were extracted from the California Longitudinal Pupil Achievement Data System (CALPADS).
Please refer to pages 2 and 3 in the 2013 Post Test Guide for a list of all changes.
M 2 – 3
August 2013
Post-Test Workshop

7. Quiz Question 1
Which of these tests had scale scores reported for the first time in 2013?
CST for World History
STS for Science
CMA for Algebra I
STS for Algebra I
August 2013
Post-Test Workshop

8. Quiz Question 1
Which of these tests had scale scores reported for the first time in 2013?
CST for World History
CAPA for Science
CMA for Algebra I
STS for Algebra I
August 2013
Post-Test Workshop

9. Purposes of STAR Reports
Results:
Purposes of STAR Reports
Report progress toward proficiency on the state’s academic content standards
Notify where improvement needed
To help students’ achievement
To improve educational programs
Provide data for state and federal accountability programs
M 4
August 2013
Post-Test Workshop

10. Results: Performance Levels
State goal: All students score at proficient or above
350 or higher scale score
CST
CMA
STS
CAPA proficient: 35 or higher scale score
M 8 – 11
August 2013
Post-Test Workshop

11. Other Performance Levels
Results:
Other Performance Levels
Advanced
Basic cut score
CST: 300
CMA: 300
STS: 300
CAPA: 30
Below basic
Far below basic
For each testing program, cut points vary for advanced and below basic by
Subject
Grade
M 8 – 11;
Appendix B
August 2013
Post-Test Workshop

12. Results: Scale Scores
Scale scores allow the same score to mean the same thing across test versions within grade and content area.
Scale scores account for differences in difficulty.
Scale score ranges by program are:
CST, CMA, STS: 150–600 for each grade and subject
CAPA: 15–60 for each level and subject
M 8 – 11
August 2013
Post-Test Workshop

13. Results: Equating Psychometric procedure Adjusts for test difficulty
Additional information in the technical report on the CDE Web site
M 8
August 2013
Post-Test Workshop

14. Results: Reporting Clusters (Content Area)
Three to six clusters for each subject
May be useful as indicators of individual or group strengths and weaknesses
But. . . reporting clusters should be interpreted with caution
Cluster scores are sub-scores. The number of items per cluster score can vary quite a bit within a test. The number of items can be as low as 4 (probability & statistics grades 4 & 5) or as many as 28 (the earth’s energy, Earth Science). The reliabilities associated with these cluster scores can vary from .46 (probability & statistics grades 4 ) to .84 (word analysis and vocabulary, ELA Grade 3). Because of the few number of items in some cases, it is questionable if these sub-scores have adequately sampled a sufficient number of items from the domain of interest to make the results generalizable.
The cluster scores are NOT equated and so are subject to the difficulty of the items in the scores to arrive at a percent correct So they can’t be compared across years. They can, however, be compared within a year. A student that only gets few items correct on a sub-score that has a fair number of items (probably not 4), might be encouraged to concentrate in this area.
M 9 – 11;
Appendix A
August 2013
Post-Test Workshop

15. Results: Reporting Clusters
Cautions
Cluster percent correct available for CSTs, CMA, STS
Based on small numbers of items; therefore, may not be reliable or generalized
NOT equated from year to year
Should not compare reporting cluster percent correct from year to year
M 9 – 11;
Appendix A
August 2013
Post-Test Workshop

16. Interpreting Reporting Clusters or Content Areas in the Same Year
Compare to percent-correct range of proficient students statewide
M 9 – 11;
Appendix A
August 2013
Post-Test Workshop

17. 2013 CST Reporting Clusters: Number of Questions and
Average Percent Correct
2013 Post-Test Guide, Appendixes A and C as posted on startest.org, will be finalized with complete data on August 15.
M Appendix A
August 2013
Post-Test Workshop

18. Examples—Interpreting Reporting Clusters for the CST for Geometry
August 2013
Post-Test Workshop

19. Quiz Question 2 What is a scale score?
Percent correct of all questions
Mean percent correct of all questions
An adjustment of this year’s and last year’s raw scores to show changes
An adjustment of the raw score to account for differences in difficulty
August 2013
Post-Test Workshop

20. Quiz Question 2 What is a scale score?
Percent correct of all questions
Mean percent correct of all questions
An adjustment of this year’s and last year’s raw scores to show changes
An adjustment of the raw score to account for differences in difficulty
August 2013
Post-Test Workshop

21. Using Results
For instructional decisions in conjunction with other data
Used in Academic Performance Index (API) calculations, all grades and subjects: CST, CMA, CAPA
Used in adequate yearly progress (AYP) calculations, ELA and mathematics:
CST — grades 2–8
CMA — grades 3–8
CAPA — grades 2–8, 10
API
CMA: ELA grades 3–9, mathematics grades 3-7, Algebra I, Science grades 5, 8, and 10
CSTs
ELA Grades 2-11, including a writing assessment in grades four and seven
Math Grades 2-7; and-General mathematics (gr 8, 9 only) Algebra I-Geometry -Algebra II -Integrated mathematics 1, 2, or 3-High School Summative Mathematics Test Students in grade seven may take the Algebra I test if they completed an Algebra I course.
• History–social science: gr 8; 9-11 World History; 11 US History
• Science: gr 5, 8, 10; Grades five, eight, and ten and grades nine through eleven for the following course-specific tests:-Biology/life sciences -Earth science-Chemistry-Physics -Integrated/coordinated science 1, 2, 3, or 4
CMA
• ELA: 3-11
• Mathematics 3-11(Algebra I for 7-11, and Geometry for 8-11)
• Science 5, 8, 10
CAPA)
• ELA and mathematics Grades 2-11
AYP
CST: Grades 2-8 for ELA and Math grades 2-7 and Algebra I for grade 8 only
CMA: ELA grades 3–8 and Math 3-7, Algebra I (for grade 8 only)
CAPA: grades 2-8 and grade 10 in ELA and Math
M 4
August 2013
Post-Test Workshop

22. Year-to-Year Comparisons
Do Compare CSTs: Same Grade and Same Content Area
Mean scale score
Same content and grade, varying years
Percent in each performance level
Same content by grade across years
e.g., 2012 grade 10 ELA with 2013 grade 10 ELA
M 12 – 15
August 2013
Post-Test Workshop

23. Year-to-Year Comparisons
Do Compare CSTs: Percent Proficient and Advanced
Percentage of students scoring at PROFICIENT and above
For a given grade and subject, e.g., Percent proficient and above for grade 3 math in 2012 and 2013
For a given subject and aggregated grades, e.g., Percent proficient and above for grades 2–6 mathematics in 2012 and 2013
Across grades and a subject, e.g., Percent proficient and above in all courses and all grades
M 12 – 15
August 2013
Post-Test Workshop

24. Year-to-Year Comparisons
Don’t Compare
Individual scale scores or statistics based on scale scores for different grades or content areas
Subjects by grade are independently scaled
Different content standards are measured in different grades
Cohorts across grades
Across tests
Scale scores to percent correct scores
CAPA to years prior to 2009, due to new standard setting then
CAPA, CMA grades 3−5, STS grades 2−4, DON’T compare to years before 2009
CMA grades 6–8 ELA and 6–7; and STS grades 5–7, DON’T compare to years before 2010
CMA grades 9–10 ELA and Algebra I, DON’T compare to years before 2011
M 12 – 15
August 2013
Post-Test Workshop

25. Example—Using CST Results to Compare Grade Results from Year to Year
2012 CST for ELA
2013 CST for ELA
Grade
% Prof or Above
Difference
Grade 2
31%
35% 4%
Grade 3
33% 0%
Grade 4
29% 2%
Grade 5
34%
32%
–2%
Grade 6 1%
All Grades
Table 3, p. 11
A major question for test users is how to measure growth. What they think they want is to be able to compare scaled scores across time. However, since the tests are not vertically scaled this is not possible. They can compare mean scaled scores across cohorts, e.g., this years third grade class with last year’s third grade class, however, they can’t validly compare how a group of students did in third grade and how they did in fourth grade (longitudinally). The reason this type of comparison is not valid is that
The constructs of the tests may not be continuous across grades, e.g., the skills learned in grade 4 may be very different than the skills learned in grade 3.
Each grade is independently scaled so a 300 in grade 3 means something different than a 300 in grade 4. There is no link between scales.
The best information for purposes of comparison is the number or proportion of kids in each category formed by the cuts. These can be readily aggregated even across unlike content (e.g., Algebra and Physics) since the concern is with the number of kids above some category (e.g., proficient). It should be noted that the categories are not independent, if a kid moves from proficient to advanced, the advanced figure will rise while the proficient value will fall.
M 14
August 2013
Post-Test Workshop

26. Quiz Question 3
Which is the best comparison for CST scores of students within a middle school?
2012 mean scale scores for ELA of a cohort of grade 7 students with 2013 scale scores for ELA of the same students in grade 8
2012 mean scale scores for ELA for grade 8 students with 2013 mean scale scores for ELA for grade 8 students
2012 mean percent correct scores for ELA with 2013 mean percent correct scores for ELA for the same students
2012 mean percent correct scores for ELA for grade 8 students with 2013 mean percent correct for ELA for grade 8 students
August 2013
Post-Test Workshop

27. Quiz Question 3
Which is the best comparison for CST scores of students within a middle school?
2012 mean scale scores for ELA of a cohort of grade 7 students with 2013 scale scores for ELA of the same students in grade 8
2012 mean scale scores for ELA for grade 8 students with 2013 mean scale scores for ELA for grade 8 students
2012 mean percent correct scores for ELA with 2013 mean percent correct scores for ELA for the same students
2012 mean percent correct scores for ELA for grade 8 students with 2013 mean percent correct for ELA for grade 8 students
August 2013
Post-Test Workshop

28. Quiz Question 4
Which is the best comparison of cluster scores for a single student? Compare. . .
To proficient students statewide
One cluster to another, same year
The same cluster to the same cluster, different years
To the average percent correct of all students in a class
August 2013
Post-Test Workshop

29. Quiz Question 4
Which is the best comparison of cluster scores for a single student? Compare. . .
To proficient students statewide
One cluster to another, same year
The same cluster to the same cluster, different years
To the average percent correct of all students in a class
August 2013
Post-Test Workshop

30. Aggregate (Summary) Reports
What are they?
Student Master List Summary
Student Master List Summary End-of-Course (EOC)
Subgroup Summary
Report emphasis: CSTs
Criterion-referenced tests
Progress is measured in percent of students scoring proficient and advanced
Note: Back of reports provides guide to abbreviations, score codes
M 18 – 22
August 2013
Post-Test Workshop

31. Student Master List Summary
By grade
Results by program (CSTs, CMA, CAPA, and STS) and subject
# and % at each performance level
Mean scale score
Reporting cluster: mean percent correct (except CAPA)
M 18–19;
M 27 – 33
August 2013
Post-Test Workshop

32. Student Master List Summary
End-of-Course
By program (CSTs, CMA, and STS) and subject
Results for each grade, and for all grades combined
# and % at each performance level
Mean scale score
Reporting cluster: mean percent correct
M 19–20;
M 34 – 39
August 2013
Post-Test Workshop

33. Student Master List Summary
Grade 7 Example
M 33
August 2013
Post-Test Workshop

34. Student Master List Summary
Basic Statistics
M 28 – 31
August 2013
Post-Test Workshop

35. Who Counts? Number Enrolled
Total CST/CMA and CAPA multiple-choice answer documents submitted as scorable
Minus
Documents marked as “Student enrolled after the first day of testing and was given this test”
M 29
August 2013
Post-Test Workshop

36. Who Counts? Number Tested
All CST, CMA, CAPA, STS answer documents with one or more answers
Plus
Z = Tested but marked no answers
Not included
A = Students absent
E = Not tested due to significant medical emergency
P = Parent/guardian exemptions
T = Enrolled first day, not tested, tested at previous school
Students with inconsistent grades
Non–English learners who took the STS
M 29
August 2013
Post-Test Workshop

37. Who Counts? Number and Percent Valid Scores
Number Valid Scores
For the subject, number of students tested at grade level who received a score for the test.
Not included:
Incomplete tests
Modified tests
Non–English learners who took the STS
Unknown EOC mathematics (except grade 7
mathematics) or science tests
Inconsistent grades
Percent Valid Scores
For the subject, number of valid scores divided by the number of students tested.
M 29
August 2013
Post-Test Workshop

38. Number Tested with Scores
Who Counts?
Number Tested with Scores
All tests taken, including those taken with modifications, that result in a score
Not included:
Incomplete tests
Non–English learners who took the STS
Unknown EOC mathematics or science tests
Inconsistent grades
M 29
August 2013
Post-Test Workshop

39. Student Master List Summary
Performance Levels
M 30
August 2013
Post-Test Workshop

40. Who Counts? Performance Levels
All CSTs, CAPA, CMA, STS
Advanced, proficient, basic, below basic
All valid scores falling in the performance level
Far below basic
CSTs taken with modifications (in aggregate reporting [CSTs and STS] and accountability [CSTs] only)
M 30
August 2013
Post-Test Workshop

41. Who Counts? Mean Scale Scores
Average of valid scale scores
Can be used to compare results for the same content/grade across years
M 30
August 2013
Post-Test Workshop

42. Student Master List Summary: Reporting Clusters
User could also compare cluster averages to those of state or to those of similar schools.
Compare to:
Average percent correct range for students statewide who scored proficient on the total test (See the Post-Test Guide, Appendix A.)
M 30
August 2013
Post-Test Workshop

43. Student Master List Summary: Writing
B = Blank
C = Copied prompt
I = Illegible
L = Language other than English
R = Refusal
T = Off topic
W = Wrong prompt (prompt from an earlier administration)
M 30 – 31
August 2013
Post-Test Workshop

44. Subgroup Summary: CSTs, CMA, CAPA, and STS
Disability status
Based on disability status for CST, CMA, STS
CAPA: each disability type
Economic status
Based on NSLP eligibility or parent education level
Gender
English proficiency
Ethnicity
Ethnicity for Economic Status (only for CSTs, CMA, and CAPA)
Economic Status
Non Eco Disadvantaged NSLP = NO AND PEL not equal to 14 (Not a high school grad)
Eco Disadvantaged NSLP = YES OR PEL = 14 (Not a high school grad)
Unknown NSLP not equal to Y or N AND PEL not equal to 14 (Not a high school grad)
Language Fluency
English Only and Fluent English Proficient
“Language Fluency” (field 42) equal to 1,2, or 4
English Learner
“Language Fluency” (field 42) equal to 3
English Learner Less Than 12 Months
“Language Fluency” (field 42) equal to 3 AND “EL in Public Schools <12 mos” (field 55) equal to Y
English Learner 12 Months or More
“Language Fluency” (field 42) equal to 3 AND “EL in Public Schools <12 mos” (field 55) not equal to Y (should be blank)
Unknown Fluency
“Language Fluency” (field 42) either blank or equal to “+”
M 40 – 54
August 2013
Post-Test Workshop

45. Ethnicity for Economic Status
Subgroup Summary:
Ethnicity for Economic Status
M 51 – 54
August 2013
Post-Test Workshop

46. Ethnicity for Economic Status
Subgroup Summary:
Ethnicity for Economic Status
Example: Economically disadvantaged for each ethnicity
M 51 – 54
August 2013
Post-Test Workshop

47. Ethnicity for Economic Status
Subgroup Summary:
Ethnicity for Economic Status
M 51 – 54
August 2013
Post-Test Workshop

48. Break — 10 minutes

49. Internet Reports
Summaries based on same data as paper reports: CSTs, CMA, CAPA, STS
Available to the public online for school, district, county, and state
“Students with Scores” = number tested with scores
CST summaries of % advanced and proficient
More subgroups than paper reports
Parent education
Special program participation
Access from
M 95 – 108
August 2013
Post-Test Workshop

50. Internet Demonstration
Demo Also show individual races
August 2013
Post-Test Workshop

51. Internet Reports: CST Sample
August 2013
Post-Test Workshop

52. Internet Reports: CST Summary Sample
Only available for CSTs
M 99 – 100
August 2013
Post-Test Workshop

53. Other Internet Reports
CST (M 98−100)
CMA (M 100–101)
Same as CST
CAPA (M 101−104)
State level: same as CST; separate Level I
County, district, school
Mean scale score
Percent proficient or above
STS (M 105−106)
August 2013
Post-Test Workshop

54. Quiz Question 5 Which subgroup can only be accessed from the Internet?
Parent Education Level
CAPA by individual disability status
Ethnicity for Economic Status
English Proficiency
August 2013
Post-Test Workshop

55. Quiz Question 5 Which subgroup can only be accessed from the Internet?
Parent Education Level
CAPA by individual disability status
Ethnicity for Economic Status
English Proficiency
August 2013
Post-Test Workshop

56. Data CDs What are they? What are they used for? What else is needed?
Lists of information from answer documents and scores of every student in the district
In .txt format
What are they used for?
Searching for specific data
Creating unique reports
Verifying paper reports
What else is needed?
Text editor
or Desktop application
or Student Information System
This sample uses TextPro.
August 2013
Post-Test Workshop

57. View of Data As .txt, word wrap on With text editor, word wrap off
August 2013
Post-Test Workshop

58. Organization of Data Two files:
Demographics, special conditions, and test scores
Accommodations, modifications, English learners, and irregularities
Data Layout = guide to location of data on files
Position
Number of characters
Whether numeric or alpha
August 2013
Post-Test Workshop

59. Data Layout Sample
August 2013
Post-Test Workshop

60. Individual Reports STAR Student Record Label STAR Student Master List
Adhesive label to affix to student’s permanent school record
STAR Student Master List
Alphabetical list of students and their scores
Tests listed in order within grade
CSTs
CMA
CAPA
STS
STAR Student Report: individual’s scores
2 two-sided color copies for each test
For parents/guardians, school
Per regulations, district must forward within 20 business days
Performance = Parent Report
Record Label for Cum file
Master List = Roster per wave
M 55 – 93
August 2013
Post-Test Workshop

61. Student Record Label Grade 10 Sample: Student Name and Identification
August 2013
Post-Test Workshop

62. Student Record Label CST/CMA Grade 10 Example M 56
If tested with modifications, actual performance level is still given.
M 56
August 2013
Post-Test Workshop

63. Student Master List CST/CMA Grade 3 Example M 57 – 60 August 2013
Post-Test Workshop

64. Student Report M 61 – 93; 71 – 72 CST Grade 11 Example August 2013
Post-Test Workshop

65. Student Report CST Grade 11 Example M 70 August 2013
Post-Test Workshop

66. Student Report CST Grade 11 Example
Student’s name on back
CST Grade 11 Example
Grade 10 report not in manual
♦ = Percent correct obtained by the student on the reporting cluster/content area
▬ = Average percent-correct range on the reporting cluster for students statewide who scored proficient on the total test scores
M 71
August 2013
Post-Test Workshop

67. Explain to Parents Scale Score  Average % correct cluster score x 600
Reporting clusters not comparable
Different difficulty
Varying number of questions
Average % correct of clusters  % correct on total test (or total number of test items)
Scale scores
Use conversion tables resulting from statistical procedures
Equating allows scores to have similar meaning (e.g., 350 = lowest score for CSTs proficient)
M 8 – 11
August 2013
Post-Test Workshop

68. Other Student Reports CMA (M 72−80) CAPA (M 81−85) STS (M 86−93)
Front: Performance levels and scale scores
Back: Cluster percent correct, About the CMA
CAPA (M 81−85)
Back: About the CAPA
STS (M 86−93)
In Spanish
Back: Cluster percent correct, how to use the report
August 2013
Post-Test Workshop

69. Unmatched Reports Writing CST, CMA—Grs 4, 7 Only multiple-choice
Only writing
Students receive 2 reports if writing score not matched to multiple-choice score
CST, CMA—Grs 8, 11
Only CMA and no CST
Grades 8 and 11 require CST for History–Social Science
Only in grades 9 and 10 may a student take only CMA.
If the student took only CMA and later the school realized the student needed to take CST also, they may have taken a blank CST answer doc and completed minimal demographics:
Name
SSID ID
Grade
Gender
Pearson should have matched, and considered CMA answer doc as main one, but P may not have.
August 2013
Post-Test Workshop

70. Summary Do’s Don’ts Summary and Internet reports Data CDs
Do compare mean scale score, percent at performance levels within same grade, same content area
Do compare cluster scores to the corresponding proficient range provided for this year
Don’ts
Don’t compare cluster scores to each other within test, nor across years, grades, content areas
Don’t compare mean scale scores across grades, content areas
Summary and Internet reports
Data CDs
Individual reports
August 2013
Post-Test Workshop

71. Upcoming Dates
August 2013
Post-Test Workshop

72. 2014 Setting Up Administration
Return the 2014 Superintendent’s Designation form and Security Agreement.
Finalize instruction schedule.
Set up admin in STAR management system prior to December 1.
Enter and approve orders prior to December 1.
After order approval, test administration dates are NOT changeable.
August 2013
Post-Test Workshop

73. For more information see:
STAR Technical Assistance Center
CDE Accountability
CDE STAR office:
August 2013
Post-Test Workshop

74. Next Webcasts 2013 Demographic Data Corrections
September 25, 2013, 9 a.m.
2014 STAR for Students with Disabilities Webcast
September 25, 2013, 1 p.m.
August 2013
Post-Test Workshop

75. Early Assessment Program Results
August 7, 2013
Connie Grueter

76. Early Assessment Program (EAP)
EAP results are being accepted at participating California Community Colleges (CCC).
List of participating colleges is available on the CCC website at Check the site often for an updated list of campuses.
Talking Points – many CCC campuses are excited about accepting the EAP results for exemption. As of July 21st, there were 75 campus who have agreed to accept EAP results and there are other campuses considering the use of EAP results, so check the web site often. The list of participating CCC campuses is available at a joint CSU/CCC EAP website.
You can find these slides at CollegeEAP.org under the Educator’s link and then under the About EAP tab.
PowerPoint slides – Educators, About EAP.
August 2013
Post-Test Workshop

77. Early Assessment Program (EAP)
An EAP informational web site has been developed:
The site provides EAP information for both CSU and CCC
It is a resource for Students, Parents, and Educators
PowerPoint slides – Educators, About EAP.
August 2013
Post-Test Workshop

78. www.CollegeEAP.org This is the front page of the CollegeEAP.org site.
August 2013
Post-Test Workshop

79. Early Assessment Program (EAP)
Reporting Results
New this year – Conditional Exemptions for EAP English
Ready for CSU and participating CCC college-level English/mathematics courses – Conditional
This status in conjunction with a grade of “C” or better in an approved English/math course or a supervised e-learning program can be exempt from the EPT or ELM for CSU or other English or math placement tests at participating California Community Colleges (CCC).
A list of courses and e-learning programs can be found at: and
The EAP Results are located on the STAR Grade 11 Student Report on the back page in the bottom left hand corner. We have been receiving questions in regards to satisfying the conditional exemption for EAP math. The CSU Math Success web site provides a list of the courses and e-learning programs. You can find this information under the student tab, and EAP statuses.
PowerPoint slides – Educators, About EAP.
August 2013
Post-Test Workshop

80. Early Assessment Program (EAP)
Sample EAP Box on the STAR Student Report
This slide also shows the EAP box that students and their parents will see on the Student Report. A clear picture of the box can be found in the STAR Post Test Guide on page 78.
The EAP box can be found on page 67 of the Post-Test Guide
PowerPoint slides – Educators, About EAP.
August 2013
Post-Test Workshop

81. Early Assessment Program (EAP)
Web Sites
Links to CSU and CCC informational sites for Students, Parents, and Educators
Provides a list of EAP Coordinators, EAP test blueprints, and informational materials
Provides a list of participating Community Colleges
CollegeEAP.org is a portal to information for both CSU and CCC for students, parents and educators.
CalState.edu/EAP – has a list of the EAP Coordinators at all 23 CSU campuses. You can also find the test blueprints for EAP and CSU’s placement tests, EPT and ELM. The site also includes other information materials.
CCCCO.edu/EAP – provides a list of community colleges who are accepting EAP or considering accepting the results.
Each of the web sites include contact information for the systems should you have additional questions.
PowerPoint slides – Educators, About EAP.
August 2013
Post-Test Workshop