MA STATE PROFILE Page 1 Massachusetts Massachusetts Comprehensive Assessment System (MCAS) Part I: Policy Trends Type of test Comprehensive standards-based (criterion referenced) Purpose The purpose of the test is to:  Inform and improve classroom instruction  Evaluate student, school, and district performance according to Massachusetts Curriculum Framework content standards and MCAS performance levels  Determine eligibility for a competency determination (CD), which is a requirement for receiving a high school diploma. Major changes in exit exam Beginning with the 2008-09 school year, students who take the policy since the 2007-08 school science and technology/engineering (STE) test once and fail year or any pending changes may file an appeal based on their grades in the subject-area course that corresponds to the test they failed. At its meeting on February 24, 2009, the Board of Elementary and Secondary Education voted to waive the U.S. History requirement for a CD for the classes of 2012 and 2013 because of budget constraints. Additional information is available at www.doe.mass.edu/news/news.aspx?id=4597. Beginning with the class of 2010:  All high school students who have not earned a scaled score of 240 (Proficient) or higher on the MCAS high school English language arts (ELA) and mathematics tests must fulfill the requirements of an Educational Proficiency Plan (www.doe.mass.edu/hsreform/epp/) in order to earn a Massachusetts CD.  All high school students must earn a scaled score of 220 (Needs Improvement) or higher on one of the high school end-of-course tests in biology, chemistry, introductory physics, or technology/engineering in order to meet the Massachusetts CD requirement in science and technology/engineering. Future plans include:  Quicker turnaround time of MCAS results (preliminary results returned before the end of the school year)  Reduction in testing time (beginning in 2010) Center on Education Policy  2010 MA STATE PROFILE Page 2  Growth measure Status of the state’s decision On July 21, 2010, the Board of Elementary and Secondary regarding the Common Core Education voted to adopt the Common Core State Standards in State Standards and impact of English language arts (ELA) and mathematics. The exit exams that decision on exit exam in ELA and mathematics will ultimately be aligned with the policies Common Core State Standards. Test used by colleges or MCAS results are not used to make admissions decisions, but universities for are used to determine eligibility for two scholarship awards undergraduate admission? that provide a tuition waiver at a Massachusetts state college, university, or community college. Year first administered 1998 Year diplomas first withheld 2003 Subjects tested English language arts, mathematics, and science and technology/engineering (STE) Types of questions Multiple-choice, short-answer (for mathematics only), open- response, and, for English language arts, a writing prompt Grade first administered Grade 10 for ELA and mathematics. Students may take one of the four end-of-course science and technology/engineering (STE) tests in grade 9, but must take an STE test by the end of grade 10. Grade(s) exam aligned to Grade 10/high school standards Number of retakes allowed Four retest opportunities are available for ELA and before end of grade 12 mathematics (six for students who are retained in grade 10, 11, or 12) In STE, testing opportunities are offered in February (Biology only) and spring (all four content areas). Depending on when a student first took the test (i.e., grade 9 or 10) and the choice of course sequence, students have between 2 and 6 additional testing opportunities in STE. Retakes after grade 12 A student who has failed the exit exam but has met all local graduation requirements may retake the exit exam an unlimited number of times after grade 12. A student who has passed the retest and met all local requirements may receive a high school Center on Education Policy  2010 MA STATE PROFILE Page 3 diploma. Does the state have No reciprocity with other states? Exit exam used for No Child Results from students taking the grade 10 MCAS tests in ELA Left Behind? and mathematics are used to fulfill the NCLB high school testing requirements for reading and mathematics. In particular, the results from initial grade 10 testing— not from retests—are used to determine whether schools and districts meet adequate yearly progress (AYP) performance and improvement targets under NCLB. Massachusetts uses graduation rates as an additional indicator of AYP for high schools. (Science and technology/engineering is currently not a factor in AYP determinations.) Same cut score for graduation No. The state currently uses higher cut scores to determine and NCLB? NCLB proficiency than to determine eligibility for a high school diploma. To become eligible for a high school diploma, a student must score at least at the Needs Improvement level— a scaled score of 220 or higher—in ELA , mathematics, and an end-of-course test in science and technology/engineering. Students must complete an Educational Proficiency Plan if they do not earn a scaled score of at least 240, which is the threshold for the Proficient level, in ELA and mathematics. NCLB requires all students to score at the Proficient level or higher in English language arts and mathematics by 2014. Has the state considered The board considered changing the minimum score for ELA changing the cut score needed and mathematics to 240, but adopted an Educational to pass exam for graduation Proficiency Plan instead. More information can be found at: purposes? http://www.doe.mass.edu/hsreform/epp/ Evaluations of state exit exam Extensive evidence of the technical integrity of the MCAS program is available in the MCAS Technical Reports posted at www.doe.mass.edu/mcas/tech/. State test contractor Measured Progress, Dover, NH Does the state provide The state provides the following alternate paths to graduation: students with alternate paths  MCAS Performance Appeals (portfolio, cohort, and to graduation? transcript)  The MCAS Alternate Assessment (MCAS-Alt) Competency Portfolio Center on Education Policy  2010 MA STATE PROFILE Page 4 In order for an appeal to be granted, the student must demonstrate through course work that he or she meets or exceeds the ELA, mathematics, and STE passing standard of 220 on high school MCAS tests. To qualify for a performance appeal, a student must have met all of the following requirements: a) Evidence that the student has taken the grade 10 MCAS test or retest in the subject area of the appeal at least three times (ELA and mathematics) b) Evidence that the student has taken at least one STE test (biology, chemistry, introductory physics, or technology/engineering) and is currently enrolled in an STE class or has completed grade 12 c) Evidence that the student has participated in the MCAS-Alt in the subject area of the appeal at least twice; once for STE d) Evidence that the student has maintained at least a 95% attendance level during the school year prior to the year of the appeal e) Evidence that the student has satisfactorily participated in the tutoring and other academic support services made available by or approved by the school In the 200809 school year, 834 MCAS Performance Appeals were submitted, and 689 (83%) were granted. In the 2009-10 school year, 1099 MCAS Performance Appeals were submitted, and 712 (65%) were granted. . Alternate paths to graduation No, but English language learners (ELLs) may use the MCAS specifically for English performance appeals process available for general education language learners students. Any student who currently is limited English proficient or has been identified as LEP in the past may use an authorized bilingual word-to-word dictionary on all MCAS tests. In the 2008-09 school year, 188 MCAS Performance Appeals were submitted by ELL students, and 159 (85%) were granted. In the 2009-10 school year, 289 MCAS Performance Appeals were submitted by ELL students, and 196 (68%) were granted. Center on Education Policy  2010 MA STATE PROFILE Page 5 Alternate paths to graduation Alternate paths to graduation specifically for students with specifically for students with disabilities include: disabilities • Taking the standard MCAS test with accommodations • Participating in the MCAS Alternate Assessment (MCAS-Alt) Accommodations may be provided to students with disabilities who have an IEP or 504 plan. A list of more than 30 accommodations is available in Requirements for the Participation of Students with Disabilities in MCAS at www.doe.mass.edu/mcas/participation/sped.doc. A school can submit an MCAS Alternate Assessment (MCAS- Alt) Competency Portfolio for a student with a disability. In order to become eligible for a high school diploma through participation in the MCAS-Alt, the student’s portfolio must include evidence that demonstrates:  Knowledge and skills at grade-level expectations for a student in grade 10  A high degree of accurate and independent performance in the work samples that address all required learning standards and strands in the subject being assessed Guidelines for compiling and submitting MCAS-Alt portfolios to meet the state’s competency determination are available in the Educator’s Manual for the MCAS-Alt at www.doe.mass.edu/mcas/alt/edmanual.doc. In addition, a student with a disability may have a performance appeal filed on his or her behalf if he or she meets eligibility requirements. For further information, see http://www.doe.mass.edu/mcasappeals. In the 2008-09 school year, 478 students with disabilities submitted an MCAS Performance Appeal, and 390 (82%) were granted. 79 students with disabilities submitted an MCAS-Alt Competency Portfolio, and 32 (41%) passed. In the 2009-10 school year, 560 students with disabilities submitted an MCAS Performance Appeal, and 352 (63%) were granted. Data for the MCAS-Alt Competency Portfolio are currently unavailable. Who makes decisions on The student’s IEP or 504 team decides how a student with a whether a student is eligible to disability will be assessed (i.e., standard test with or without Center on Education Policy  2010 MA STATE PROFILE Page 6 use alternate paths? accommodations or MCAS-Alt). Content experts make the final recommendation regarding whether the student who submitted an MCAS-Alt competency portfolio has met the requirements for a CD. The commissioner makes the final decision. How are students identified as Students are identified as eligible for alternative paths to eligible for alternate paths to graduate by MCAS test and retest scores, by IEP and 504 graduate? teams, and by superintendents. In order to be considered for a performance appeal, a student must have met the eligibility requirements listed on page 4. Only the district superintendent or designee may file a performance appeal on behalf of a student. Comparable administrators in charter schools, approved private special education schools, collaboratives, or institutional schools may also file an appeal for a student. To file a cohort appeal, a cohort worksheet must be completed that includes:  Evidence that the students in the comparison (cohort) group were enrolled in the same sequence of academic courses (or equivalent courses) as the student for whom the appeal is being filed and scored between 220 and 228 on an MCAS test in the subject area of the appeal. All students who meet these criteria must be included in the cohort.  GPAs of the student for whom the appeal is being filed and for the students in the cohort An MCAS-Alt Competency Portfolio may only be filed for students who receive special education services. Each portfolio appeal must be accompanied by an MCAS Performance Appeal Application and must include the components specified for each subject. Each piece of student work must be attached to a completed High School Competency Portfolio Work Description form, which describes the work and its creation. Portfolios must reflect student performance based on the Massachusetts curriculum framework content standards for grade 10 (or high school STE) and must include the components listed in the guidelines for filing portfolio appeals. Source: www.doe.mass.edu/mcasappeals/filing/portfolio/guidelines.ht Center on Education Policy  2010 MA STATE PROFILE Page 7 ml. A cohort appeal is reviewed by the MCAS Performance Appeals Board, which is composed of educators who meet monthly to review the student’s academic record submitted on the cohort worksheet and make one of the following three recommendations to the commissioner: 1. Grant the appeal 2. Deny the appeal 3. Make no determination regarding the appeal A portfolio appeal is reviewed by the MCAS Portfolio Appeals Board, which consists of teams of ELA , mathematics, and/or STE high school content experts. These teams review each eligible portfolio to evaluate the evidence submitted. Based on whether or not the portfolio has met all requirements for the competency determination, the reviewers make one of the following three recommendations to the commissioner: 1. Grant the appeal 2. Deny the appeal 3. Make no determination regarding the appeal Source: www.doe.mass.edu/mcasappeals/filing/portfolio/guidelines.ht ml If a superintendent or designee declines to file an appeal for a student and the parent or guardian disagrees with the decision, the superintendent should provide an explanation to the parent. If the parent or guardian is not satisfied, he or she may discuss the matter with the school committee. If the student or parents do not agree with the school committee’s decision, they may contact the commissioner directly. The superintendent must file an appeal for students with disabilities when requested. The regulation is available at www.doe.mass.edu/lawsregs/603cmr30.html?section=05. Cohort appeals are reviewed monthly and should be submitted by the second week of the month. Within 10 days of the appeal board’s decision, the commissioner notifies the superintendent of the decision. The superintendent has 21 days to request reconsideration. Portfolio appeals are reviewed three times each year, in November, May and July, with notification of the decision Center on Education Policy  2010 MA STATE PROFILE Page 8 shortly thereafter, according to a published timetable. Source: www.doe.mass.edu/mcasappeals/filing/guidelines.doc A transcript appeal may be filed for a student who enrolls in a Massachusetts public high school during his or her senior year and does not have an opportunity to take MCAS tests in one or more of the required subjects. Each transcript appeal must be accompanied by an MCAS Performance Appeal Application and include the following:  transcripts from previous high schools  standardized test scores (e.g., SAT, etc.)  college acceptance letters  awards and scholarships Transcript appeals are reviewed monthly by the MCAS Performance Appeals Board. When calculating the Yes, the state counts students who have been granted an graduation rate for adequate appeal. yearly progress (AYP) purposes, does the state count students taking alternate paths together with graduates who passed the high school exit exams? How many full-time One equivalent staff in the state department of education are involved in implementing alternate paths? Types of assistance the state The state provides: provides for all districts to  Academic support funds for programs targeting raise initial pass rates for all students in grades 810 who have scored at the Warning students on the high school and Needs Improvement levels on their most recent exit exam English language arts and mathematics MCAS tests and in the Warning level on their more recent STE test  Release of all test items on which scores are based, following test administration. (Schools can use these items to help prepare students for future MCAS tests.)  Test preparation materials for teachers Types of assistance or The state provides targeted remediation programs and remediation the state provides college/career transition support for students in grades 11 and Center on Education Policy  2010 MA STATE PROFILE Page 9 for all districts to help 12, and to post-grade-12 students who have not yet passed the students who have failed to exit exams. pass the exit exam Does the state provide funding Yes. The state offers allocation and competitive grant for remediation? opportunities to districts and partners to provide remediation and academic support to students who have not yet passed the grade 10 English language arts and mathematics MCAS tests (or retests) and/or have not yet passed one of the four high school STE tests required for high school graduation. Student grade eligibility varies by program, but overall includes grades 8-12 and post-grade-12 students. Programs are operated by districts/high schools, higher education institutions, One-Stop Career Centers, other partnering organizations, and approved private special education schools and collaboratives. In 2008-09, the most recent year for which complete data is currently available, grantees served approximately 17,600 of the 158,000 students eligible for services. These participants were 25% more likely to earn their Competency Determination (pass all required exit exams) than eligible students who did not participate. Furthermore, this difference held true for students by class year as well as for special population (low- income, special education, and limited English proficient). More than 87 percent of the students served participated in the 350 school district allocation grants. The additional 13 percent of students served participated in programs administered through the four types of competitive grants awarded to districts, community colleges, One-Stop Career Centers, and other partners, such as regional Workforce Investment Boards (WIBs). In all, the department funded more than 450 programs during the 2008-09 school year and the following summer. Are districts mandated by law No, but schools were expected to help students meet the to provide remediation? required performance level on MCAS tests. Beginning with the class of 2010, schools are required to provide students who have not reached the Proficient performance level with Educational Proficiency Plans. Are students required to No participate in remediation? Center on Education Policy  2010 MA STATE PROFILE Page 10 Part II: Student Performance Initial pass rates, 2008-09 (class of 2011) Percentage of Students Passing on the First Try, 2008-09 Student Group ELA Math ELA and STE All Three Math Tests All students 93% 90% 88% 88% 83% White 96% 93% 92% 93% 90% African American 87% 79% 76% 73% 66% Latino 84% 76% 72% 70% 62% Asian 94% 95% 92% 90% 87% Native American 90% 86% 82% 88% 78% English language learners 59% 60% 47% 47% 35% Students with disabilities 76% 68% 64% 66% 55% Free or reduced-price lunch 87% 81% 77% 76% 68% eligible Passing score (scale range of 220 220 220 220 220 200–280 ) Note: These data were retrieved on June 17, 2010 from the Massachusetts Department of Education Web site at www.doe.mass.edu/mcas/2009/results/summary.pdf Denominator used when calculating these rates: Number of students enrolled at the end of 10th grade Cumulative pass rates, 2008-09 (class of 2011) Percentage of Students Passing by the End of 12th Grade, 2008-09 Student Group ELA Math ELA and STE All Three Math Tests All students 97% 97% 96% NA NA White 98% 98% 97% NA NA African American 94% 93% 91% NA NA Latino 94% 93% 91% NA NA Asian 98% 98% 98% NA NA Native American 98% 98% 97% NA NA English language learners 83% 86% 78% NA NA Students with disabilities 85% 83% 82% NA NA Free or reduced-price lunch 95% 94% 93% NA NA eligible Passing score (scale range of 220 220 220 220 220 200–280) Note: Data retrieved from Progress Report on Students Earning the Competency Determination Statewide and by School and District: Class of 2009 and 2010, September 2009 Denominator used when calculating these rates: Number of students enrolled at the end of 12th grade Center on Education Policy  2010