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CAHSEE Results Released; Achievement Gap Persists There are some rays of sunshine in the California High School Exit Exam (CAHSEE) results for 2008-09, released on Wednesday by the California Department of Education (CDE). But despite small improvements in a variety of categories, the results show that the much-discussed “achievement gap” between ethnic and socioeconomic subgroups hasn’t narrowed a whole lot. As a large group, some 90.6 percent of California students in the Class of 2009 passed both the English-Language Arts and Mathematics portions of the CAHSEE by the end of the end of their senior year (12th grade). But when examined by subgroups, “the results show the persistence of the achievement gap,” concluded the CDE press release. “The estimated cumulative passage rate for the Class of 2009 indicates that African American and Hispanic students continue to pass the exam at lower rates than Asian or white students.” By the end of their senior year, the cumulative passing rate for subgroups:
When the numbers are sorted further, there are bits of good news. For instance, when economically disadvantaged first-time test taker (10th graders) are sorted by ethnicity, the CAHSEE pass rate on the math portion for African American students in that category has risen from 49.9 percent in the Class of 2008 to 59.4 percent in the Class of 2011. But for students who are English Learners, who are taking the CAHSEE English-Language Arts portion for the fist time as 10th graders, the improvement has been incremental – from a 38.1 percent pass rate for the Class of 2008, to a 40.4 percent pass rate for the Class of 2011. The situation looks better for one-time English Learners who were Reclassified Fluent English. For this group, the pass rate for first-time test takers in the 10th grade was 89.3 percent for the Class of 2008, rising to 91.4 for the Class of 2011. The CAHSEE results should strengthen the awareness of the importance of assisting English Language Learners in reaching proficiency in English. Students who began school needing ELL assistance and progress to being redesignated as fluent English speakers do well on the CAHSEE and CST scores. Some schools with a focus on helping ELL to move from the intermediate stage of English Language acquisition to proficiency are seeing their student scores increase. As difficult decisions are being made about what programs to fully support this year, the CASHSEE scores should underscore the need for providing additional assistance for ELL students who are struggling to master English. Of course, students who do not pass the CAHSEE on the first try can (and typically do) take the test again as 11th graders and 12th graders – sometimes retaking the test multiple times. And as the CDE noted when the CAHSEE results were released on Wednesday, “Students who have failed one or both parts of the CAHSEE by the end of their senior year are eligible to continue to take the test and earn a high school diploma.” The number of students passing the CAHSEE after the end of 12th grade has been rising. Wednesday’s CDE press release said, “According to the Human Resources Research Organization (HumRRO), CDE’s independent evaluator, an estimated 658 additional students from the Class of 2006 (the first graduation class that was required to meet the CAHSEE requirement) persisted in taking the test and successfully met the CAHSEE requirement between July 2008 and May 2009; an estimated 1,113 additional students from the Class of 2007 passed the exam by May 2009; and an estimated 5,233 additional students from the Class of 2008 passed by May 2009.” “For the Class of 2009, approximately 45,015 students have not yet met the (CAHSEE) requirement,” the CDE said. “Although state funding intended for intensive remediation for these students was included in the list of categorical programs that can be used for any general educational purpose, State Superintendent of Public Instruction Jack O’Connell has urged schools to continue to focus additional instructional services on these students to help them master the skills measured on the CAHSEE and meet the graduation requirement.” O’Connell blasted recent changes in the CAHSEE requirement for special education students. An agreement between the Governor and the state Legislature during July’s budget negotiations suspended the CAHSEE as a graduation requirement beginning this current school year for eligible students with disabilities who have individualized education plans or Section 504 plans. For additional information please visit: http://www.cde.ca.gov/ta/tg/hs/cahseeABx4.asp “This action represents an irresponsible and shortsighted shift in education policy that threatens to shortchange the quality of education for our students with disabilities,” O’Connell said. “Eliminating this requirement for students with disabilities who are on a diploma track does nothing to help prepare them for success after high school. The CAHSEE requirement has pushed our system to better serve students with disabilities, and thousands of students with disabilities have been successful on this test. When given the appropriate support, students with disabilities who are on a diploma track can meet the CAHSEE challenge, which will better prepare these students for meaningful employment and higher education.” This year’s requirements for students with disabilities should not be taken as a reason to reduce the support Students With Disabilities (SWD) need to pass the CAHSEE. SWD will take the test this year and many students with disabilities who received additional support were able to successfully complete the CASHEE. With funding limitations this year, schools must struggle with where to find the funds to continue to assist students who are struggling to pass the test and for students who need assistance after they have completed their high school coursework but have not yet passed the test. Districts should evaluate their assistance programs in light of the number of their students who were able to pass the test after additional assistance. The suspension of the CAHSEE requirement for students with disabilities will remain in effect until the State Board of Education determines that a potential alternative is not feasible and/or that an alternative means are implemented. O’Connell has formed an advisory committee to examine alternative options for students with disabilities. School-, district-, county-, and state-level results for the CAHSEE have been posted on the CDE Web site at http://cahsee.cde.ca.gov. Editor's Note: Jeff Hudson is the editor of EdBrief and an award-winning education reporter and writer in print, radio and television media. Tina Burkhart is the Director of District Support Services for the educational consulting firm Total School Solutions. |
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