Education

California Will Give A Short Version of Its Standardized Math and English Tests Next Spring

It’s actually identical to the short version that the board approved for spring of 2021, when most districts were still in distance learning.

Published

3 years ago

September 17, 2021

Isabelle Price

Young male writing on notebook at a desk, Photo courtesy of Santi Vedri

The “Smarter Balanced” standardized tests in math and English language arts that California students will take in the spring to measure their academic progress will have fewer questions and take less time than the pre-COVID-19 versions. But the test results to parents won’t provide as much information as in the past.

On September 9, the State Board of Education approved the shorter test that the California Department of Education recommended. The shorter version will give districts more flexibility in scheduling the tests, free up time for more instruction and reduce the potential for internet glitches with the fully online test, the department argued in making its case.

It’s actually identical to the short version that the board approved for spring of 2021, when most districts were still in distance learning.

At that time, given the option of administering Smarter Balanced or their own local assessment, many, if not most, chose a test other than Smarter Balanced last spring. It’s hard to know, however, because the state didn’t require that districts report their choices or the scores.

But the Smarter Balanced tests will be mandatory in spring 2022. The department says the short version of the combined math and English language arts tests will take 4½ hours for grades 3 to 5, 90 minutes less than before; 4 hours, 45 minutes for grades 6 to 8, 75 minutes shorter; and 5 ½ hours for 11th grade, 2 hours shorter.

Performance tasks — the longer problem-solving and research exercises on the test — will remain intact, while the multiple-choice questions will be cut in half.

Scores will be just as accurate, since the proportion of questions will be equally reduced in all areas of the tests, said Mao Vang, director of the department’s Assessment Development and Administration Division. And parents will receive their students’ scores along with their ranking — whether the scores were far below standard, below standard, at standard or above.

What parents won’t get is their child’s scores on components of the test: reading, writing, listening, and research and inquiry for English language arts; and concepts/procedures, problem solving, communicating reasoning and data analysis for math — at least next year.

This lack of detail is why a number of civil rights and groups advocating for low-income students opposed the short form.

“Losing key summative data makes it more difficult to gauge performance on key standards, and more difficult to tackle equity of opportunity and identify achievement gaps” across ethnic and racial groups, testified Lexi Lopez, communications manager for the advocacy group EdVoice. “During these times, schools should be providing parents with more information about student performance — not less.”

The Local Control Funding Formula Equity Coalition, representing a dozen statewide organizations, argued that a shorter test could actually result in more total testing time, because districts “may end up backfilling” information not provided by Smarter Balanced by administering additional local assessments.

Board President Linda Darling-Hammond

But districts should be using more “interim” tests and short or “formative” assessments throughout the year that “allow educators to drill down and see how students are doing within particular content and topic areas,” said board President Linda Darling-Hammond. That’s what the state should be encouraging, said Darling-Hammond, an emeritus professor in education at Stanford University.

Seven of the 12 states that use the Smarter Balanced tests used the shorter form last year, and many will probably do so again this year, said Tony Alpert, the executive director of Smarter Balanced.

The department staff didn’t say whether they’d recommend continuing with the short form in future years, although they indicated that might be the case. But they said that use of the short form in the spring would not interfere with plans by 2024 to add a “growth model” as a way to measure student test scores.

A growth model is a technically complex but useful method that all but a few states use to measure the progress over time of individual students’ test scores. The state board adopted it in May, five years after the idea was first raised.

Darling-Hammond and other board members said that it’s possible that the pandemic may create challenges for months and that a shorter version would provide more flexibility to administer the test. Reflecting first-hand views of a teacher and a student, board members Haydee Rodriguez and Rana Banankhah also said to use the short form.

“I want to echo what’s already been said. I’ll just say that with my experience as a classroom teacher, I’m in support of this recommendation,” said Rodriguez, a bilingual and bicultural high school teacher at Central Union High School, near the Mexican border.

“I found that this shortened test was absolutely beneficial to my class, especially those connecting from home who had trouble with tech issues, which definitely slowed them down. And I was one of those students,” said Banankhah, a senior at Modesto High. “Students with internet issues are probably going to be disproportionally socioeconomically disadvantaged and rural students. This recommendation would definitely improve equity among students.”

Smarter Balanced scores next spring will be publicly reported and applied to the California School Dashboard in 2022 for the first time in three years. The rating system measures improvement or lack of progress in schools and districts using multiple indicators. However, the dashboard’s color rating system ratings won’t reappear until 2023.

Isabelle Price

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California Black Media

Study: UC 4-Year Grad Rate Doubles That of CSU

Graduation rates at the University of California have increased by 10 points over the last ten years putting the college system on track to achieve its 2030 graduation goals, according to a report on college completion in the state released by the Public Policy Institute of California. Recent data indicated that the UC system has a graduation rate of 73% for four-year students and a six-year graduation rate of 86%, according to the institution’s data. The system will increase the four-year graduation rate to 76% and the six-year rate to 90% by 2030. However, students at California State University are lagging behind with a graduation rate of 36% for four-year students and a 62% for six-year graduation rate. The graduation rates for students in the UC system are more than double that of students at CSU. Consequently, it is unlikely that CSU will meet its graduation goal of graduating 40% of four-year students and 70% of six-year students by 2025.

Published

1 week ago

October 1, 2024

Oakland Post

iStock Photo

By Bo Tefu, California Black Media

Recent data indicated that the UC system has a graduation rate of 73% for four-year students and a six-year graduation rate of 86%, according to the institution’s data. The system will increase the four-year graduation rate to 76% and the six-year rate to 90% by 2030.

However, students at California State University are lagging behind with a graduation rate of 36% for four-year students and a 62% for six-year graduation rate. The graduation rates for students in the UC system are more than double that of students at CSU. Consequently, it is unlikely that CSU will meet its graduation goal of graduating 40% of four-year students and 70% of six-year students by 2025.

The report revealed that nonprofit institutions have relatively high completion rates compared to a high number of for-profit and private colleges that have lower graduation rates.

Researchers stated that longstanding equity gaps in college completion persist indicating that Black and Latino students graduate at lower rates of 52% and 64% The data is varied in comparison to White and Asian students who graduate at higher rates of 75% and 83%, respectively.

Nonetheless, the report showed that Black students in the UC system graduated at a rate of 78% in four years, nearly double the graduation number of Black students in the CSU system with a rate of 47 percent.

“Campus and regional disparities are stark,” the report stated regarding the varying graduation rates at the different college locations.

“Despite progress, equity gaps at UC remain nearly as large as they were in 2018. At CSU, gaps have widened over time; however, many campuses have made progress in closing them,” the report stated about the equity gaps in the college systems.

The state has set a goal to achieve a graduation rate of 70% by 2030.

Oakland Post

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Black History

From Louisville to the Olympics: The Legacy of William DeHart Hubbard

William DeHart Hubbard, born on November 25, 1903, in Cincinnati, Ohio, was a trailblazing figure in American sports history. Hubbard grew up in Cincinnati. While attending Walnut Hills High School he excelled in academics and athletics. This earned him a scholarship to the University of Michigan in 1921, where he studied in the College of Literature, Science, and the Arts. In college, he quickly made a name for himself as an exceptional track and field athlete.

Published

2 weeks ago

October 1, 2024

Oakland Post

William DeHart Hubbard made history in 1924 when Hubbard made Olympic history by winning the Gold Medal in the long jump. Public Domain.

By Tamara Shiloh

William DeHart Hubbard, born on November 25, 1903, in Cincinnati, Ohio, was a trailblazing figure in American sports history.

Hubbard grew up in Cincinnati. While attending Walnut Hills High School he excelled in academics and athletics. This earned him a scholarship to the University of Michigan in 1921, where he studied in the College of Literature, Science, and the Arts. In college, he quickly made a name for himself as an exceptional track and field athlete.

Hubbard was the only African American on the school’s track team; he was also the first African American varsity track letterman at the university. In his college career, Hubbard won several meets including being a three-time National Collegiate Athletic Association (NCAA) champion, eight-time Amateur Athletic Union (AAU) champion, and seven-time Big Ten Conference champion in track and field. His 1925 outdoor long jump of 25 feet 10¹⁄₂ inches stood as the Michigan Wolverines team record until 1980, and it is still second. His 1925 jump of 25 feet 3.5 inches stood as a Big Ten Championships record until Jesse Owens broke it in 1935 with what is now the current record of 26 feet 8.25 inches.

In 1924, he was selected to represent the United States at the Paris Summer Olympics.

Competing against some of the best athletes in the world, Hubbard made history by winning the gold medal in the long jump by jumping 24 feet 5.5 inches. This victory made him the first African American to win an individual gold medal in the history of the modern Olympic Games.

In 1925, Hubbard broke the long jump world record with a leap of 25 feet 10⁷⁄₈ inches at the NCAA championships. In 1927, he bettered that with a jump of 26 feet 2.25 inches — which would have been the first ever over 26 feet — but meet officials disallowed it, claiming that the take-off board was an inch higher than the surface of the landing pit. He also competed in the hurdles at the 1926 AAU championships. He graduated with honors in 1927.

He specialized in the long jump, a sport that would soon bring him international fame.

Hubbard’s Olympic success was not just a personal triumph but a milestone for African Americans in sports. His victory challenged the prevailing stereotypes of the time and inspired a generation of Black athletes to pursue their dreams in the face of adversity.

After his Olympic success, he continued to excel in track and field. He set an additional world record in 1925 with a jump of 25 feet 10.75 inches, which stood for several years. His accomplishments were not limited to athletics, as he also became involved in civic and business endeavors after his graduation from the University of Michigan in 1927.

Following his athletic career, Hubbard returned to his hometown of Cincinnati, where he took on various roles serving his community and the progress of African Americans. He worked as a manager for the Department of Colored Work for the Cincinnati Public Recreation Commission and later became a race relations adviser for the Federal Housing Administration.

Hubbard passed away on June 23, 1976. As the first African American to win an individual Gold Medal in the Olympics, he not only paved the way for future generations of athletes but also demonstrated the profound impact that sports can have on societal change.

Oakland Post

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Bay Area

Oakland Students Learn to Foster Solidarity Through Multiracial Leadership Organization

For over 25 years, an Oakland leadership organization has worked to foster multiracial relationships amongst students, where historically, there has been division. Youth Together was created by Raquel Jimenez, a Latino history teacher at Castlemont High School, who noticed tension between Black and Latino students. Through a coalition of other Oakland-based organizations, Youth Together was established to provide resources to students and give them skills to build community with other racial groups.

Published

4 weeks ago

September 16, 2024

Oakland Post

Student members of Youth Together told the Post that the reason they joined the organization was to build skills around social justice and connect with people they otherwise wouldn’t have met.

By Magaly Muñoz

For over 25 years, an Oakland leadership organization has worked to foster multiracial relationships amongst students, where historically, there has been division.

Youth Together was created by Raquel Jimenez, a Latino history teacher at Castlemont High School, who noticed tension between Black and Latino students. Through a coalition of other Oakland-based organizations, Youth Together was established to provide resources to students and give them skills to build community with other racial groups.

Student members of Youth Together told the Post that the reason they joined the organization was to build skills around social justice and connect with people they otherwise wouldn’t have met.

One student, Oli, said the group helped her to grow confidence in speaking with new people and to learn more about the history of racial issues in Oakland, which she wishes teachers did more of to include in their curriculum.

Lena, another student who attends Skyline High School with Oli, said the groups at school are typically divided by race because “students fall into stereotypes”. She explained that kids would put her in a “stereotypical Asian” persona but once they got to know her, they started treating her differently.

Berlin, a student Youth Together member, shared that he transferred to three different schools because of racial tensions with other students. He said other groups attempted to start problems with him because he didn’t come from the same background as them.

Lena said people would be more open to being friends with other races if they were taught about them more frequently in school.

“It’s really important to understand different ethnicities and their backgrounds and struggles that they’ve went through,” Lena said.

Asian, Latino and Black students make up the biggest racial groups in Oakland Unified School District. Latino students in particular make up over half of the student population with almost 24,000 kids in the 2022-23 school year.

The Youth Together students shared that over the years more white students have started attending their schools and the diversity is no longer what it used to be. They also said the teachers do not reflect the student body diversity.

Oli said although there are student fights at Skyline, she doesn’t feel that they are racially motivated. But she claims that most of the racial tensions actually come from teachers who express negative rhetoric to students during their lessons, especially in history classes.

Through these conversations about race and social justice, the students are better prepared to speak to their peers at an annual event called Unity Day.

Unity Day was hosted at Skyline and Oakland High School at the very beginning of the school year. Kids participated in activities and group discussions about diversity and the ongoing disparities in their education.

The Youth Together team said they looked forward to having these talks with students and to connecting them with others.

Lead organizer Seanna said she wants Unity Day to bring folks together and undo the years of division that Oakland schools have experienced. Her two high school aged brothers, who are also members of Youth Together, have told her that tensions run higher now than they did when she was in high school several years ago.

Seanna wants the cycle of tension and detachment among different racial groups to end, both in school and in the city. She said people felt more united and like a community when she was growing up, but that doesn’t feel like the case anymore.

If Unity Day is what the school and larger community need in order to get along, she hopes the idea continues and expands until things start to come together again.

“It just takes one person to want to keep fighting, to inspire other people to keep fighting, and that’s the domino effect I would love to see. Maybe that change that we all crave for will come,” Seanna said.