'Empowered for Success'

II.  HIGH SCHOOL END-OF-COURSE TESTS POLICY

A.  Overview and Rationale The proposed assessment program is consistent with legislative intent as specified in the accountability provisions of the EIA. It also fulfills the commitment of the Governor to a "diploma that means something." The program is consistent with the State Board of Education’s High School Policy, which emphasizes school-wide reform to ensure that all students meet high standards.

The proposed assessment program focuses on enabling all students to succeed in challenging course work by beginning with use of results of the 7^th and 8^th grade TCAP for diagnostic purposes to determine the appropriate educational experience for entering 9^th grade students. School systems will determine the appropriate array of programs; schools will incorporate strategies into their school improvement process. The focus must be on providing high quality instruction, perhaps over extended periods of time, so that all students can be successful. Schools will also use end-of-course tests administered in the 9^th and 10^th grades for diagnostic purposes.The purposes to be served and the rationale for end-of-course testing include the following:

1. Improvement of Student Learning in Core Content Areas. The tests will align with the curriculum standards and will include both content knowledge and critical thinking skills.
2. Preparation for Further Learning. The tests will occur early in the student’s high school program of study and help prepare them for success in subjects taken later.
   
3. Diagnostic Information. The tests will help students to improve their performance and help prepare them for the ACT, SAT and Work Keys.
   
4. School and Program Improvement. The tests will provide data that can be used to improve the effectiveness of the instructional delivery system at the school and the school system.
   
5. Accountability. The tests will provide for teacher, school and school system accountability as called for in the EIA.

To provide for school and school system accountability, the proposed program provides for tests in four subject areas: English, mathematics, science, and social studies. These subjects are important for the successful transition to work and postsecondary study. The state will report results for academic achievement and academic gain; the State Board of Education will include results in revised performance standards. Students will take the tests in the year they complete the relevant course work. The data generated by the high school assessment program will be linked to data on the required exit exams - ACT, SAT, and Work Keys.To provide for student accountability, the proposed program will require all students to achieve satisfactory scores on three of the tests: Algebra I, English II, and Biology beginning with students entering 9^th grade in 2001-2002. (Students entering 9^th grade in 2000-2001 will take the exams on a no fault basis.) These tests cover the essential skills needed for successful completion of a challenging high school program of study and occur early enough in a student’s program of study to provide multiple opportunities to pass.

B.  Elements of the Program

1. End-of-course tests will be administered in the following subjects: Math Foundations, Algebra I, Geometry, Algebra II, Physical Science, Biology, Chemistry, English I, English II, and U. S. History. A test of writing which measures cumulative writing ability, from middle grades through grade 11, will be administered in grade 11. Math Foundations will replace the course in Pre-Algebra in fall 1999. Students enrolled in Math for Technology I will take the test in Math Foundations. Students enrolled in Math for Technology II will take the test in Algebra I.
   
   1. The state will report scores for schools and school systems for academic achievement and academic gain.
   2. Students will take the exams in the year they complete the relevant course work.
      
   3. The State Board of Education will develop guidelines regarding how to use end-of-course tests in determining a student’s grade in the subject tested.
      
   4. Results of individual student performance from all administered end-of-course tests including the three gateway examinations shall be provided to the individual teacher in a timely fashion to facilitate the inclusion of these results as part of the student's grade in that subject. This result shall count not less than fifteen percent of the student's grade in the semester in which the test was administered.

2. All students must achieve a passing score on end-of-course tests of Algebra I, English II, and Biology. The state will design or secure high quality tests that measure both content knowledge and critical thinking skills and that use a variety of assessment types.
   
   1. Students entering 9^th grade in 2000-2001 will take the tests on a no fault basis. Students entering 9^th grade in 2001-2002 must successfully complete the requirement in order to receive a regular diploma.
   2. The state will establish passing scores after field testing; use commonly accepted statistical methods; and consider a gradual increase in passing scores.
      
   3. The state will phase out the current Tennessee Competency Test as it phases in the new tests. Students entering the 9^th grade in 2000-2001 will be the last cohort to be able to satisfy the graduation requirement by taking the Competency Test.
      
   4. Students will take the exams when they complete the relevant course work.
      
   5. The state and school systems will provide extensive staff development to teachers (especially teachers of Algebra) in both content knowledge and teaching strategies so that students are taught by accomplished teachers. The cost of staff development will be a component of the cost of the testing package.
      
   6. The test design will take into account the needs of special populations and ensure that appropriate modifications are available.
3. Schools will use results of the 7^th and 8^th grade TCAP assessments for diagnostic purposes in determining an appropriate educational program for each student beginning with the student entering the 9^th grade in 2000-2001. School systems will determine how best to meet the needs of students who are in low performance levels. Schools will include in their school improvement plans strategies for ensuring academic success and providing intervention and assistance. Such strategies could include, but are not limited to, the following:
   
   1. Pre-high school summer programs
   2. After school programs
   3. Course work offered over an extended time, with additional units receiving elective credit.
      
4. Local boards of education will determine how to use the results of end-of-course exams in accordance with guidelines to be developed by the State Board of Education. In order to provide results in a timely manner, the Department of Education will provide schools with access to scanners, so that students’ scores can be determined prior to sending tests to a central location for processing.

5.      The state will administer gateway examinations and other end-of-course tests in accordance with the following:

a.       The gateway tests in Algebra I, English II, and Biology I will be untimed tests. The other subject matter tests (English I, Math Foundations, Algebra II, Geometry, Physical Science, Chemistry, and U.S. History) will be timed.

b.      Using accepted statistical procedures, the state shall establish a score on the current Algebra I high school subject matter test which will satisfy the Algebra I gateway exam requirement for seventh and eighth grade students taking Algebra I during the 2000-2001 school year only. Seventh and eighth grade students taking Algebra I during the 2000-2001 school year not obtaining this score on the spring 2001 Algebra I high school subject matter test may take the Gateway Exam in Algebra I beginning with the Fall 2001 administration.

c.       Seventh and eighth grade students taking Algebra I, beginning with the 2001-2002 school year, will be eligible to take the related gateway test, when available, to meet the criteria for fulfilling their high school diploma requirements.

HIGH SCHOOL END-OF-COURSE ASSESSMENTS

Subjects to be Assessed

Notes:

* Estimated number of students based on enrollment counts increased by a factor of 1.28 to account for block scheduling.** Math Foundations will replace the course in Pre-Algebra. Students enrolled in Math Tech I will take the test in Math Foundations.*** Students enrolled in Math Tech II will take the test in Algebra I.

SUBJECTS FOR WHICH A PASSING SCORE IS REQUIRED FOR GRADUATION

C.   Implementation:

1. The state will design or secure high quality tests that measure both content knowledge and critical thinking skills. The state will establish passing scores after field testing; use commonly accepted statistical methods; and consider a gradual increase in passing scores. Schools should link scores to course work; students who successfully complete remediation should be allowed to pass the course. Schools must provide extra help to students who need it in order to ensure academic success and prevent a rise in the dropout rate. Plans for ensuring academic success and providing intervention and assistance will be included in the school improvement plans. The state and school systems must provide extensive staff development to teachers (especially teachers of Algebra) in both content knowledge and teaching strategies so that students are taught by accomplished teachers. The cost of staff development will be a component of the cost of the testing package.
2. The test design will take into account the needs of special populations and ensure that appropriate modifications are available.