Transforming Statewide High School Assessment Systems: - Achieve

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Option 1: Analyzealignment ofcommercial and/ordistrict-created interimassessments with statestandardsLeast costly/intrusive state role; publish alignmentanalyses and consider what to do if analyses indicate thatno existing packages align with state standards.Step 5:Determine staterole in providingleadershipfor and accessstatewideto interimassessments.Ensure that all schoolsand districts have accessto at least one full setof high-quality interimassessments.Option 2: Create onlineitem banks aligned tostate standardsOption 3: Create fullforms and sets of alignedinterim assessmentsMost flexible approach; provide schools and districtswith opportunity to “mix and match” items as needed.May not result in consistency of rigor or quality acrossdistricts.Most likely to promote consistency and quality ofinstruction, but potentially also the costliest approach.Align to standards and anchor assessments. Tie fullsets to core units of instruction within key high schoolcourses.Option 4: Leave entirelyup to school districtsNot recommended. Not enough districts have capacity todo interim assessment well on their own.First, determine state’sappetite for expansionof testing and adjustplans accordinglyConsider which assessments can be dropped withoutharming overall goal of increasing college and careerreadiness. Or decide if the rationale for testingexpansion is compelling enough to override concernsabout the testing burden. Eliminate tests that don’t alignwith state standards.Step 6: Takestock of overalltesting systemand streamlinetesting time andcosts.Step back and examine thenet effect on the testingburden of incorporatingthe anchor assessment,performance measures andinterim assessments intothe overall high schooltesting system.Option 1: Work withdistricts to eliminatetests that will now beredundantOption 2: Collaboratewith other statesto reduce costs anddevelopment timeIdentify current district assessments that will becomeredundant once the anchor, performance and interimassessments are in place. Help districts identify costsavings from eliminating unnecessary tests. Decidewhich districts are exempt from using state performanceor interim measures.Save development time and cost and put pressure ontesting contractors to improve product.Option 3: Add moreassessments withoutreducing testsNot recommended. A substantial increase in testingwithout good-faith efforts to streamline the systemwill frustrate policymakers, educators, students and thepublic.Transforming Statewide High School Assessment Systems: A Guide for State Policymakers 52
AcknowledgementsAchieve would like to thank Jennifer Vranek of Education First Consulting and Achieve’s state leadership consulting team for writing thisguide.Alissa Peltzman, Achieve’s ADP Network Manager, and Matt Gandal, Achieve’s Executive Vice President, provided considerable strategicand editorial guidance.Thanks also to the following Achieve consultants and staff who provided advice and feedback during the development of the guide: SusanBodary, Marc Frazer, Lisa Gray, Scott Jenkins, Bill Porter, Todd Webster, Kate Blosveren, Michael Cohen, Joanne Eresh, Kaye Forgione,Tracy Halka, Lesley Muldoon, Jean Slattery, Laura Slover and Robert Triscari.Thanks to Tom Flavell of Achieve for layout and Sionainn Marcoux of Education First Consulting for creating the report’s graphics.Finally, Achieve would like to thank the Bill & Melinda Gates Foundation for providing generous funding for this effort and for thebroader work of the American Diploma Project.Transforming Statewide High School Assessment Systems: A Guide for State Policymakers 53
Page 1 and 2: Transforming StatewideHigh School A
Page 3: Table of ContentsWhy States Need To
Page 6 and 7: A New Vision for the High School As
Page 8 and 9: Table 1: Common Elements of a Colle
Page 10 and 11: Interim assessment is the term we s
Page 12 and 13: The American Diploma Project Benchm
Page 14 and 15: In many ways, this is the most stra
Page 16 and 17: Advantages of End-of-Course TestsEO
Page 18 and 19: New York’s Regents Exams: Serving
Page 21 and 22: Challenges with Admissions TestsThe
Page 23 and 24: Should States Use College Placement
Page 25 and 26: Core Principle Two:Making Tests Mat
Page 27 and 28: For those going directly to the wor
Page 29 and 30: Making College and Career Readiness
Page 31 and 32: In mathematics, California requires
Page 33 and 34: Valuing Constructed-Response Items
Page 35 and 36: States can follow these rules of th
Page 37 and 38: Although the graduation policies in
Page 39 and 40: will produce and report test result
Page 41 and 42: Core Principle Four:Streamlining Te
Page 43 and 44: Table 8: The More States Collaborat
Page 45 and 46: Core Principle Two: Making Tests Ma
Page 47 and 48: Can higher education reduce the num
Page 49 and 50: Table 9: Steps and Options to Addre
Page 51: Step 3: Developsupports forstudents
Page 55 and 56: 16Math A and B will be phased out a

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