Legislature(2009 - 2010)CAPITOL 106
03/19/2010 08:00 AM House EDUCATION
| Audio | Topic |
|---|---|
| Start | |
| HB367 | |
| HB206 | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| += | HB 367 | TELECONFERENCED | |
| += | HB 206 | TELECONFERENCED | |
HB 206-HIGH SCHOOL ASSESSM'T/POSTSECONDARY CLASS
CHAIR SEATON announced that the final order of business would be
HOUSE BILL NO. 206, "An Act establishing a career assessment
requirement in public schools; and relating to postsecondary
courses for secondary school students."
[Although not formally stated, HB 206, labeled 26-LS0765\S,
Mischel/4/22/09 was before the committee.]
9:07:10 AM
REPRESENTATIVE GARDNER asked whether any amendments were on the
table.
CHAIR SEATON reported that Conceptual Amendment 7 was previously
adopted by a vote of 5-2.
9:07:54 AM
LES MORSE, Deputy Commissioner, Office of the Commissioner,
Department of Education and Early Development (DEED), asked to
address questions surrounding the WorkKeys, discuss which grade
level would be most appropriate for WorkKeys, discuss
transcripts versus cumulative records, and make comments on the
high school graduation qualifying exam. He raised the first
issue, whether the qualifying exam should be given to in 11th or
12th grade. He offered his belief that it comes down to a
question of whether the exam is for adults to assess which
situation is best for a student's employment situation or for a
student to prepare for what he/she chooses to do next. He said
it seems to make sense to the department and the board that
administering the test in 11th grade gives the student an
opportunity to assess what he/she may wish to do differently in
their 12th grade, prior to graduation. This would not prohibit
students from retaking the test, but the requirement should lie
in the 11th grade. Thus, it explains the DEED's position, since
it allows the student to have information to change his/her
behavior in their final year of high school. He suggested the
qualifying exam may motivate the student in combination with an
ACT or SAT exams.
9:09:54 AM
CHAIR SEATON stated his intention is not to move the bill from
committee. He related that if the information was going to be
on the transcript, the text could be taken a second time. He
asked for the cost, noting the Department of Labor & Workforce
Development offers WorkKeys. He asked whether the school
district could accept the WorkKeys if it was taken as a senior
at the DLWD or if the exam must be administered through school.
MR. MORSE said he was not certain. He offered to work with the
DLWD and review any interdepartmental agreements. He commented
that the department shares data with the DLWD. He assumed that
the DEED would obtain the data from the DLWD and he was unsure
if the mechanism was in place to do so. He offered his belief
that students could retake the examination in the 12th grade if
the mechanism was set in place. He recalled that the current
regulations allow charging students for retaking the exam,
although he thought the fees were low. He offered to research
the issue and provide the information to the committee.
CHAIR SEATON asked him to provide the current or projected fee
for retaking the exam in the 12th grade.
MR. MORSE agreed to provide the information.
9:12:17 AM
MR. MORSE continued with an issue from the last hearing,
transcripts versus cumulative records. He reported that all of
the assessments that are statewide assessments require the
results be placed in the "cum" [cumulative] record, which is a
file of student performances during the school period. This
collection provides background information for educators who are
trying to determine how to assist a particular student. He
related the cumulative record is different than a transcript,
which is a summary of "one timeframe." The high school
transcript is a summary record of all the high school courses
taken, attendance, and includes the high school graduation
qualifying exam (HSGQE) results.
9:13:31 AM
MR. MORSE, in response to Representative Edgmon, explained that
"cum" refers to the cumulative record during the school
experience.
9:14:01 AM
CHAIR SEATON recapped that the assessment would be on the high
school transcript and the score of the high school graduation
qualifying examination (HSGQE) would be on the transcript.
MR. MORSE answered that currently the school district is
required to place the HSGQE score as a "pass" or "no pass" which
is the only assessment on the transcript. He stated that it is
a burden to a school district, which is usually performed as a
management recordkeeping system function that brings in the
score to the student record. In further response to Chair
Seaton, he clarified that the HSGQE is a "pass" or "did not
pass" score, which is electronically listed.
9:15:17 AM
REPRESENTATIVE KELLER asked if any indication of WorkKeys is on
the diploma.
9:15:39 AM
CHAIR SEATON recalled that the WorkKeys information is not on
the diploma but is on the transcript. He referred to page 2,
lines 13-14, "the assessment shall be displayed in summary form
on the student's high school transcript." He asked whether an
employer would use a transcript to know the level of student's
preparedness.
MR. MORSE offered that typically, if an employer wishes to see
the student's performance, the transcript, as the universal
tool, would provide that information. However, an employer
could ask a student if he/she has taken the WorkKeys and if so,
ask for the results. Additionally, the student could request
the information from their high school from their "cum" record.
He did not recall the timeframe, but thought the records are
retained for 70 years.
9:18:51 AM
MR. MORSE, in response to Chair Seaton, explained that a
transcript is a one-page document. It tells the course taken
and reflects the grade earned. He stated that most of the
information fits on one page. The transcript is sent when a
student, through the registrar, requests that a transcript be
sent or by obtaining a certified copy of the transcript.
Typically, the transcript is sent to a college or university.
CHAIR SEATON suggested the committee would like the diploma to
be more useful and accessible. It could be the transcript or
the WorkKeys document could be forwarded to an employer as a
separate item from the transcript. He offered his appreciation
for any efforts to help the committee determine a better way to
disseminate the information available to the employer.
9:20:43 AM
REPRESENTATIVE KELLER asked for clarification on the summary
form on the high school transcript. He assumed the school
district would need to determine the content and the burden of
providing the mechanism to obtain a full report. He said it
seemed like it would raise the value of the transcript to have
the WorkKeys summary listed, with a means to access additional
information for the full WorkKeys transcript.
MR. MORSE offered his view that summary information would
provide the level achieved on each test. For example, in math
the student would have attained a bronze, silver, or gold level.
It may be possible to add a line to read, "Full record can be
requested from Registrar's office," but the student would need
to give permission, since that right is provided under the
student's federal rights. He said he could speak to the cost,
but school districts would need to obtain information on the
programming costs.
9:22:41 AM
REPRESENTATIVE GARDNER thought the committee was making this
matter more complicated than necessary. She suggested that a
diploma means the student met the graduation requirements; a
transcript lists grades, attendance records, and she anticipated
that if the legislature adds WorkKeys, that the transcript would
list the WorkKeys score level. She did not recall any employer
or college ever needing more information than the transcript.
9:23:33 AM
The committee took an at-ease from 9:23 a.m. to 9:42 a.m. as the
fire alarm sounded and members left the building.
9:42:06 AM
CHAIR SEATON brought the committee back to order. [Members
present were Representatives Buch, Gardner, Edgmon, Munoz, and
Seaton.]
9:42:38 AM
MR. MORSE reported that he researched a prior question during
the break, and according to regulations, if a student repeats
the HSGQUE in their 12th grade and improves his/her score, there
is not any charge for the examination. If not, the student
could be charged by the school district.
9:43:13 AM
MR. MORSE stated that the State Board of Education and Early
Development supports keeping the HSGQE in place. The board
would like to take a view of the comprehensive assessment system
and accountability system and not change pieces at this time.
He stated that the state must ensure its compliance at the
federal level and some potential changes will occur in the next
year or so. He cautioned that the state does not want to be out
of "sync" with the federal requirements. The board's position
is that the qualifying examination is accomplishing a goal of
ensuring that students graduate with a minimum set of skills and
recommends keeping the exam in place at this time, although some
further work could be valuable. He remarked that it is
important that the WorkKeys be a separate issue since the exams
fulfill different purposes. The HSGQE tests the state's content
standards. He referred to a document in members' packets titled
"HSGQE Proficiency Descriptors and WorkKeys Skill Levels,"
although he related he did not want to cover this in detail.
However, some skills are covered on one exam but not on the
other exam. The examinations cover different things. He
pointed out that the document describes the different levels of
WorkKeys requirements. He offered his belief that WorkKeys can
be an important test for information, but should not be used as
a "high stakes individual student test." He said he would be
reluctant to use the exam since the "high stakes" student test
potentially may deny students a diploma and the vendor must use
vendor rules. The state would not be able to devise state
rules, particularly as it relates to accommodations.
9:46:06 AM
MR. MORSE said he learned that "signing" is not allowed on the
WorkKeys assessments although "signing" is allowed on all state-
developed tests In response to Chair Seaton, he acknowledged
that he was referring to the American Sign Language when he
referred to "signing." He added that the presumption is that
someone who cannot hear could read.
9:46:40 AM
MR. MORSE related that WorkKeys assessments provide information,
but he would not consider using it as a "high stakes" tool or
any vendor product as a "high stakes" tool. He mentioned that
another question was a request for analysis on certification
levels and WorkKeys equivalent to the HSGQE. He related that
the DEED attempted to compare students who took the WorkKeys in
11th grade to their 10th grade HSGQE's scores. The question was
to examine how well students perform on the HSGQE relative to
their WorkKeys level of Bronze, Silver, Gold, or Platinum. He
suggested more students will provide more sophisticated
analysis. So far, the school district has less than 390
students, which is not enough to make a judgment since the
sample is too small. Generally, those students obtaining a
silver or gold level or higher passed the HSGQE. Typically,
some students achieving a bronze level did not pass the HSGQE.
He explained that next year the whole student population will
take the WorkKeys and the DEED will be able to provide better
analysis.
MR. MORSE, in response to Chair Seaton, related the DEED will
have the data to easily be able to compare. In further response
to Chair Seaton, he stated that a report could be provided to
the committee.
9:49:00 AM
MR. MORSE related that if the "high stakes" nature of the HSGQE
was removed but WorkKeys content tested the same areas that one
content test in WorkKeys is not given on the HSGQE. Currently,
the DEED offers some subtests on reading comprehension and math,
but the open-ended writing and grammar tests in the HSGQE are
not covered in WorkKeys. He also related that some detailed
skills are not tested that are on the standards. He stated that
the state board could change their regulations to include all
content areas.
MR. MORSE commented that the original purpose of the HSGQE was
to give graduates the basic skills. Since its inception in
2005, more students are graduating today. The state has gone
from a 61.4 percent to 67.5 percent graduation rate.
Additionally, the Special Education population group has
improved from 39.6 to 43.6 percent. While more improvement is
needed, some improvement has been made, he stated.
9:51:24 AM
REPRESENTATIVE GARDNER asked whether the HSGQE is the reason for
the increase in graduates and it may be an incidental result.
MR. MORSE acknowledged that the DEED has not performed a study
to pinpoint the increase. He agreed that other improvements in
the standards-based movement or other things could have impacted
the graduation rate. However, if the rates had decreased, the
department would consider whether the HSGQE was preventing some
students from graduating.
REPRESENTATIVE GARDNER offered her belief that testimony has
been given that does show it prevents some students from
graduating. She related that the "high stakes" refers to
students who have otherwise met course requirements, but have
not passed the HSGQE and cannot graduate.
MR. MORSE reported that in the class of 2008, at 12th grade
level, 270 students did not graduate since they did not pass the
HSGQE, but met other requirements. In 2008, 1,926 12th grade
students did not graduate, but passed all parts of HSGQE exam.
In those instances, the local requirements interfered with
graduation. The majority of those not graduating are actually
passing the exam, he concluded.
9:54:04 AM
REPRESENTATIVE GARDNER related that the 1,976 may include
students who decide they do not need to go to school since they
passed the exam.
MR. MORSE said he did not think it would apply to the specific
population since most of the students passed the exam in 10th or
11th grade, but were still appearing in school in the 12th
grade. He suggested he does not have any survey or data of the
number of students who leave due to that reason. He offered his
belief that number would be small.
9:54:58 AM
MR. MORSE, in response to Chair Seaton, offered that these 270
students obtained a certificate of achievement, which means that
they achieved the local requirements but did not pass the HSGQE.
The 1,926 students did not receive anything since they needed to
pass local requirements prior to graduation. He suggested those
students may have returned and finished high school the next
year. He pointed out that 69.1 percent of the 2,787 seniors did
not graduate. Thus, the 1,926 students represent the 69.1
percent of the students who were seniors but did not graduate.
CHAIR SEATON referred to that figure as the dropout population.
He said it may not be the total figure since some students will
return and graduate in their 5th year. He assumed the DEED has
the identifying student number and will follow up to obtain an
outcome. He asked him to provide the committee with the report.
MR. MORSE agreed to do so. He said it is important to note that
30 percent of dropouts come back the next year. Some of them
will drop out again. Nearly 20 percent of students have been in
the dropout population two times.
9:57:22 AM
REPRESENTATIVE BUCH said he was encouraged at the enhanced
graduation rates. He recalled that the state has enhanced the
investment. He said that some teachers have stated that the
Special Education investment is huge. He asked for the
percentage of investment for special education students since
2005.
9:58:55 AM
MR. MORSE said he believed that the funding has increased for
all students, as well as for the intensive special education
students, who may never earn a diploma. He related that school
districts are providing better education for all teachers on how
to teach all students. He related a scenario in which 2 of 30
students in a classroom are special education students. He
stated that the teacher training is more sophisticated on how to
help those students. He related that this has improved due to
technical assistance at the state and federal level.
Additionally, it has improved due to the investment the
legislature has made in education.
REPRESENTATIVE BUCH said he is encouraged. He just wondered
about the shift in funding since the legislature spends more
funds on education. He did not disagree with the changes or
shift, but expressed an interest in knowing the percentage.
10:00:33 AM
REPRESENTATIVE MUNOZ asked for an example of the HSGQE.
MR. MORSE offered to provide an "item sampler" that would give
feel for the items on a test.
[HB 206 was held over.]
10:01:05 AM
| Document Name | Date/Time | Subjects |
|---|---|---|
| HB 367 Workdraft version E.pdf |
HEDC 3/12/2010 8:00:00 AM HEDC 3/19/2010 8:00:00 AM |
HB 367 |