HB 2327

HOUSE BILL REPORT
HB 2327

This analysis was prepared by non-partisan legislative staff for the use of legislative members in their deliberations. This analysis is not a part of the legislation nor does it constitute a statement of legislative intent.

As Reported by House Committee On:
Education
Appropriations

Title: An act relating to a system of standards, instruction, and assessments for mathematics and science.

Brief Description: Regarding a system of standards, instruction, and assessments for mathematics and science.

Sponsors: Representatives P. Sullivan, Priest, Haler, Quall, Jarrett, Wallace, Kenney, McDermott, Sells, Santos, Wood and Ormsby.

Majority Report: The substitute bill be substituted therefor and the substitute bill do pass. Signed by 9 members: Representatives Quall, Chair; Barlow, Vice Chair; Priest, Ranking Minority Member; Anderson, Assistant Ranking Minority Member; Haigh, McDermott, Roach, Santos and P. Sullivan.

Background:

Under Washington's academic achievement system, the Superintendent of Public Instruction (SPI) is responsible for developing a statewide academic assessment system for reading, writing, mathematics, and science, which includes the Washington Assessment of Student Learning (WASL). The State Board of Education (SBE) has responsibility for a statewide accountability system for student performance.

Beginning with the class of 2008, most students will be required to meet the state standard on the 10th grade WASL in reading, writing, and mathematics to receive a Certificate of Academic Achievement (CAA). A CAA will be required for high school graduation. Students in special education who are not appropriately assessed using the WASL can earn a Certificate of Individual Achievement (CIA), which is also required for graduation in 2008. Beginning in 2010, students will also have to pass the science WASL for a CAA. As currently constructed, the WASL is a comprehensive, standards-based test specially designed to measure student achievement of the Essential Academic Learning Requirements. It includes multiple choice and constructed response questions. There is evidence that the WASL is not well-suited as a diagnostic assessment.

There are 24 states in addition to Washington that plan to or currently require students to pass statewide assessments for high school graduation. Seven of these states use a series of "end-of-course" assessments, where students take the test after completing a course that covers the core content to be assessed by the test. In most of these states, the mathematics end-of-course assessment for high school graduation is Algebra. End-of-course assessments in science tend to be Biology.

Summary of Substitute Bill:

WASL and High School Graduation. Students in the graduating classes of 2008, 2009, and 2010 may graduate from high school without a CAA or CIA if they meet all of the following criteria:

The requirement that students must also pass the science WASL to earn a CAA is delayed from 2010 to the class of 2013.

Mathematics and Science High School WASL. The SBE must select statewide end-of-course assessments for mathematics and science, which become the new high school WASL in those subjects. The mathematics assessments cover Algebra I and Geometry and are implemented in the 2008-09 school year. The science assessment covers Biology and is implemented in 2009-10. The assessments must be multiple choice and able to be administered online.

The Legislature's intent is that students receive instruction through credited high school mathematics and science courses and are assessed after they complete the course. School districts are responsible for designing and implementing the courses, and course content instruction can be integrated.

For the class of 2011, the Algebra assessment is the mathematics WASL required for purposes of the CAA and high school graduation. For the class of 2012, both the Algebra assessment and Geometry assessment are the mathematics WASL for CAA purposes. For the class of 2013, the Biology assessment is the science WASL for the CAA. The SPI and the SBE make annual status reports to the Legislature each December until 2009 on the implementation of these changes.

Diagnostic Assessments. The SPI must make diagnostic assessments available in elementary and middle school in reading, writing, science and math and must provide funds for districts to administer diagnostic assessments.

Substitute Bill Compared to Original Bill:

The original bill directed the SBE to adopt revised learning standards for high school mathematics and science that were directly aligned with end-of-course assessments and established timelines for that adoption. The SBE was also required to identify three recommended curricula for elementary, middle, and high school in math and science that aligned with the new standards. If funding was provided, school districts that adopted one or more of the curricula after they had been identified would be reimbursed by the SPI. All provisions pertaining to revised standards and curricula are removed in the substitute bill.

Effective Date of Substitute Bill: The bill takes effect 90 days after adjournment of session in which bill is passed, except for sections 2 through 4 regarding to graduation requirements for the classes of 2008, 2009, and 2010, which contains an emergency clause and takes effect immediately.

Majority Report: The second substitute bill be substituted therefor and the second substitute bill do pass and do not pass the substitute bill by Committee on Education. Signed by 22 members: Representatives Sommers, Chair; Dunshee, Vice Chair; Haler, Assistant Ranking Minority Member; Anderson, Cody, Conway, Darneille, Ericks, Grant, Hunt, Kagi, Kenney, McDermott, McDonald, McIntire, Morrell, Pettigrew, Priest, Schual-Berke, Seaquist, P. Sullivan and Walsh.

Minority Report: Do not pass. Signed by 7 members: Representatives Alexander, Ranking Minority Member; Bailey, Assistant Ranking Minority Member; Chandler, Dunn, Haigh, Hunter and Kessler.

Summary of Recommendation of Committee On Appropriations Compared to Recommendation of Committee On Education:

The second substitute bill makes the end-of-course assessment in math available on an optional basis rather than statewide in 2008-09, and then is implemented statewide in 2009-10. The end-of-course assessment in science is made available on an optional basis rather than statewide in 2009-10, and then is implemented statewide in 2010-11.

Additionally, implementation timelines regarding phasing in graduation requirements based on end-of-course assessments are delayed. The class of 2013, not 2011, must meet standard on the Algebra I assessment to earn a Certificate of Academic Achievement (CAA) for graduation. The class of 2014, not 2012, must meet standard on both Algebra I and Geometry. The class of 2014, not 2013, must meet standard in science.

Students in the classes of 2008 through 2012, rather than 2010, can graduate without a CAA due to not meeting standard on the math WASL if they meet other graduation requirements and earn additional math credits.

By January 5, 2009, the State Board of Education (Board) must submit a finding and recommendations to the Governor and Legislature regarding whether the timelines can be feasibly met. The Board considers the validity and reliability of the assessments, adequate notice to graduating classes, and other possible factors supported by clear and convincing evidence.

Null and void clauses were added, making particular sections of the bill null and void unless funded in the budget.

Effective Date of Second Substitute Bill: The bill takes effect 90 days after adjournment of session in which bill is passed. However, sections 2-8 of the bill are null and void unless funded in the budget.

Staff Summary of Public Testimony:

(In support) A petition to urge the Legislature to improve math standards and assessment has been signed by 15,000 citizens. This is a good start and will produce an important review of our standards. The Washington Assessment of Student Learning (WASL) is an inappropriate test. The end-of-course assessments will be valuable in making curriculum decisions for school districts. The Essential Academic Learning Requirements (EALRs) should align to whatever assessment is chosen. Also, it doesn't seem like the fiscal note was an "apples to apples" comparison with the savings of discontinuing the WASL.

Improving mathematics and science achievement is our second highest priority. Currently, 50 percent of 10th graders can't pass the WASL and for disadvantaged students, it is much worse. Currently 30-50 percent of graduates need college remediation. This contributes to closing the door on future career job opportunities and jeopardizes our economy in the form of lost wages.

(With concerns) There are other bills that deal with this issue. We need to deal with the fiscal issues. Our association is in support of strong, high standards for math and science, but it is important to fully fund whatever policy changes you implement.

Persons Testifying: (In support) Representative P. Sullivan, prime sponsor; Julie Wright, Washington State Parent and Teacher Association; and David Christensen, Where's the Math.

(With concerns) Lucinda Young, Washington Education Association; and Barbara Mertens, Washington Association of School Administrators.