test swap

Goodbye ACT, hello SAT: a significant change for Colorado high schoolers

PHOTO: Flickr/Creative Commons

Colorado high school juniors will be required to take the SAT college-entrance exam instead of the ACT starting this spring, a significant change that grew out of a competitive bidding process required by hard-fought testing reform legislation.

The state Department of Education announced Wednesday that a selection committee chose The College Board, makers of the SAT, over the ACT testing company, which has been testing juniors in Colorado since 2001.

High school sophomores, meanwhile, will begin taking the PSAT. Under the compromise testing legislation, sophomores and juniors no longer will take PARCC English and math tests, which debuted last spring and proved especially unpopular with high school students.

“We realize this is a big shift for students and that this decision is coming later in the school year than any of us would like,” Interim Education Commissioner Elliott Asp said in a statement. “We are committed to exploring options for flexibility that make sense for this year’s juniors who need to use this spring’s exam for their college applications.”

Asp did not offer any specifics about what that flexibility might look like.

State officials said the selection committee chose the PSAT in part because it aligns with the high school Common Core English language arts and math standards, which Colorado adopted. The state said the committee also found “the College Board’s reporting system more useful to students, as it connects students to resources and activities designed to help identify next steps for extra support or possible acceleration.”

The SAT and PSAT will be given each spring for the next five years, with the exact dates to be determined, the state said.

The decision to go with the College Board tests will become official at the end of the procurement process, which includes a waiting period of seven business days. The change does not require State Board of Education approval.

The contract will be negotiated after the official award, state officials say. An education department spokeswoman said the competing bids for 10th and 11th grade tests will be subject to public review after the procurement process.

The state wanted one vendor for both tests. By going that route, results on the 10th grade tests can be used to help teachers prepare students for tests the next year.

The SAT tests differ from PARCC and, notably, will take less time. For example, sophomores spent more than 11 hours on PARCC tests last spring, while the PSAT clocks in at just under three hours. The PARCC tests have been shortened somewhat for this spring.

PARCC tests include only language arts and math. The PSAT and SAT tests cover reading, writing, math, science and social studies and are meant to measure college and workforce readiness.

Since 2001, every Colorado junior has been required to take the ACT. About 55,000 students took the test last spring in the state’s public schools. The SAT has a much a lower profile in Colorado. About 6,500 students who graduated last spring took the test.

Bruce Messinger, superintendent of the Boulder Valley School District, said he was surprised by the selection. A number of superintendents pressed for sticking with the ACT, which students have traditionally valued and provide districts a common measurement over time, he said.

“With all the change that’s gone on with the PARCC assessments, and new literacy assessments … the ACT  was really the only longitudinal data we have had to go and look at over time,” Messinger said.  “I guess it’s a fresh start on all fronts now.”

Jason Glass, superintendent of the Eagle County school district, said he, too, was taken aback by the decision given the state’s longstanding history with the ACT, and that the SAT is favored by colleges on the East and West coasts.

While Glass said he doesn’t yet know the committee’s rationale, he has concerns about preparing students for the new test on short notice and communicating with parents, among other things.

Asked what kind of flexibility he’d like the state to give, Glass said he hopes the state allows districts to choose whether to give the ACT or SAT this school year.

“The quality (of the tests offered by the two vendors) is not a huge question,” Glass said. “So if they are equivalent tests, then why would you make this seismic shift that is going to have all these ripple effects? It seems the juice is not worth the squeeze. It’s going to be a lot of work to make this transition and the outcomes are not going to be that radically different.”

One factor that may have swayed Colorado: the SAT has a reputation for being more reason-based and focused on critical thinking, while the ACT has a reputation for being more of a fact-recall test, Glass noted.

State officials say the selection committee that recommended The College Board included educators and administrators from urban, rural and suburban districts, and included content matter experts, assessment experts, special population professionals, guidance counselors and higher education professionals.

Read Chalkbeat’s previous coverage of the competition between the two testing giants here.

Capitol editor Todd Engdahl contributed information to this report.

Class of 2018

Some Colorado schools see big gains in grad rates. Find yours in our searchable database.

PHOTO: Courtesy of Aurora Public Schools
Aurora West College Preparatory Academy graduates of 2018. The school had a 100 percent graduation rate.

Two metro-area school districts, Westminster and Aurora, recently in the state’s crosshairs for their low-performance, posted significant increases in their graduation rates, according to 2018 numbers released Wednesday.

Westminster, a district that got off the state’s watchlist just last year, had 67.9 percent of its students graduate on time, within four years of starting high school. That was a jump of 10 percentage points from its 57.8 percent graduation rate in 2017.

District officials credit their unique model of competency-based education, which does away with grade levels and requires students prove they mastered content before moving up a level. In previous years, district officials pointed to rising graduation rates that Colorado also tracks for students who take five, six or seven years, but officials say it was bound to impact their 4-year rates as well.

“We saw an upward tick across the board this past year,” said Westminster Superintendent Pam Swanson, referring to state test results and other data also showing achievement increasing. “I think this is one more indicator.”

Swanson said the high school has also focused recently on increasing attendance, now at almost 90 percent, and increasing students’ responsibility for their own learning.

(Sam Park | Chalkbeat)

In Aurora schools, 76.5 percent of students graduated on time in 2018 — a jump of almost 9 percentage points from the 67.6 percent rate of the class of 2017.

“We’re excited these rates demonstrate momentum in our work,” Aurora Superintendent Rico Munn said.

He attributed the increased graduation rates to “better practice, better pedagogy, and better policy.”

One policy that made a difference for the district is a change in law that now allows districts to count students as graduates the year they complete their high school requirements, even if they are enrolled in one of Colorado’s programs to take college courses while doing a fifth year of high school.

According to a state report two years ago, Aurora had 65 students enrolled in this specific concurrent enrollment program who previously wouldn’t have been counted in four-year graduation rates. Only the Denver district has a larger number of such students. Aurora officials said 147 students are enrolled this year in the program.

Those students are successful, Munn said, and shouldn’t be counted against the district’s on-time graduation rates.

Aurora’s previously rising graduation rates helped it dodge corrective state action. But its improvement this year included a first: One high school, Aurora West College Preparatory Academy, had 100 percent of its seniors graduate in 2018.

The school enrolls students in grades six through 12 in northwest Aurora, the most diverse part of the district. Of the more than 1,000 students, 89 percent qualify for subsidized lunch, a measure of poverty.

“This incredible accomplishment demonstrates the strong student-focused culture we have created at Aurora West,” said Principal Taya Tselolikhina in a written statement. “When you establish high expectations and follow up with high levels of support, every student is able to shape a successful future.”

Statewide, the four-year graduation rate once again inched higher, and gaps between the graduation rate of white students and students of color again decreased. But this time, the gaps narrowed even as all student groups increased their graduation rates.

(Sam Park | Chalkbeat)

The rising trend wasn’t universal. In some metro area school districts, graduation rates fell in 2018. That includes Adams 14, the district that is now facing outside management after years of low performance.

The tiny school district of Sheridan, just southwest of Denver, saw a significant drop in graduation rates. In 2018, 64.7 percent of students graduated within four years, down from 72.7 percent of the class of 2017.

Look up four-year graduation rates for your individual school or district in our databases below.

Districts here:

 

School accountability

Concerned with state A-F grading system, Vitti says he’ll lobby for Detroit to keep its own plan

Detroit school district leaders will lobby state leaders to allow for a Detroit-only letter grading system to hold district and charter schools in the city accountable. But if that isn’t successful, the district plans to create its own system.

This plan, announced Tuesday night by Superintendent Nikolai Vitti, comes almost a month after lame-duck lawmakers in the Michigan Legislature passed a controversial A-F letter grading system for the whole state. A Detroit-only system would gives schools far more credit for improvement in test scores than the statewide system does, and it would account for an issue — poverty — that disproportionately affects city schools. 

That state system, which former Gov. Rick Snyder signed into law in late December, halted efforts that had already been underway by district and charter leaders to create an A-F system that takes the specific issues facing Detroit schools into account. That local system had been mandated by a 2016 law and only applied to the city.

Vitti’s announcement comes as state education officials from the Michigan Department of Education have raised concerns that the A-F system OK’d by lawmakers violates federal education law and could potentially cost the state federal money.

Vitti laid out a plan to first lobby new state leaders, including Gov. Gretchen Whitmer and the Republican leaders of the House and Senate, to allow for local grade systems.

If successful, Vitti said, that system that had been in the works would be adopted for district and charter schools.

If unsuccessful, Vitti said, the district would go it alone, without charter schools.

“We need to start thinking about our own approach to school accountability,” Vitti said.

The Community Education Commission created the letter grading system and worked for months with district and charter leaders to design a plan that would be specific to Detroit schools. The topic didn’t come up at a commission meeting Monday night until a member of the public urged the commission to move ahead with the local system and one member of the commission agreed. A commission official earlier in the day said they were still exploring how to move forward in light of the statewide system.

The city’s plan was for schools to be rewarded heavily for the amount of improvement seen in test scores. That’s important in a high-poverty community like Detroit, where most of the schools are struggling. City schools also struggle with enrollment instability.

Vitti said the statewide system “doesn’t provide much clarity on individual school performance,” because it will issue a handful of letter grades. Those letter grades will be based on the number of students proficient in reading and math on state exams, the number of students who show an adequate amount of improvement in reading and math on state exams, the number of students still learning English who show improvement in learning the language, graduation rates for high schools, and the overall academic performance of a school and how it compares to other schools in the state with similar demographics.

The Detroit system would issue a single letter grade. Vitti said a system that issues as many grades as the state system would make it “hard to distinguish one school from another.”

Board President Iris Taylor said she would support such a plan by the district, saying “it’s critical if we’re going to achieve the objectives we have laid out in the strategic plan.”

Board member Sonya Mays said one of the advantages of a statewide system is that it allows “parents to better evaluate from school to school, across districts.”

She said it’s important not to lose sight of the fact that the future of the district is to draw back 32,000 students who live in Detroit but opt to go to schools outside the city.