Education

California Will Give A Short Version of Its Standardized Math and English Tests Next Spring

It’s actually identical to the short version that the board approved for spring of 2021, when most districts were still in distance learning.

Published

3 years ago

September 17, 2021

Isabelle Price

Young male writing on notebook at a desk, Photo courtesy of Santi Vedri

The “Smarter Balanced” standardized tests in math and English language arts that California students will take in the spring to measure their academic progress will have fewer questions and take less time than the pre-COVID-19 versions. But the test results to parents won’t provide as much information as in the past.

On September 9, the State Board of Education approved the shorter test that the California Department of Education recommended. The shorter version will give districts more flexibility in scheduling the tests, free up time for more instruction and reduce the potential for internet glitches with the fully online test, the department argued in making its case.

It’s actually identical to the short version that the board approved for spring of 2021, when most districts were still in distance learning.

At that time, given the option of administering Smarter Balanced or their own local assessment, many, if not most, chose a test other than Smarter Balanced last spring. It’s hard to know, however, because the state didn’t require that districts report their choices or the scores.

But the Smarter Balanced tests will be mandatory in spring 2022. The department says the short version of the combined math and English language arts tests will take 4½ hours for grades 3 to 5, 90 minutes less than before; 4 hours, 45 minutes for grades 6 to 8, 75 minutes shorter; and 5 ½ hours for 11th grade, 2 hours shorter.

Performance tasks — the longer problem-solving and research exercises on the test — will remain intact, while the multiple-choice questions will be cut in half.

Scores will be just as accurate, since the proportion of questions will be equally reduced in all areas of the tests, said Mao Vang, director of the department’s Assessment Development and Administration Division. And parents will receive their students’ scores along with their ranking — whether the scores were far below standard, below standard, at standard or above.

What parents won’t get is their child’s scores on components of the test: reading, writing, listening, and research and inquiry for English language arts; and concepts/procedures, problem solving, communicating reasoning and data analysis for math — at least next year.

This lack of detail is why a number of civil rights and groups advocating for low-income students opposed the short form.

“Losing key summative data makes it more difficult to gauge performance on key standards, and more difficult to tackle equity of opportunity and identify achievement gaps” across ethnic and racial groups, testified Lexi Lopez, communications manager for the advocacy group EdVoice. “During these times, schools should be providing parents with more information about student performance — not less.”

The Local Control Funding Formula Equity Coalition, representing a dozen statewide organizations, argued that a shorter test could actually result in more total testing time, because districts “may end up backfilling” information not provided by Smarter Balanced by administering additional local assessments.

Board President Linda Darling-Hammond

But districts should be using more “interim” tests and short or “formative” assessments throughout the year that “allow educators to drill down and see how students are doing within particular content and topic areas,” said board President Linda Darling-Hammond. That’s what the state should be encouraging, said Darling-Hammond, an emeritus professor in education at Stanford University.

Seven of the 12 states that use the Smarter Balanced tests used the shorter form last year, and many will probably do so again this year, said Tony Alpert, the executive director of Smarter Balanced.

The department staff didn’t say whether they’d recommend continuing with the short form in future years, although they indicated that might be the case. But they said that use of the short form in the spring would not interfere with plans by 2024 to add a “growth model” as a way to measure student test scores.

A growth model is a technically complex but useful method that all but a few states use to measure the progress over time of individual students’ test scores. The state board adopted it in May, five years after the idea was first raised.

Darling-Hammond and other board members said that it’s possible that the pandemic may create challenges for months and that a shorter version would provide more flexibility to administer the test. Reflecting first-hand views of a teacher and a student, board members Haydee Rodriguez and Rana Banankhah also said to use the short form.

“I want to echo what’s already been said. I’ll just say that with my experience as a classroom teacher, I’m in support of this recommendation,” said Rodriguez, a bilingual and bicultural high school teacher at Central Union High School, near the Mexican border.

“I found that this shortened test was absolutely beneficial to my class, especially those connecting from home who had trouble with tech issues, which definitely slowed them down. And I was one of those students,” said Banankhah, a senior at Modesto High. “Students with internet issues are probably going to be disproportionally socioeconomically disadvantaged and rural students. This recommendation would definitely improve equity among students.”

Smarter Balanced scores next spring will be publicly reported and applied to the California School Dashboard in 2022 for the first time in three years. The rating system measures improvement or lack of progress in schools and districts using multiple indicators. However, the dashboard’s color rating system ratings won’t reappear until 2023.

Isabelle Price

Posts by Isabelle Price

Up Next

OUSD Ended Oakland High’s Onsite COVID Testing, Parents and Teachers Want It Back

Don't Miss

New Assemblymember Mia Bonta to Caucus With 3 Legislative Groups

Isabelle Price

Click to comment

Activism

A Student-Run Group Provides Critical Support Services to Underserved Residents

Those visiting The Suitcase Clinic can get legal advice, sign up for food assistance, receive housing resources, get medical help, or enjoy a hot, fresh meal. They can also get haircuts and foot washes from the student volunteers. Nilo Golchini, executive director of the clinic, said one of the goals for most of the students working there is helping bridge the gap of trust that exists between many unhoused people and the healthcare and social welfare systems.

Published

3 days ago

December 18, 2024

Oakland Post

UC Berkeley Law Students help a clinic visitor with legal advice at their Tuesday night services. The Clinic offers a variety of resources, including medical, to those in the community who have little access to these services. Photo by Magaly Muñoz

Part One

By Magaly Muñoz

Every Tuesday evening, the dining hall of First Presbyterian Church fills up with dozens of people eating, laughing and moving from table to table, receiving much-needed services from UC Berkeley students – just a few blocks away from the university’s campus.

Individuals seeking support services can be found in this multi-stationed room on the south end of the church talking to law students, student case managers, or receiving medical attention in a corner by healthcare professionals.

This weekly event is hosted by Cal students through a volunteer-run program called The Suitcase Clinic.

The clinic, founded in 1989, was intended to offer free resources to underserved communities in Berkeley and surrounding cities. The majority of the clinic’s clientele are unhoused or low-income people looking for extra support.

Those visiting the clinic can get legal advice, sign up for food assistance, receive housing resources, get medical help, or enjoy a hot, fresh meal. They can also get haircuts and foot washes from the student volunteers.

Nilo Golchini, executive director of the clinic, said one of the goals for most of the students working there is helping bridge the gap of trust that exists between many unhoused people and the healthcare and social welfare systems.

During their tenure in the program, many of the students say they become strong advocates for homelessness rights.

Visitors of the Suitcase Clinic can receive haircuts and foot washing by student volunteers every Tuesday evening. Photo by Magaly Muñoz.

“We’re also standing in solidarity with them. So, it’s not saying, ‘I’m going to help you, but I’m also going to stand with you,’” Golchini said.

Student volunteers get extensive training prior to working directly with clients. Those interested have to take a semester-long class to become versed in areas such as outreach, intersectionality, how to interact with unhoused people, how to sign people up for social services. and more.

Volunteers then get to pick from three different clinics: General, Women’s, or Youth and LGBTQ+.

The General Clinic is the most popular among visiting residents, while Women’s and Youth/LQBTQ+ have more specialized services for attendees.

The Women’s Clinic has many of the similar services to General, but also includes nail painting, childcare, and massages.

The Youth and LGBTQ+ Clinic offers a safe space for young people navigating living on the streets, with services that include housing referrals, wellness and recreation classes and employment resources.

Golchini explained that it’s important for them to keep these clinics separate because the different demographics experience poverty and homelessness differently than those who visit the General Clinic.

Suitcase Clinic student workers posing for a photo with a frequent clinic attendee. The Clinic is open to Berkeley unhoused and low-income residents who need medical or legal service, or a hot meal. Photo by Magaly Muñoz.

“We’re able to provide spaces where people can come in and feel safe and not feel like they’re constantly worried that something’s going to happen to them,” she said.

An outreach team also visits encampments every other Saturday in the Berkeley area to provide hygiene kits and encourage people to visit the in-person clinic, if possible.

However, Golchini said engagement has been low for some time now due to a recent decision by the U.S. Supreme Court that allows cities to ban and cite people for sleeping on the streets.

She said a lot of their clientele got displaced to other cities over time, making it difficult to stay in contact with the services the Clinic was providing for them.

But that hasn’t slowed down the students at the Clinic, if anything, it has pushed them to do more for the community they serve.

Oakland Post

Posts by Oakland Post

Activism

Self-eSTEM Empowers BIPOC Women, Girls in Science, Math

In January 2025, Self-eSTEM will launch digital and generative AI programming, which provides digital literacy and AI literacy training through an entrepreneurial project-based activity. This programming will be a hybrid (i.e. in-person and online). Additionally, thanks to a grant from Comcast, in spring 2025, the organization will have a co-ed series for middle and high school students.

Published

2 weeks ago

December 9, 2024

Oakland Post

Adamaka Ajaelo. Courtesy photo.

By Y’Anad Burrell
Special to The Post

In a world where technology plays an increasingly central role in all aspects of life, the importance of Science, Technology, Engineering, and Math (STEM) education cannot be overstated. Recognizing the significance of STEM for the future, focusing on young women and girls is a critical step in achieving gender equality and empowering the next generation.

Self-eSTEM, an Oakland-based non-profit organization, was founded by Adamaka Ajaelo, an Oakland native who had a successful corporate career with several Bay Area technology and non-tech companies. Ajaelo boldly decided to step away from these companies to give 100% of her time and talent to the non-profit organization she started in 2014 in the belief that she can change the game in innovation and future STEM leaders.

Over the course of a decade, Ajaelo has provided futurist tech programming to more than 2,000 BIPOC women and girls. The organization has an Early STEM Immersion Program for ages 7-17, Emerging Leaders Workshops for ages 18-25 and volunteer network opportunities for ages 25 and up.

While the organization’s programs center on innovation and technology, participants also gain other valuable skills critical for self-development as they prepare for a workforce future. “Self-eSTEM encourages young women to expand on teamwork, communication, creativity, and problem-solving skills. The organization allows young women to enter STEM careers and pathways,” said Trinity Taylor, a seventh-year innovator.

“Our journey over the last decade is a testament to the power of community and opportunity, and I couldn’t be more excited for what the future holds as we continue to break barriers and spark dreams,” said Ajaelo.

“By encouraging girls to explore STEM fields from a young age, we foster their intellectual growth and equip them with the tools needed to thrive in a competitive global economy,” Ajaelo says.

Empowering young girls through STEM education is also a key driver of innovation and progress. When young women and girls are encouraged to pursue careers in STEM, they bring unique perspectives and problem-solving approaches to the table, leading to more diverse and inclusive solutions. This diversity is crucial for driving creativity and pushing boundaries in scientific and technological advancements.

Self-eSTEM has fundraising opportunities year-round, but year-end giving is one of the most critical times to support the program. Visit www.selfestem.org to donate to the organization, as your generosity and support will propel programming support for today’s innovators.

You will also find more details about Self-eSTEM’s programs on their website and social channels @selfestemorg

Oakland Post

Posts by Oakland Post

Black History

Percy Lavon Julian: A Trailblazer and Business Titan in Chemical Innovation

Born in Montgomery, Ala., in 1899, Percy Lavon Julian grew up during a time when educational opportunities for African Americans were severely limited. Despite these challenges, his parents — graduates of what later became Alabama State University — instilled in their children a deep belief in the power of education. Julian excelled academically, graduating valedictorian at Indiana’s DePauw University in 1920.

Published

2 weeks ago

December 8, 2024

Oakland Post

Percy Lavon Julian. Public domain.

By Tamara Shiloh

Percy Lavon Julian was a brilliant American chemist and businessman whose groundbreaking discoveries transformed the pharmaceutical industry.

Known for his innovative work in synthesizing medicinal drugs from plants, he was a pioneer who opened new doors in chemical synthesis. One of Julian’s most notable achievements was being the first to synthesize physostigmine, a natural product used to treat glaucoma. His groundbreaking methods for producing human hormones like progesterone and testosterone from plant sterols revolutionized the steroid drug industry. These methods paved the way for the affordable production of life-saving medications such as cortisone, corticosteroids, and artificial hormones for birth control.

Born in Montgomery, Ala., in 1899, Julian grew up during a time when educational opportunities for African Americans were severely limited. Despite these challenges, his parents — graduates of what later became Alabama State University — instilled in their children a deep belief in the power of education. Julian excelled academically, graduating valedictorian at Indiana’s DePauw University in 1920. While his dream was to pursue a doctorate in chemistry, racial barriers initially stood in his way. Undeterred, he eventually earned his Ph.D. from the University of Vienna in 1931, becoming one of the first African Americans to achieve this milestone.

Returning to the United States, Julian faced discrimination that made it difficult to secure academic or research positions. Despite being denied jobs due to his race — even from prestigious companies like DuPont — he persevered. His big break came at the Glidden Company, where he led the Soy Products Division. At Glidden, Julian spearheaded several important projects. He developed the world’s first plant for industrial-scale production of isolated soy protein, which served as an affordable alternative to milk in various products. During World War II, his refined soy protein was used to create Aer-O-Foam, a lifesaving firefighting foam for the U.S. Navy. This achievement earned him the NAACP’s Spingarn Medal in 1947. Later, Julian turned his focus to synthesizing hormones from plant sterols, revolutionizing the production of cortisone and other critical medications. His cost-effective methods made these treatments more widely available, improving the lives of countless patients worldwide. Eventually, he founded Julian Laboratories, Inc., solidifying his legacy as a leader in steroid chemistry and pharmaceutical innovation. Julian Laboratories chemists found a way to quadruple the yield on a product on which they were barely breaking even. Julian reduced their price per kg for the product from $4,000 to $400. He sold the company in 1961 for $2.3 million (equivalent to $23 million today) and became one of the first Black millionaires.

The U.S. and Mexico facilities were purchased by Smith Kline, and Julian’s chemical plant in Guatemala was purchased by Upjohn. In 1964, Julian founded Julian Associates and Julian Research Institute, which he managed for the rest of his life.

Julian also helped to establish the Legal Defense and Educational Fund of Chicago.