GILROY
– A bill that could wipe out mandatory passage of the high
school exit exam, as well as sanctions against schools struggling
to improve, made it past the state Assembly’s first round of
scrutiny last week.
GILROY – A bill that could wipe out mandatory passage of the high school exit exam, as well as sanctions against schools struggling to improve, made it past the state Assembly’s first round of scrutiny last week.
The Assembly’s education committee reviewed and approved the California Teachers Association-sponsored bill Wednesday. The legislation, which figures to raise controversy as it makes its way toward the governor’s desk, will now be sent to the Assem-bly’s appropriations committee.
Another provision in the
bill would, in keeping with federal reg-ulations, end the testing of second-graders on the myriad of standardized exams that
make up the state’s school accountability program.
“I know the kids are being tested to death,” said Michelle Nelson, president of the Gilroy Teachers Association. “You have students and teachers complaining about the excessive amount of testing.”
Not counting college entrance exams and practice tests, students take up to six versions of standardized tests at the end of each school year.
The bill would not end the California High School Exit Exam, but it lets districts decide how they would use results from the test. Under the current law, all students – starting with the class of 2004 – must pass the exam in order to graduate from high school.
“I think having some sort of a standard to hold everyone accountable to ensures that there will be rigor in all programs,” Assistant Superintendent Jacki Horejs said. “But I think there’s a number of modifications we could take a look at.”
Horejs said special education students and English language learners are examples of student groups that may deserve some leeway.
School district trustee TJ Owens is keeping an open mind to the legislation, but says localizing the role of something like a state graduation exam may be going a bit too far.
“You have to be careful about that,” Owens said. “But I like the idea of taking into account students with disadvantages or learning disabilities. Right now, what are they supposed to do if they don’t have a diploma?”
As for abandoning the sanctions and rewards program, Owens is also hesitant.
“I say change it, don’t just do away with it,” Owens said. “I like that there is a reward system in place, but it needs to be done fairly.”
Some in the district believe Brownell Middle School is being treated unfairly. The junior high scored well enough on standardized tests three year ago to be eligible for state financial rewards. But over the last two years, the school has had a moderate decline in its scores, triggering state intervention.
In the most extreme scenario, state-approved education consultants could mandate managerial and instructional changes at the school.
