The Massachusetts Board of Elementary and Secondary Education
Proposed Amendments to Competency Determination Regulations on High School Science, 603 CMR 30.00
At this month's Board of Elementary and Secondary Education (Board) meeting we will continue the discussion we began in September regarding the MCAS high school science assessments, as we transition from the legacy assessments to the next-generation assessments.
The next-generation high school science tests will be administered for the first time in the spring of 2020. The reports of student results will use the new achievement levels that the Board adopted in spring 2017: Exceeding Expectations, Meeting Expectations, Partially Meeting Expectations, and Not Meeting Expectations. The first cohort of students who will take these new tests — the class of 2023 — will enter 9th grade next fall, and will have the opportunity to take one of the science tests by the end of their first year in high school. We will not be able to set standards on those tests until after these students participate in the first administration of the next-generation science tests in June 2020.
Consistent with the discussion at the September 2018 meeting, and in keeping with the Board's decision to make a similar determination for the grade 10 ELA and mathematics MCAS tests, I am recommending that the Board update the regulations governing the competency determination (CD) to state that students in the classes of 2023 and 2024 will be held to an interim passing standard representing a similar level of achievement to the current required standard on the legacy science tests (220/Needs Improvement). We will consider the CD standard for the classes of 2025 and beyond after the standards are set in 2020.
We have also had extensive discussions regarding the particular subjects included in our high school science assessments. Currently, students may take one of four tests in high school science: biology, chemistry, introductory physics, or technology/engineering. As I reported to you previously, more than 95 percent of our students take either the biology or introductory physics tests to satisfy their CD requirement. Very few students take the chemistry or technology/engineering tests, and those students are heavily concentrated in a handful of high schools. A number of educators have written to express their support for continuing the tests in those two subjects, but I continue to believe that the expense of developing and maintaining next-generation tests for such small numbers is not a prudent use of our limited resources. We have also explored the availability of off-the-shelf commercial tests in these subjects, but have not identified any that are sufficiently aligned to our curriculum frameworks and that would meet the requirements of federal law.
Eliminating these tests does not mean that we consider these subjects less important. Our high school MassCore requirements include three years of a laboratory science, so most students will have ample opportunity to take either or both of these subjects. Only one science test is required for the competency determination, so as a practical matter most students take the test corresponding to the first subject in their high school science sequence. Traditionally that has been biology, although many high schools have moved in recent years to begin with introductory physics, which is foundational for both technology/engineering and the natural sciences. Our plan to begin offering an additional mid-year testing opportunity in introductory physics will support that trend.
At the same time, we recognize that the testing landscape is changing. We are seeing increased interest in other science disciplines, particularly computer science, and new forms of assessment are being explored that may offer new opportunities for testing choices. For these reasons, I am recommending that the CD regulations be amended to remove the explicit listing of science subjects to be tested. In its place, the Board would have authority to make changes to the testing program by a policy vote. This will give the Board greater flexibility to respond to changes in enrollment numbers, course sequences, and available tests over time.
If this amendment is adopted, I will ask the Board to phase out the current chemistry and technology/engineering assessments, with the following provisos. First, we would defer the elimination until after the class of 2023. Students in the class of 2023 would be able to take a next-generation test in biology or introductory physics or a legacy test in chemistry or technology/engineering to earn their CD. Second, even after the elimination of the tests and retests, we would continue to allow students to submit performance appeals in these two subjects. These provisions will give high schools time to adjust their course sequences if needed.
Background on 603 CMR 30.00
The regulations were first promulgated in 2000 to establish the standards for students to earn a CD. At that time, the passing standard was identified as a score of 220 (Needs Improvement) on the grade 10 ELA and mathematics tests. Subsequent amendments established the Educational Proficiency Plan for ELA and mathematics (for students who had scored 220 but not yet reached a score of 240 [Proficient]), and added a passing score of 220 (Needs Improvement) on one of the high school tests in science and technology/engineering as a requirement for earning a CD. The regulations also provide that three years after the first administration of a high school history and social science exam, students will also need to meet the passing standard on that exam to earn a CD. We are currently investigating and evaluating options for instituting a history and social science assessment, which I expect to bring back to you later this academic year.
The regulations also outline the score appeals and performance appeals processes as they relate to the CD.
Summary of Proposed Amendments to 603 CMR 30.00
The proposed amendments to the Regulations on MCAS and the Competency Determination, 603 CMR 30.00, are as follows:
- Update language throughout the regulations, as applicable, to establish an interim passing standard for students in the classes of 2023 and 2024 in science. Students in the classes of 2023 and 2024 would be expected to meet or exceed the scaled score threshold on the high school science MCAS tests administered in 2020 or later that has been determined by the Commissioner to be comparable to the scaled score threshold of 220 on the high school science tests administered before 2020.
- Update language throughout the regulations, as applicable, to remove references to specific subject area high school tests and grant the Board the authority to determine which subject area tests will be offered to students in order to meet the CD requirements.
- Update outdated language and references in the regulations.
At this month's meeting I am asking for your approval to formally solicit public comment on the proposed amendments. After reviewing all the comments and determining whether further changes are needed, I plan to bring the amendments back to the Board in February 2019 for final adoption.
A red-lined version of the regulations is attached, along with a motion to solicit public comment on the proposed amendments.
Deputy Commissioner Jeff Wulfson, Associate Commissioner Michol Stapel, Director of Test Development Katie Bowler, and Lucy Wall of our legal staff will join us for the discussion on November 20.
Enclosures:
