Bill Text: MN HF635 | 2013-2014 | 88th Legislature | Introduced
Bill Title: Computer-adaptive testing provided.
Spectrum: Slight Partisan Bill (Republican 2-1)
Status: (Introduced - Dead) 2013-02-18 - Introduction and first reading, referred to Education Policy [HF635 Detail]
Download: Minnesota-2013-HF635-Introduced.html
1.2relating to education; providing for computer-adaptive testing;amending
1.3Minnesota Statutes 2012, section 120B.30, subdivisions 1, 1a.
1.4BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.5 Section 1. Minnesota Statutes 2012, section 120B.30, subdivision 1, is amended to read:
1.6 Subdivision 1. Statewide testing. (a) The commissioner, with advice from experts
1.7with appropriate technical qualifications and experience and stakeholders, consistent with
1.8subdivision 1a, shall include in the comprehensive assessment system, for each grade level
1.9to be tested, state-constructed tests developedfrom and as computer-adaptive reading and
1.10mathematics assessments for general education students that are aligned with the state's
1.11required academic standards under section120B.021 , include multiple choice questions,
1.12andbe are administered annually to all students in grades 3 through 8. State-developed
1.13high school tests aligned with the state's required academic standards under section
1.14120B.021
and administered to all high school students in a subject other than writing must
1.15include multiple choice questions. The commissioner shall establish one or more months
1.16during which schools shall administer the tests to students each school year. For students
1.17enrolled in grade 8 before the 2005-2006 school year, Minnesota basic skills tests in
1.18reading, mathematics, and writing shall fulfill students' basic skills testing requirements
1.19for a passing state notation. The passing scores of basic skills tests in reading and
1.20mathematics are the equivalent of 75 percent correct for students entering grade 9 based on
1.21the first uniform test administered in February 1998. Students who have not successfully
1.22passed a Minnesota basic skills test by the end of the 2011-2012 school year must pass
1.23the graduation-required assessments for diploma under paragraph (c), except that for
2.1the 2012-2013 and 2013-2014 school years only, these students may satisfy the state's
2.2graduation test requirement for math by complying with paragraph (d), clauses (1) and (3).
2.3(b) The state assessment system must be aligned to the most recent revision of
2.4academic standards as described in section120B.023 in the following manner:
2.5(1) mathematics;
2.6(i) grades 3 through 8 beginning in the 2010-2011 school year; and
2.7(ii) high school level beginning in the 2013-2014 school year;
2.8(2) science; grades 5 and 8 and at the high school level beginning in the 2011-2012
2.9school year; and
2.10(3) language arts and reading; grades 3 through 8 and high school level beginning in
2.11the 2012-2013 school year.
2.12 (c) For students enrolled in grade 8 in the 2005-2006 school year and later, only the
2.13following options shall fulfill students' state graduation test requirements:
2.14 (1) for reading and mathematics:
2.15 (i) obtaining an achievement level equivalent to or greater than proficient as
2.16determined through a standard setting process on the Minnesota comprehensive
2.17assessments in grade 10 for reading and grade 11 for mathematics or achieving a passing
2.18score as determined through a standard setting process on the graduation-required
2.19assessment for diploma in grade 10 for reading and grade 11 for mathematics or
2.20subsequent retests;
2.21 (ii) achieving a passing score as determined through a standard setting process
2.22on the state-identified language proficiency test in reading and the mathematics test for
2.23English learners or the graduation-required assessment for diploma equivalent of those
2.24assessments for students designated as English learners;
2.25 (iii) achieving an individual passing score on the graduation-required assessment for
2.26diploma as determined by appropriate state guidelines for students with an individualized
2.27education program or 504 plan;
2.28 (iv) obtaining achievement level equivalent to or greater than proficient as
2.29determined through a standard setting process on the state-identified alternate assessment
2.30or assessments in grade 10 for reading and grade 11 for mathematics for students with
2.31an individualized education program; or
2.32 (v) achieving an individual passing score on the state-identified alternate assessment
2.33or assessments as determined by appropriate state guidelines for students with an
2.34individualized education program; and
2.35 (2) for writing:
2.36 (i) achieving a passing score on the graduation-required assessment for diploma;
3.1 (ii) achieving a passing score as determined through a standard setting process on
3.2the state-identified language proficiency test in writing for students designated as English
3.3learners;
3.4 (iii) achieving an individual passing score on the graduation-required assessment for
3.5diploma as determined by appropriate state guidelines for students with an individualized
3.6education program or 504 plan; or
3.7 (iv) achieving an individual passing score on the state-identified alternate assessment
3.8or assessments as determined by appropriate state guidelines for students with an
3.9individualized education program.
3.10 (d) Students enrolled in grade 8 in any school year from the 2005-2006 school
3.11year to the 2009-2010 school year who do not pass the mathematics graduation-required
3.12assessment for diploma under paragraph (c) are eligible to receive a high school diploma
3.13if they:
3.14(1) complete with a passing score or grade all state and local coursework and credits
3.15required for graduation by the school board granting the students their diploma;
3.16(2) participate in district-prescribed academic remediation in mathematics; and
3.17 (3) fully participate in at least two retests of the mathematics GRAD test or until
3.18they pass the mathematics GRAD test, whichever comes first. A school, district, or charter
3.19school must place on the high school transcript a student's current pass status for each
3.20subject that has a required graduation assessment.
3.21In addition, the school board granting the students their diplomas may formally
3.22decide to include a notation of high achievement on the high school diplomas of those
3.23graduating seniors who, according to established school board criteria, demonstrate
3.24exemplary academic achievement during high school.
3.25(e) The 3rd through 8th grade computer-adaptive assessments and high school test
3.26results shall be available to districts for diagnostic purposes affecting student learning and
3.27district instruction and curriculum, and for establishing educational accountability. The
3.28commissioner must disseminate to the public the computer-adaptive assessments and high
3.29school test results upon receiving those results.
3.30 (f) The 3rd through 8th grade computer-adaptive assessments and high school tests
3.31must be aligned with state academic standards. The commissioner shall determine the
3.32testing process and the order of administration. The statewide results shall be aggregated
3.33at the site and district level, consistent with subdivision 1a.
3.34 (g) In addition to the testing and reporting requirements under this section, the
3.35commissioner shall include the following components in the statewide public reporting
3.36system:
4.1 (1) uniform statewidetesting computer-adaptive assessments of all students in
4.2grades 3 through 8 and testing at the high school level thatprovides provide appropriate,
4.3technically sound accommodations or alternate assessments;
4.4 (2) educational indicators that can be aggregated and compared across school
4.5districts and across time on a statewide basis, including average daily attendance, high
4.6school graduation rates, and high school drop-out rates by age and grade level;
4.7 (3) state results on the American College Test; and
4.8 (4) state results from participation in the National Assessment of Educational
4.9Progress so that the state can benchmark its performance against the nation and other
4.10states, and, where possible, against other countries, and contribute to the national effort
4.11to monitor achievement.
4.12EFFECTIVE DATE.Requirements for using computer-adaptive mathematics and
4.13reading assessments for grades 3 through 8 apply in the 2014-2015 school year and later.
4.14 Sec. 2. Minnesota Statutes 2012, section 120B.30, subdivision 1a, is amended to read:
4.15 Subd. 1a. Statewide and local assessments; results. (a) For purposes of this
4.16section, the following definitions have the meanings given them.
4.17(1) "Computer-adaptive assessments" means fully adaptive assessments or partially
4.18adaptive assessments.
4.19(2) "Fully adaptive assessments" include test items that are on-grade level and items
4.20that may be above or below a student's grade level.
4.21(3) "Partially adaptive assessments" include two portions of test items, where one
4.22portion is limited to on-grade level test items and a second portion includes test items that
4.23are on-grade level or above or below a student's grade level.
4.24(4) "On-grade level" test items contain subject area content that is aligned to state
4.25academic standards for the grade level of the student taking the assessment.
4.26(5) "Above-grade level" test items contain subject area content that is above the
4.27grade level of the student taking the assessment and is considered aligned with state
4.28academic standards to the extent it is aligned with content represented in state academic
4.29standards above the grade level of the student taking the assessment. Notwithstanding
4.30the student's grade level, administering above-grade level test items to a student does not
4.31violate the requirement that state assessments must be aligned with state standards.
4.32(6) "Below-grade level" test items contain subject area content that is below the
4.33grade level of the student taking the test and is considered aligned with state academic
4.34standards to the extent it is aligned with content represented in state academic standards
4.35below the student's current grade level. Notwithstanding the student's grade level,
5.1administering below-grade level test items to a student does not violate the requirement
5.2that state assessments must be aligned with state standards.
5.3(b) The commissioner must use fully adaptive assessments to the extent no net loss
5.4of federal and state funds occurs as a result of using these assessments. If a net loss of
5.5federal and state funds were to occur under this subdivision, then the commissioner must
5.6use partially adaptive assessments to meet existing federal educational accountability
5.7requirements.
5.8(a) (c) For purposes of conforming with existing federal educational accountability
5.9requirements, the commissioner must develop and implement computer-adaptive reading
5.10and mathematics assessments for grades 3 through 8, state-developed high school reading
5.11and mathematics tests aligned with state academic standards, and science assessments
5.12under clause (2) that districts and sites must use to monitor student growth toward
5.13achieving those standards. The commissioner must not develop statewide assessments
5.14for academic standards in social studies, health and physical education, and the arts.
5.15The commissioner must require:
5.16 (1) annual computer-adaptive reading and mathematics assessments in grades 3
5.17through 8, and high school reading and mathematics tests; and
5.18 (2) annual science assessments in one grade in the grades 3 through 5 span, the
5.19grades 6 through 8 span, and a life sciences assessment in the grades 9 through 12 span,
5.20and the commissioner must not require students to achieve a passing score on high school
5.21science assessments as a condition of receiving a high school diploma.
5.22(d) The commissioner must ensure that for annual computer-adaptive assessments:
5.23(i) individual student performance data and achievement and summary reports are
5.24available within three school days of when students take an assessment;
5.25(ii) growth information is available for each student from the student's first
5.26assessment to each proximate assessment using a constant measurement scale;
5.27(iii) parents, teachers, and school administrators are able to use elementary and
5.28middle school student performance data to project student achievement in high school;
5.29(iv) useful diagnostic information about areas of students' academic strengths and
5.30weaknesses is available to teachers and school administrators for improving student
5.31instruction and indicating the specific skills and concepts that should be introduced and
5.32developed for students at given score levels, organized by strands within subject areas,
5.33and aligned to state academic standards; and
5.34(v) the maximum number of school districts have the opportunity to replace
5.35district-purchased computer-adaptive assessments with state-developed and state-funded
5.36computer-adaptive assessments.
6.1(b) (e) The commissioner must ensure that all statewide tests administered to
6.2elementary and secondary students measure students' academic knowledge and skills and
6.3not students' values, attitudes, and beliefs.
6.4(c) (f) Reporting of assessment results must:
6.5 (1) provide timely, useful, and understandable information on the performance of
6.6individual students, schools, school districts, and the state;
6.7 (2) include a value-added growth indicator of student achievement under section
6.8120B.35, subdivision 3
, paragraph (b); and
6.9 (3)(i) for students enrolled in grade 8 before the 2005-2006 school year, determine
6.10whether students have met the state's basic skills requirements; and
6.11 (ii) for students enrolled in grade 8 in the 2005-2006 school year and later, determine
6.12whether students have met the state's academic standards.
6.13(d) (g) Consistent with applicable federal law and subdivision 1, paragraph (d),
6.14clause (1), the commissioner must include appropriate, technically sound accommodations
6.15or alternative assessments for the very few students with disabilities for whom statewide
6.16assessments are inappropriate and for English learners.
6.17(e) (h) A school, school district, and charter school must administer statewide
6.18assessments under this section, as the assessments become available, to evaluate student
6.19proficiency in the context of the state's grade level academic standards. If a state
6.20assessment is not available, a school, school district, and charter school must determine
6.21locally if a student has met the required academic standards. A school, school district,
6.22or charter school may use a student's performance on a statewide assessment as one of
6.23multiple criteria to determine grade promotion or retention. A school, school district, or
6.24charter school may use a high school student's performance on a statewide assessment
6.25as a percentage of the student's final grade in a course, or place a student's assessment
6.26score on the student's transcript.
6.27EFFECTIVE DATE.Requirements for using computer-adaptive mathematics and
6.28reading assessments for grades 3 through 8 apply in the 2014-2015 school year and later.
1.3Minnesota Statutes 2012, section 120B.30, subdivisions 1, 1a.
1.4BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
1.5 Section 1. Minnesota Statutes 2012, section 120B.30, subdivision 1, is amended to read:
1.6 Subdivision 1. Statewide testing. (a) The commissioner, with advice from experts
1.7with appropriate technical qualifications and experience and stakeholders, consistent with
1.8subdivision 1a, shall include in the comprehensive assessment system, for each grade level
1.9to be tested, state-constructed tests developed
1.10mathematics assessments for general education students that are aligned with the state's
1.11required academic standards under section
1.12and
1.13high school tests aligned with the state's required academic standards under section
1.15include multiple choice questions. The commissioner shall establish one or more months
1.16during which schools shall administer the tests to students each school year. For students
1.17enrolled in grade 8 before the 2005-2006 school year, Minnesota basic skills tests in
1.18reading, mathematics, and writing shall fulfill students' basic skills testing requirements
1.19for a passing state notation. The passing scores of basic skills tests in reading and
1.20mathematics are the equivalent of 75 percent correct for students entering grade 9 based on
1.21the first uniform test administered in February 1998. Students who have not successfully
1.22passed a Minnesota basic skills test by the end of the 2011-2012 school year must pass
1.23the graduation-required assessments for diploma under paragraph (c), except that for
2.1the 2012-2013 and 2013-2014 school years only, these students may satisfy the state's
2.2graduation test requirement for math by complying with paragraph (d), clauses (1) and (3).
2.3(b) The state assessment system must be aligned to the most recent revision of
2.4academic standards as described in section
2.5(1) mathematics;
2.6(i) grades 3 through 8 beginning in the 2010-2011 school year; and
2.7(ii) high school level beginning in the 2013-2014 school year;
2.8(2) science; grades 5 and 8 and at the high school level beginning in the 2011-2012
2.9school year; and
2.10(3) language arts and reading; grades 3 through 8 and high school level beginning in
2.11the 2012-2013 school year.
2.12 (c) For students enrolled in grade 8 in the 2005-2006 school year and later, only the
2.13following options shall fulfill students' state graduation test requirements:
2.14 (1) for reading and mathematics:
2.15 (i) obtaining an achievement level equivalent to or greater than proficient as
2.16determined through a standard setting process on the Minnesota comprehensive
2.17assessments in grade 10 for reading and grade 11 for mathematics or achieving a passing
2.18score as determined through a standard setting process on the graduation-required
2.19assessment for diploma in grade 10 for reading and grade 11 for mathematics or
2.20subsequent retests;
2.21 (ii) achieving a passing score as determined through a standard setting process
2.22on the state-identified language proficiency test in reading and the mathematics test for
2.23English learners or the graduation-required assessment for diploma equivalent of those
2.24assessments for students designated as English learners;
2.25 (iii) achieving an individual passing score on the graduation-required assessment for
2.26diploma as determined by appropriate state guidelines for students with an individualized
2.27education program or 504 plan;
2.28 (iv) obtaining achievement level equivalent to or greater than proficient as
2.29determined through a standard setting process on the state-identified alternate assessment
2.30or assessments in grade 10 for reading and grade 11 for mathematics for students with
2.31an individualized education program; or
2.32 (v) achieving an individual passing score on the state-identified alternate assessment
2.33or assessments as determined by appropriate state guidelines for students with an
2.34individualized education program; and
2.35 (2) for writing:
2.36 (i) achieving a passing score on the graduation-required assessment for diploma;
3.1 (ii) achieving a passing score as determined through a standard setting process on
3.2the state-identified language proficiency test in writing for students designated as English
3.3learners;
3.4 (iii) achieving an individual passing score on the graduation-required assessment for
3.5diploma as determined by appropriate state guidelines for students with an individualized
3.6education program or 504 plan; or
3.7 (iv) achieving an individual passing score on the state-identified alternate assessment
3.8or assessments as determined by appropriate state guidelines for students with an
3.9individualized education program.
3.10 (d) Students enrolled in grade 8 in any school year from the 2005-2006 school
3.11year to the 2009-2010 school year who do not pass the mathematics graduation-required
3.12assessment for diploma under paragraph (c) are eligible to receive a high school diploma
3.13if they:
3.14(1) complete with a passing score or grade all state and local coursework and credits
3.15required for graduation by the school board granting the students their diploma;
3.16(2) participate in district-prescribed academic remediation in mathematics; and
3.17 (3) fully participate in at least two retests of the mathematics GRAD test or until
3.18they pass the mathematics GRAD test, whichever comes first. A school, district, or charter
3.19school must place on the high school transcript a student's current pass status for each
3.20subject that has a required graduation assessment.
3.21In addition, the school board granting the students their diplomas may formally
3.22decide to include a notation of high achievement on the high school diplomas of those
3.23graduating seniors who, according to established school board criteria, demonstrate
3.24exemplary academic achievement during high school.
3.25(e) The 3rd through 8th grade computer-adaptive assessments and high school test
3.26results shall be available to districts for diagnostic purposes affecting student learning and
3.27district instruction and curriculum, and for establishing educational accountability. The
3.28commissioner must disseminate to the public the computer-adaptive assessments and high
3.29school test results upon receiving those results.
3.30 (f) The 3rd through 8th grade computer-adaptive assessments and high school tests
3.31must be aligned with state academic standards. The commissioner shall determine the
3.32testing process and the order of administration. The statewide results shall be aggregated
3.33at the site and district level, consistent with subdivision 1a.
3.34 (g) In addition to the testing and reporting requirements under this section, the
3.35commissioner shall include the following components in the statewide public reporting
3.36system:
4.1 (1) uniform statewide
4.2grades 3 through 8 and testing at the high school level that
4.3technically sound accommodations or alternate assessments;
4.4 (2) educational indicators that can be aggregated and compared across school
4.5districts and across time on a statewide basis, including average daily attendance, high
4.6school graduation rates, and high school drop-out rates by age and grade level;
4.7 (3) state results on the American College Test; and
4.8 (4) state results from participation in the National Assessment of Educational
4.9Progress so that the state can benchmark its performance against the nation and other
4.10states, and, where possible, against other countries, and contribute to the national effort
4.11to monitor achievement.
4.12EFFECTIVE DATE.Requirements for using computer-adaptive mathematics and
4.13reading assessments for grades 3 through 8 apply in the 2014-2015 school year and later.
4.14 Sec. 2. Minnesota Statutes 2012, section 120B.30, subdivision 1a, is amended to read:
4.15 Subd. 1a. Statewide and local assessments; results. (a) For purposes of this
4.16section, the following definitions have the meanings given them.
4.17(1) "Computer-adaptive assessments" means fully adaptive assessments or partially
4.18adaptive assessments.
4.19(2) "Fully adaptive assessments" include test items that are on-grade level and items
4.20that may be above or below a student's grade level.
4.21(3) "Partially adaptive assessments" include two portions of test items, where one
4.22portion is limited to on-grade level test items and a second portion includes test items that
4.23are on-grade level or above or below a student's grade level.
4.24(4) "On-grade level" test items contain subject area content that is aligned to state
4.25academic standards for the grade level of the student taking the assessment.
4.26(5) "Above-grade level" test items contain subject area content that is above the
4.27grade level of the student taking the assessment and is considered aligned with state
4.28academic standards to the extent it is aligned with content represented in state academic
4.29standards above the grade level of the student taking the assessment. Notwithstanding
4.30the student's grade level, administering above-grade level test items to a student does not
4.31violate the requirement that state assessments must be aligned with state standards.
4.32(6) "Below-grade level" test items contain subject area content that is below the
4.33grade level of the student taking the test and is considered aligned with state academic
4.34standards to the extent it is aligned with content represented in state academic standards
4.35below the student's current grade level. Notwithstanding the student's grade level,
5.1administering below-grade level test items to a student does not violate the requirement
5.2that state assessments must be aligned with state standards.
5.3(b) The commissioner must use fully adaptive assessments to the extent no net loss
5.4of federal and state funds occurs as a result of using these assessments. If a net loss of
5.5federal and state funds were to occur under this subdivision, then the commissioner must
5.6use partially adaptive assessments to meet existing federal educational accountability
5.7requirements.
5.8
5.9requirements, the commissioner must develop and implement computer-adaptive reading
5.10and mathematics assessments for grades 3 through 8, state-developed high school reading
5.11and mathematics tests aligned with state academic standards, and science assessments
5.12under clause (2) that districts and sites must use to monitor student growth toward
5.13achieving those standards. The commissioner must not develop statewide assessments
5.14for academic standards in social studies, health and physical education, and the arts.
5.15The commissioner must require:
5.16 (1) annual computer-adaptive reading and mathematics assessments in grades 3
5.17through 8, and high school reading and mathematics tests; and
5.18 (2) annual science assessments in one grade in the grades 3 through 5 span, the
5.19grades 6 through 8 span, and a life sciences assessment in the grades 9 through 12 span,
5.20and the commissioner must not require students to achieve a passing score on high school
5.21science assessments as a condition of receiving a high school diploma.
5.22(d) The commissioner must ensure that for annual computer-adaptive assessments:
5.23(i) individual student performance data and achievement and summary reports are
5.24available within three school days of when students take an assessment;
5.25(ii) growth information is available for each student from the student's first
5.26assessment to each proximate assessment using a constant measurement scale;
5.27(iii) parents, teachers, and school administrators are able to use elementary and
5.28middle school student performance data to project student achievement in high school;
5.29(iv) useful diagnostic information about areas of students' academic strengths and
5.30weaknesses is available to teachers and school administrators for improving student
5.31instruction and indicating the specific skills and concepts that should be introduced and
5.32developed for students at given score levels, organized by strands within subject areas,
5.33and aligned to state academic standards; and
5.34(v) the maximum number of school districts have the opportunity to replace
5.35district-purchased computer-adaptive assessments with state-developed and state-funded
5.36computer-adaptive assessments.
6.1
6.2elementary and secondary students measure students' academic knowledge and skills and
6.3not students' values, attitudes, and beliefs.
6.4
6.5 (1) provide timely, useful, and understandable information on the performance of
6.6individual students, schools, school districts, and the state;
6.7 (2) include a value-added growth indicator of student achievement under section
6.9 (3)(i) for students enrolled in grade 8 before the 2005-2006 school year, determine
6.10whether students have met the state's basic skills requirements; and
6.11 (ii) for students enrolled in grade 8 in the 2005-2006 school year and later, determine
6.12whether students have met the state's academic standards.
6.13
6.14clause (1), the commissioner must include appropriate, technically sound accommodations
6.15or alternative assessments for the very few students with disabilities for whom statewide
6.16assessments are inappropriate and for English learners.
6.17
6.18assessments under this section, as the assessments become available, to evaluate student
6.19proficiency in the context of the state's grade level academic standards. If a state
6.20assessment is not available, a school, school district, and charter school must determine
6.21locally if a student has met the required academic standards. A school, school district,
6.22or charter school may use a student's performance on a statewide assessment as one of
6.23multiple criteria to determine grade promotion or retention. A school, school district, or
6.24charter school may use a high school student's performance on a statewide assessment
6.25as a percentage of the student's final grade in a course, or place a student's assessment
6.26score on the student's transcript.
6.27EFFECTIVE DATE.Requirements for using computer-adaptive mathematics and
6.28reading assessments for grades 3 through 8 apply in the 2014-2015 school year and later.
