State Superintendents comments on CAHSEE results

State Superintendent of Public Instruction Jack O'Connell today released the latest results for the California High School Exit Examination (CAHSEE) that show the state's public high school students continue to make steady progress.

            "I am pleased to see that these results show that California's high school students are continuing to meet the challenge of higher expectations," said O'Connell. "It is vitally important that young people know and understand the subject matter tested on the high school exit exam whether they are heading to college or directly into the workforce. The CAHSEE helps us ensure that each student is prepared with the critical basic skills needed for future success."

            By the end of their senior year approximately 90.6 percent, or 432,900 students, in the Class of 2009 successfully passed both the English-language arts and mathematics portions of the CAHSEE. The passage rate for the graduating class of 2009 is slightly higher than the 90.4 percent passage rate for the Class of 2008 at the same point in time. In addition, 56.6 percent of students receiving special education services in the Class of 2009 have successfully met the graduation requirement, an increase of 2 percentage points over the Class of 2008 at the same point in time (See Tables 1 and 2).

            The latest data indicate that an increasing percentage of students are passing the exam on their first opportunity in the tenth grade: 79.2 percent of the Class of 2011 has already passed the English-language arts portion, compared to 77.1 percent of tenth graders in the Class of 2008. In mathematics, the passage rate for first-time test taker has increased to 79.8 percent, an increase of 4.3 percent over the Class of 2008 (See Tables 4 and 5).

             When examined by subgroup, the results show the persistence of the achievement gap. The estimated cumulative passage rate for the Class of 2009 indicates that African American and Hispanic students continue to pass the exam at lower rates than Asian and white students. By the end of their senior year, the cumulative passing rate for African American students was 81.4 percent; Hispanic or Latino students, 86.6 percent; Asian students, 95.3 percent; and white students, 95.9 percent (See Table 1).

            The CAHSEE data do show a slight narrowing of the achievement gap. When comparing the first-time test takers in the Class of 2008 to the first-time test takers in Class of 2011, the achievement gap between Hispanic and white students has decreased in English-language arts by an estimated 3.6 percent and in mathematics by an estimated 5.2 percentage points (See Table 10). The achievement gap between African American and white students on the English-language arts portion of the test is estimated to have decreased over the same time span by 2.2 percentage points and in mathematics by 5 percentage points (See Table 11).

            "I am encouraged by the results that show a narrowing of the achievement gap," O'Connell said. "However, we must persevere until every student is prepared with the skills and concepts that are needed to pass this exam and be successful in life after high school." 

            Students who have failed one or both parts of the CAHSEE by the end of their senior year are eligible to continue to take the test and earn a high school diploma. According to the Human Resources Research Organization (HumRRO), CDE's independent evaluator, an estimated 658 additional students from the Class of 2006 (the first graduation class that was required to meet the CAHSEE requirement) persisted in taking the test and successfully met the CAHSEE requirement between July 2008 and May 2009; an estimated 1,113 additional students from the Class of 2007 passed the exam by May 2009; and an estimated 5,233 additional students from the Class of 2008 passed by May 2009.

            For the Class of 2009, approximately 45,015 (See Tables 2 and 3) students have not yet met the requirement. Although state funding intended for intensive remediation for these students was included in the list of categorical programs that can be used for any general educational purpose, O'Connell has urged schools to continue to focus additional instructional services on these students to help them master the skills measured on the CAHSEE and meet the graduation requirement.

            An agreement between the Governor and the state Legislature during July's budget negotiations suspended the CAHSEE as a graduation requirement beginning this current school year for eligible students with disabilities who have individualized education plans or Section 504 plans. For additional information please visit:http://www.cde.ca.gov/ta/tg/hs/cahseeABx4.asp

            "This action represents an irresponsible and shortsighted shift in education policy that threatens to shortchange the quality of education for our students with disabilities," O'Connell said. "Eliminating this requirement for students with disabilities who are on a diploma track does nothing to help prepare them for success after high school. The CAHSEE requirement has pushed our system to better serve students with disabilities, and thousands of students with disabilities have been successful on this test. When given the appropriate support, students with disabilities who are on a diploma track can meet the CAHSEE challenge, which will better prepare these students for meaningful employment and higher education." 

            The suspension of the CAHSEE requirement for students with disabilities will remain in effect until the State Board of Education determines that a potential alternative is not feasible and/or that an alternative means are implemented. O'Connell has formed an advisory committee to examine alternative options for students with disabilities.