This is an accessible alternate version of the Early Assessment Program Update (PPT; 3.5 MB; 65 slides). This document provides text translation to the Early Assessment Program Update PowerPoint presentation. The PowerPoint presentation was archived as part of the Assessment and Accountability Information Meetings held in Ontario California on September 19, 2012, and in Sacramento California on October 1, 2012. This PowerPoint was not presented live at the meetings.
Logo: The California State University
Early Assessment Program
Assessment and Accountability Information Meeting
Nancy Brynelson, Co-Director, Center for the Advancement of Reading
Office of the Chancellor, The California State University
Outline of this Presentation:
- Overview of EAP
- Grade 11 Test
- Community College Participation
- EAP Continues with Common Core State Standards (CCSS) & SMARTER Balanced Assessment Consortium (SBAC)
- Test Administration
- Test Determinations
- Ready - Conditional
- Test Reporting
- Individual Results
- Web Site
- Duplicate Reports
- Statewide Results
- Supplemental High School Preparation
- CSU Success Web Sites
- Expository Reading and Writing Course (ERWC)
- Strengthening Mathematics Instruction (SMI)
- Early Start Program
- Additional Information on Expository Reading and Writing Course (ERWC)
- Additional Information on Strengthening Mathematics Instruction (SMI)
- Contacts for Questions
Overview of the Early Assessment Program (EAP)
Goals of the EAP
- Give students an early signal of college readiness.
- Identify students before their senior year who need to do additional work in English and/or mathematics before entering the California State University.
- Collaborate with the high school community.
- Inform students, families, and high schools of students’ readiness for college-level work and partner with high school teachers and administrators to develop solutions.
- Provide grade 12 interventions.
- Motivate students to take needed steps in grade 12 to ensure readiness.
Components of the EAP
The components of the California State University EAP provide a comprehensive solution for helping students become ready for college.
- Grade 11 testing
- Supplemental high school preparation
- Teacher/administrator professional development
- Parent/family communication
- Pre-service teacher preparation
Grade 11 Test
- To receive EAP results, students must complete ALL sections of test:
- California Standards Test for English–Language Arts and/or Mathematics (Algebra II or Summative High School Mathematics as appropriate)
- EAP 15 multiple-choice items in English and/or mathematics
- Administered with the California Standards Test
- EAP essay in English
- Determinations of readiness are based on the scoring of all sections.
- Portion of the California Standards Test (40–50 items)
- EAP multiple-choice items (15 items)
- EAP essay in English
Community College Participation
- Senate Bill 946 authorized participation of California Community Colleges (CCC) in EAP beginning in 2010.
- Participation by California Community College campuses is voluntary.
- The California State University and the California Community Colleges are collaborating on the implementation of the EAP at the California Community Colleges to create a seamless path for students.
|California Community Colleges Accepting EAP Results||Yes||No||Under Review|
|English-Conditional||A mechanism for accepting this result is under development. Local campuses will make the determination.|
Current as of 8/7/2012
- Web Sites
Screen shot of the home page of the Joint California State University and California Community Colleges Web site.
The tab menu is as follows:
- About EAP
- Frequently Asked Questions (FAQ)
The selections on the right side of the page are:
- EAP Matters
- Take Charge
- Your Results
EAP Continues with Common Core State Standards & SMARTER Balanced Assessment Consortium
- Adoption of the Common Core State Standards (CCSS) and implementation in 2014 of a new system of student assessment designed by the Smarter Balanced consortium (SBAC) will require modification of the EAP basis for assessment.
- The California State University plans to work closely with the California Department of Education and SMARTER Balanced Assessment Consortium to ensure that the new assessment for grade 11 students is even more closely aligned with California State University placement standards.
- If tighter alignment is achieved, it is possible that students will no longer need to volunteer to complete supplemental items.Instead, the California State University will be able to determine the level of college readiness by consideration of scores on the SMARTER Balanced Assessment Consortium assessment without augmented items.
- The EAP will continue to provide an early signal of college readiness to rising high school seniors, allowing them to better and more productively use their senior year to gain proficiency if needed.
EAP Test Administration
Administering the EAP Essay
- Testing window dates for essay are to be determined.
- Administer essay to all students at a school on the same day; however, multiple days are permissible if necessary.
- Discourage students from discussing the essay topics with other students.
- Prohibit students from taking the essay topic or completed essay outside of the testing room.
- Ensure that essay prompts and essays are not photocopied, photographed, or retained.
Test Security and Accommodations
- Test security protocols apply equally to the EAP and the California Standards Tests.
- Eligible students shall be permitted to take the EAP with accommodations if specified in the student’s individualized education plan or Section 504 plan, consistent with guidance provided by California Department of Education for the California Standards Tests.
- Test booklet provides options for students to bubble in their preference for sharing their data with the California State University, and the California Community Colleges, or both.
- Students should be encouraged to bubble in both selections to maintain the broadest possible options for their postsecondary careers.
- Data will not be shared with the California State University or the California Community Colleges if the student does not bubble in one of the three options.
- IMPORTANT: By answering the questions in this section, I acknowledge that I am voluntarily participating in the Early Assessment Program (EAP). I understand that I may request that my Early Assessment Program and California Standards Test results be released to any postsecondary institution(s) in which I seek or intend to enroll. By marking only one of the following circles below, I affirm that I seek or intend to enroll in California State University (CSU) or California Community Colleges (CCC) or both, and understand that my mathematics [or English] EAP and California Standards Test results will be shared directly with California State University and/or California Community Colleges officials as indicated below. Instructions to mark only one circle:
- California State University
- California Community Colleges
- Or California State University and California Community Colleges
EAP Test Determinations
- Ready for California State University or participating California Community Colleges college-level English courses
- Ready for California State University or participating California Community Colleges college-level English courses – Conditional NEW in 2012
- Not yet demonstrating readiness for California State University or participating California Community Colleges college-level English courses
- Ready for California State University or participating California Community Colleges college-level mathematics courses
- Ready for California State University or participating California Community Colleges college-level mathematics courses – Conditional
- Not yet demonstrating readiness for California State University or participating California Community Colleges college-level mathematics courses
- Students whose results indicate readiness are exempted from the following placement exams at the California State University
- English Placement Test (EPT)
- Entry Level Math Exam (ELM) and are eligible to enter credit-bearing courses.
- At participating community colleges, students are eligible to enter transfer-level courses.
Ready – Conditional: Mathematics
- Students whose results indicate that they are conditionally ready can clear their condition by enrolling in and completing an approved senior year course with a grade of C or better:
- Any mathematics course with a prerequisite of Algebra II
- Supervised e-Learning Course (ALEKS)
- Trigonometry and Math Analysis
- Advanced Placement (AP) Calculus AB
- Advanced Placement (AP) Calculus BC
- Advanced Placement (AP) Statistics
- Advanced Placement (AP) Physics
Ready – Conditional: English (beginning 2012–13)
- Students whose results indicate that they are conditionally ready can clear their condition by enrolling in and completing an approved senior English course with a grade of C or better:
- Expository Reading and Writing Course (high school would need to meet criteria for implementation)
- Advanced Placement
- International Baccalaureate
- Honors English identified on the UC Doorways Web site as earning extra honors credit (gold star)
For Expository Reading and Writing Course (ERWC) to be considered an approved course for satisfying condition, the school must:
- Officially adopt and offer it as a yearlong course.
- Teach the course as designed.
- Receive approval from the California State University for the adoption.
- Upload the course into the “a-g” course list on the UC Doorways Web site.
- Ensure that all teachers are certified by having attended the 20-hour Expository Reading and Writing Course (ERWC) Professional Learning Workshop.
- Report the course enrollments in the California Longitudinal Pupil Achievement Data System (CALPADS) during the October Census under code 2118.
EAP Test Reporting
- Available on the Standardized Testing and Reporting (STAR) Grade 11 Student Report
- The results are on the back side of the report in the lower left-hand corner.
- EAP results are not included on the California Department of Education label with the rest of the student STAR results.
- Separate EAP reports are not sent.
- EAP results are sent to districts on CD-ROM with Standardized Testing and Reporting (STAR) results.
- Students can access their EAP results online (if the student filled the bubble on the score sheet) at the CSU Success Website.
- Codes for Results on Standardized Testing and Reporting (STAR) Data CD-ROM:
- 1 – Ready for California State University college-level course in English or mathematics
- 2 – Ready for California State University college-level course in English (beginning 2012) or mathematics courses - Conditional
- 3 – Not yet demonstrating readiness for college-level course in English or mathematics
- 4 – Incomplete
EAP STAR Report Website
Screen shot EAP STAR Report home page, showing “Your EAP Results in Math & English.”
- Explanation of all EAP statuses
- Student video explaining the importance of EAP
- Links to advising tools and exam prep resources on the Math and English Success Web sites
Duplicate Student Reports
- Students can e-mail requests for paper copies of reports to EAPDups@ets.org
- Requests must include the following information
- Full name
- Date of birth
- High school
- Year student attended grade 11
Note: EAP results are valid only for the year following high school graduation.
EAP Statewide Test Results
- EAP aggregate data by state, county, district, and school are available online:
EAP English Statewide Test Results
In 2006, 312,167 (75%) of students participated, 48,072 (15%) were college ready. In 2007, 342,348 (78%) of students participated, 55,206 (16%) were college ready. In 2008, 352,943 (79%) of students participated, 60,392 (17%) were college ready. In 2009, 366,949 (82%) of students participated, 59,381 (16%) were college ready. In 2010, 378,870 (84%) of students participated, 77,826 (21%) were college ready. In 2011, 383,060 (86%) of students participated, 85,732 (23%) were college ready. In 2012, 383,562 (87%) of students participated, 86,939 (23%) were college ready and 58,468 (15%) were college ready- conditional.
EAP Mathematics Statewide Test Results
In 2006, 137,067 (74%) of students participated, 16,120 (12%) were college ready and 58,822 (43%) were college ready- conditional. In 2007, 141,648 (70%) of students participated, 17,173 (12%) were college ready and 60,697 (43%) were college ready- conditional. In 2008, 147,885 (70%) of students participated, 19,442 (13%) were college ready and 62,660 (42%) were college ready- conditional. In 2009, 169,478 (77%) of students participated, 22,247 (13%) were college ready and 74,467 (44%) were college ready- conditional. In 2010, 178,667 (77%) of students participated, 26,056 (15%) were college ready and 75,502 (42%) were college ready- conditional. In 2011, 190,946 (80%) of students participated, 29,526 (15%) were college ready and 81,856 (43%) were college ready- conditional. In 2012, 203,906 (83%) of students participated, 30,426 (15%) were college ready and 92,831 (46%) were college ready- conditional.
Supplemental High School Preparation
- The California State University offers a variety of programs of supplemental preparation
- California State University Success Web sites, including advising, online test preparation, ALEKS (online math), Calibrated Peer Review (online writing), and more
- Expository Reading and Writing Course (curriculum and professional learning for teachers)
- Strengthening Mathematics Instruction (professional learning for teachers)
California State University Success Web Sites
Screen shot of the California State University Success Home Page.The welcoming paragraph is as follows:
Prepare now for college math and English.
Get ready for the California State University by visiting the Math and English Success websites. Each site contains a step-by-step personalized roadmap, exam preparation tools, testimonial student videos, access to your Early Assessment Program test scores, and e-mail reminders to ensure that you are ready for the California State University.
There is a link for twelfth graders to check their EAP Status.
The menu options are as follows:
- Math Success:
- English Success:
Additional Information About Supplemental High School Preparation
- Expository Reading and Writing Course (ERWC) for students in grade 12
- Emphasizes in-depth study of expository, analytical, and argumentative reading and writing
- Approved to fulfill the “b” English requirement of the University of California and California State University “a–g” college entrance requirements
- Intended for broad usage (not as an honors or remedial course and not necessarily tied to EAP results)
- Aligned with the Common Core State Standards
- Expository Reading and Writing Course (ERWC) for students in grade 12
- Emphasizes nonfiction texts (some literature included) and includes two full-length works
- Second edition of the course to be published in spring 2013 (full alignment with Common Core State Standards)
- For students in grades 7 through 11
- Four modules per grade developed to support students prior to grade 12; plans for offering professional learning for these modules in development
- Strengthening Mathematics Instruction (SMI) provides professional learning for teachers to:
- Identify instructional strategies that will help students organize and solidify conceptual understanding.
- Identify characteristics of cognitively complex problems.
- Locate standards-based cognitively complex problems within participants’ classroom texts.
- Practice writing standards-based cognitively complex problems.
- Align instruction with the Common Core State Standards.
- Grade 12 Course in Mathematics
- The California State University is in the process of developing a grade 12 course for high school adoption.
- The course will meet the “c” requirement from University of California Office of the President (UCOP) and will give high schools another option for helping students meet the condition.
- The course will be designed specifically for students who need to strengthen their Algebra II skills and will focus on Strengthening Mathematics Instruction (SMI) strategies.
- Funding permitting, modules will be piloted in spring 2013.
- Professional Learning for Teachers
- Teachers may register for Expository Reading and Writing Course (ERWC) workshops at the CSU Expository Reading and Writing Course Website
- Teachers may register for Strengthening Mathematics Instruction (SMI) workshops at CSU Strengthening Mathematics Instruction - Math Professional Development Website
Information on the Early Start Program
- Early Start Program was mandated by the California State University Board of Trustees.
- Goals of Early Start are to:
- Better prepare students in mathematics and English before the fall semester of the freshman year.
- Add an important and timely assessment tool in preparing students for college.
- Ultimately improve students’ chances of successful completion of a college degree.
- Students who need remediation will be required to begin an Early Start Program during the summer prior to enrollment at the California State University.
- For 2012 and 2013 only students scoring in the lowest quartile on the English Placement Test participate in Early Start. In 2014 all students identified as needing remediation will participate.
- Ultimately, if identified first-year students do not begin addressing remediation in a recognized California State University program before enrollment, they will not be permitted to enroll for the term for which they have been admitted.
- The proficiency score on the English Placement Test (EPT) was reset from 151 to 147 (effective for fall 2011 entrants).
- Corresponding proficiency scores on the SAT and ACT were reset.
- SAT (Critical Reading Section): 500
- ACT (English Test): 22
- The proficiency score on the Entry Level Mathematics (ELM) remains at 50.
- Corresponding proficiency scores on the SAT and ACT are:
- SAT (Mathematics Section of SAT Reasoning Test or Mathematics Subject Test Level 1 or 2): 550
- ACT (Mathematics Test): 23
Early Start Participation and Offerings
- By definition, students who are identified as proficient by means of the EAP, EPT/ELM, SAT, ACT, or AP exams do not participate in Early Start.
- Students who are identified as Ready-Conditional on the EAP are exempt from Early Start.
- Each California State University campus has developed its own course offerings for Early Start offerings, which may include online courses, summer courses, etc.
Additional Information on the Expository Reading and Writing Course (ERWC)
Second Edition of Expository Reading and Writing Course due Spring 2013
- 12 modules fully aligned with Common Core State Standards
- Two full-length works
- Revised Assignment Template
- Resources for English learners, formative assessment, transfer, engagement, and gradual release of responsibility
- Revised course objectives and description
- Renewed “Program Status” approval from University of California
Key Principles of Expository Reading and Writing Course
Relentless focus on the text
- The integration of interactive reading and writing processes
- A rhetorical approach to texts that fosters critical thinking
- Materials and themes that engage student interest and provide a foundation for principled debate and argument
- Classroom activities designed to model and foster successful practices of fluent readers and writers
- Research-based methodologies with a consistent relationship between theory and practice
- Built-in flexibility to allow teachers to respond to varied students' needs and instructional contexts
- Alignment with standards (1997 English Language Arts and 2010 California Common Core State Standards)
Elements of the Expository Reading and Writing Course Assignment Template – Revised 2012
- Reading Rhetorically
- Getting Ready to Read
- Exploring Key Concepts
- Surveying the Text
- Making Predictions and Asking Questions
- Understanding Key Vocabulary
- Reading for Understanding
- Considering the Structure of the Text
- Noticing Language
- Annotating and Questioning the Text
- Analyzing Stylistic Choices
- Summarizing and Responding
- Thinking Critically
- Reflecting on Your Reading Process
- Connecting Reading to Writing
- Discovering What You Think
- Considering the Writing Task
- Taking a Stance
- Gathering Evidence to Support Your Claims
- Getting Ready to Write
- Writing Rhetorically
- Entering the Conversation
- Composing a Draft
- Considering Structure
- Using the Words of Others (and Avoiding Plagiarism)
- Negotiating Voices
- Revising and Editing
- Revising Rhetorically
- Considering Stylistic Choices
- Editing the Draft
- Responding to Feedback
- Reflecting on Your Writing Process
Current Statistics on Expository Reading and Writing Course Adoption
- 467 high schools in California have formally adopted the Expository Reading and Writing Course.
- Most of these schools have adopted Expository Reading and Writing Course as a full-year course in grade 12.
- Approximately 100 additional high schools in Los Angeles Unified School District have adopted Expository Reading and Writing Course as the curriculum for their one-semester grade 12 Expository Composition course.
- Combining both groups, the total number is 567, representing roughly 44% of the 1,290 comprehensive high schools in California (some alternative schools are part of the 567).
- Many schools have uploaded the course to UC Doorways but have not applied for adoption through the California State University.
Evaluation of Expository Reading and Writing Course
- Annual evaluation studies of Expository Reading and Writing Course were done from 2005 to 2010.
- Studies included analysis of curriculum implementation; professional learning; student performance; and student, teacher, and administrator attitudes.
Summative Findings Provide Encouraging Results
- Schools with large numbers of teachers participating in Expository Reading and Writing Course professional development significantly outperformed the statewide proficiency rate for incoming students from 2004 to 2008.
- 7 point gain (percentage points) vs. 4 point gain statewide
- Fund for the Improvement of Postsecondary Education (FIPSE) schools implementing Expository Reading and Writing Course either as a full-year course or across grades 9–12 from 2006 to 2010 outperform statewide rates, but not at statistically significant levels
- 7.6% point gain on EAP vs. 6% point gain statewide
- 2.74% point gain on English Placement Test (EPT) vs. 4% point loss statewide
Need for Further Research
- Large-scale experimental or quasi-experimental studies have not yet been conducted.
- Recently funded i3 grant (Fresno County Office of Education is the local educational agency) will conduct a study using regression-discontinuity analysis to determine efficacy of the Expository Reading and Writing Course for students in the grade 12 grade and into their first and second years of college.
- Recruitment of schools/districts for the study will occur this fall. Target areas are Fresno County/Central Valley, San Francisco Bay Area, Los Angeles County, and Inland Empire (possibly San Diego or Sacramento if needed).
Additional Information on Strengthening Mathematics Instruction (SMI)
Purpose of Strengthening Mathematics Instruction
- To enhance student mathematics proficiency and understanding by
- Highlighting and encouraging use of research-based best instructional strategies
- Developing a common emphasis on infusing Strengthening Mathematics Instruction strategies across same-level courses (horizontal) and among sequential courses (vertical)
- Providing a forum to plan implementation of Strengthening Mathematics Instruction strategies in order to achieve systemic growth in mathematics teaching and learning at the site and/or district level
Strengthening Mathematics Instruction Workshop Outcomes
- Identify instructional strategies that will help students organize and solidify conceptual understanding.
- Identify characteristics of cognitively complex problems.
- Locate standards-based, cognitively complex problems within participants’ classroom texts.
- Modify standards-based textbook problems to increase the level of cognitive complexity.
- Practice writing standards-based, cognitively complex problems.
- Experience the varying roles in the teacher/learner continuum.
- Model a variety of student engagement strategies.
Cognitively Complex Problems require students to:
- Extend previously encountered tasks.
- Integrate several topics and/or concepts.
- Recognize and use underlying mathematical structures.
- Use multiple representations.
- Consider multiple approaches to the problem.
- Identify patterns.
- Be flexible and strategic in their mathematical thinking.
Key Features of the Design of Strengthening Mathematics Instruction Workshops
- Bring together an entire mathematics department and/or a critical mass of teachers within a district to plan the systemic implementation of the instructional strategies contained within the Strengthening Mathematics Instruction modules.
- Provide time in between each module to enable teachers to work together to:
- Implement Strengthening Mathematics Instruction strategies into their classroom instruction.
- Discuss and evaluate the efficacy of those efforts.
- Provide regular, on-site mini-workshops over an extended period to support ongoing and sustainable changes in teacher behaviors and expectations.
Characteristics of Strengthening Mathematics Instruction Workshops
- 18 to 24 hours of professional development; 8 modules to allow for flexibility in scheduling
- Online tutorial must be completed prior to first workshop meeting
- Standards-based and tied to the California Standards Tests (CSTs) and California State University placement standards
- Include content and activities for teachers of Algebra I, Geometry, Algebra II, and Pre-Calculus
- Draws on problems and lessons from the major textbooks
- Designed for teacher practice and implementation between workshop sessions based on lesson study model
- Reflective of the adopted Common Core State Standards
- Nancy Brynelson (EAP, English, Expository Reading and Writing Course)
- Zulmara Cline (EAP, Math, Strengthening Mathematics Instruction)
- Carolina Cardenas (EAP, Early Start)