Keystone Exams a done deal

UPDATE---

In my review of some of the posts on my blog, I realized that I have very little on what the actual Keystone Exams do to our graduation requirements. For that review I have found a great Pennsylvania School Board Association Document that can be found here.

Some highlights
-Keystone Exams will replace the 11th grade PSSA's. This was a development in July. Many people raised the concern of simply adding an additional standardized tests for our students. This was addressed by eliminating the 11th grade PSSA tests.

-Keystone Exams will be developed in literature, English composition, algebra I, geometry, algebra II, biology, American history, civics and government, chemistry, and world history

-Students will be offered remediation courses and alternative means of proving graduation readiness if they fail

- School districts will be given an opt-out provision that needs to be reviewed and approved by a 12 member board composed of people from the PDE, State Board of Education, PSBA, and other appointed board members as chosen by the PDE, State Board of Education, and PSBA

-Costs for validation will be split between the state and local government. If the state government is unwilling or unable to pay for their share, the local school district requirements will be deemed valid by default.

-Successful completion of an Advanced Placement course and test may be used in lieu of one of the courses required for graduation without the student having to take the Keystone Exam. International Baccalaureate classes will be treated the same way.

-Alternate measures of graduation readiness will be available for those students with Individualized Education Plans (IEP)

-In sum, the new graduation requirements for the class of 2014-2015 and beyond will include a combination of course completion and grades, graduation project, demonstration of proficiency as determined by the District, assessment requirements chosen by the school board in the form of Keystone Exams, validated local assessments, or AP/IB exams.

END UPDATE------

There was a big vote yesterday from the State Review Board regarding the Keystone Exams. In a 4-1 vote they approved the use of the exams in school districts across the states. Please see this article from the Philadelphia Enquirer.

I have talked about these exams from time to time on my blog. My issue, along with countless others, has always been that Pennsylvania has typically allowed local control of curriculum and graduation requirements. This exam, even while having an "opt-out" option will turn that control over to the State. The exams will be based on the graduation requirements by the State. Again, there is an opt-out provision but any school district that opts out has to have its requirements reviewed and approved by the state.

For the other side of the story, please see this op-ed from Joe Torsella, Chairman of the State Board of Education:

Strong Pennsylvania high school graduation requirements would pay off in long run
By Patriot-News Op-Ed
October 22, 2009, 1:59PM

by Joe Torsella

For almost two years, Pennsylvania has been engaged in spirited debate about the academic expectations we hold for our young people. In public hearings, the halls of the Capitol and newspaper editorial pages, there has been sharp disagreement about whether Pennsylvania should strengthen its high school graduation requirements.
grad hat.JPG
On the surface, this shouldn’t be a controversial question: Today’s high school graduates are entering the worst economy of our lifetimes, and our increasingly mobile society adds complexity and competition to their postsecondary plans. Nor is the state board’s proposal to strengthen graduation requirements a radical one.

Under the plan, students will have several options to meet graduation standards. The state will couple the reform with new resources, and no student will be denied a diploma based on test scores alone. The proposal will eliminate the 11th-grade state tests currently used to comply with No Child Left Behind and replace them with a series of standard course finals — a step that will make the state assessment more relevant to students and reduce testing time.

The proposal isn’t perfect — some business and postsecondary leaders advocated for higher standards. Others claim the regulation is too complicated and will present implementation challenges. But these qualms don’t explain away the fervor of the opposition — and that got me thinking.

In significant ways, I believe the debate around graduation requirements has become a proxy fight for broader policy questions buffeting public schools — and Pennsylvania.

For example, the emerging conversation about a voluntary national “common core” of academic standards might be seen by some as a threat to Pennsylvania’s tradition of local control of education decision-making and the power of school boards. Meanwhile, the weak economy might exacerbate worries among parents and educators that higher expectations will increase dropout rates, making the search for good jobs even more challenging for disadvantaged students.

On the issue of local control, let me be clear: School districts will decide how their students meet graduation requirements, and districts that want to set higher standards may do so. In addition, education stakeholders, and especially teachers, will have a significant role and voice in implementing the new policy.

Regarding dropout rates, there is no correlation between higher academic expectations and students leaving school. In fact, an absence of challenging curriculum is the more likely culprit along with systemic issues such as school safety.

While it’s worth remembering that assessments will be just one part of one pathway to meeting graduation requirements, results released last month by the Maryland Department of Education should help ease these concerns: only 11 of about 60,000 Maryland high school seniors did not graduate in 2009 solely because they failed the state’s exams.

Indeed, evidence from other high-performing states suggests that stronger graduation requirements are a powerful reform lever. Since instituting new graduation requirements, Virginia has seen significant achievement gains in every subject. Pittsburgh Public Schools Superintendent Mark Roosevelt, a former Massachusetts legislator and co-author of that state’s Education Reform Act, calls strong graduation requirements the “single most significant act in catalyzing Massachusetts’s phenomenal growth in student achievement.”

For Pennsylvania, the question now is whether to go forward or stand still. State-level education reforms — sustained across multiple administrations — have produced significant achievements, including some of the nation’s most rigorous academic standards. And during the last seven years, Harrisburg has made a commitment to dramatic increases in state funding for public education. Even this year’s budget, with billions in cuts to worthy programs, provides a $300 million increase for K-12 education.
torsella
These efforts have led to achievement gains across Pennsylvania and among all groups of students. But we have more work to do — especially for our high schools when more than 40 percent of graduates cannot demonstrate grade-level mastery of reading and math.

We have today a proposal that reflects input from thousands of Pennsylvanians and diverse stakeholders.

The proposal has been strengthened thanks to study by legislative leaders — especially Sens. Jeffrey Piccola and Andrew Dinniman and Rep. James Roebuck.

The regulation borrows from strategies in the nation’s best-performing public education systems. And it finds balance between rigorous expectations for every student and flexibility that respects individual learning needs.

For all of these reasons, it’s time to move ahead.

Thanks for reading.

James

Keystone Exams 2.0 Update

There is currently some wrangling on the Keystone Exams going on in the PA Legislature. There is a bill out there that was co-sponsored by a majority of legislators that would have required legislature approval for Pennsylvania Department of Education and Governor Rendell to adopt the Keystone Exams. That fight is apparently ongoing and I will update when I find out more. The introduction of the resolution of PA House Resolution 456 is below:

A Concurrent Resolution urging Governor Edward G. Rendell to cease funding of implementation of high school graduation requirements until the General Assembly establishes a policy by legislation, requesting the Governor to impress upon his cabinet officials involved in educational policy to regard the desires of the citizens of Pennsylvania, recognizing that actions by public officials that impede the democratic process will be considered as actions in disregard of the officials' assigned constitutional and statutory duties and in disregard of the honor which their constituents have called these officials to uphold, and asking the Independent Regulatory Review Commission to consider whether proposed high school graduation requirements have been given due consideration by the General Assembly and by the Governor, in accordance with the Regulatory Review Act, before a decision is made on final-form regulation of high school graduation requirements.

Full text of the bill can be found here. State Representative Matt Smith is a co-signer of the above resolution. In fact, 161 of the 200 members of the House have supported the bill.

Today I came across this article from the Times-Herald that talks about some of the pros and cons of the current Keystone Exam proposal as well as many of the parties involved in the discussion:

By GARY PULEO
Times Herald Staff

WORCESTER — Earning passing grades is not necessarily assurance of obtaining a high school diploma for many U.S. public school students anymore.

A growing number of states now require high school students to pass an exit exam before that diploma is handed over,

With opposition from many education officials, Pennsylvania’s own version of the assessment, the Keystone Exams, has overcome several stumbling blocks. But the test is no less controversial as it awaits review by Senate and House committees and final approval by the IRRC next month.

The State Board of Education voted earlier this year (14-2) to adopt the final regulation for implementing the new statewide standard for the 2010-2011 school year. Schools will have the choice of putting the Keystone Exams into service or local assessments that conform to Pennsylvania standards that are validated by the state.

Many local educators have concerns with the Keystone Exams, including Methacton Area School District superintendent Timothy Quinn, who worries that having the test count for one-third of a student’s final grade puts too much emphasis on it and takes away from other course work students do.

“In its current form, the exams for 12th graders will constitute 33 percent of their final course grades,” Quinn noted. “Any student falling below basics on that exam will get a zero on that test. If they get a zero on 33 percent of their test, you can imagine what that’s going to do. We can have students failing because they’re bad test takers or just having a bad day, or any other reason.

“A student could get 100 percent on all other tests, but if I get a zero on the Keystone test, I now get a 66 for the course and have now failed it. So that’s pretty serious stuff. Mathematically, it lowers the grade point average of a student who does well. They can do all sorts of things that are showing they’re good students, but now one test could erode their grade point average and really cause our students harm whether it be getting into college or something else. So that shouldn’t be taken lightly.”

While Quinn said he supports holding students to higher academic standards, he doesn’t support the Keystone program in its current form.

“There has been serious discussion with educators who are coming out in droves against it and there are a lot more conversations that have to occur about the ramifications and consequences,” he said. The directives imposed by the Keystone Exams will unequivocally destroy any control at the local level, he added.

“Right now, it all comes under teachers, school boards and principals how grading works. I think the state needs to make more clear the precise purpose of the Keystone Exams. Are we looking to prepare a student for the world of work, or are we preparing students for the world of college or other possibilities after high school graduation?

“Is it supported by clear research and data that their success in college and/or the work world will go up? I think as part of the review process they should be looking at other states and see if it has had a positive effect.”

According to www.greatschools.net, 26 states either currently have a high school exit exam or plan to adopt one. Given the number of high school students in those states, more than two-thirds of the nation’s public high school students are affected by the exams. The exams vary from state to state in terms of content and opportunities for students who do not pass to retake the test and prove their competency.

Most states test students on their reading, writing and math skills as part of the high school exit exams. Nine states use end-of-course tests on specific classes, such as English, rather than specific grade-level tests, which allows students to take the test for a particular subject after they have completed the course rather than taking the test at a designated grade level.

Remediation classes and opportunities to take the test again are offered by most states.

Jane Callahan, Upper Merion Area School District assistant superintendent said she would reserve judgment on the Keystone Exams until she saw “a final picture of exactly what it’s going to look like. The Pennsylvania School Board Association has been following it very carefully and they just put out an update where they said at this time they don’t support it, so I’m following all of that very closely.

“We get regular updates from the Legislature, so we know what’s going on and where things are in the process,” she added. “Like every other school district, we’re paying close attention to the discussions that are taking place. Nothing is finalized yet so until then I don’t think the districts know clearly what the options will wind up being.”

The possibilities that have been discussed include allowing the exams to cover specific disciplines, Callahan noted.

Four states currently use end-of-course exams. By 2015, 11 states will rely on end-of-course tests to determine if a student receives a high school diploma, while others will have a dual testing system in place that includes the high school exit exam and end-of-course exams. The 14 states that will use end-of-course exams by 2015 are: Arkansas, Indiana, Maryland, Massachusetts, Mississippi, North Carolina, New Jersey, New York, Oklahoma, South Carolina, Tennessee, Texas, Virginia, and Washington.

“Another possible option would be local assessment which would have to be verified by an outside provider.”

According to www.stateline.org, five companies are responsible for producing the majority of state tests currently in use: CTB/McGraw-Hill, Educational Testing Service, Harcourt Assessment, Pearson Educational Measurement and Riverside Publishing. Together, they own about 90 percent of the state-testing business, which has blossomed into a $1.1 billion industry since passage of the federal No Child Left Behind Act in 2001. The law, which took effect in January 2002, requires states to give annual reading and math tests to third through eighth graders, and to re-test students in those subjects in high school.

On Sept. 21 the Keystone exams were formally submitted to the IRRC legislative committee, as well as the House and Senate Education Committee

“Text of the regulations is not yet posted but will be eventually, along with the required regulatory analysis document sometime soon,” Callahan said. “Without the text being published, it’s difficult to know what it’s going to say.”

IRRC will meet in Harrisburg on Oct. 22.

The House and Senate Education Committee have until 24 hours before the meeting to take action on the regulations, she allowed.

Testimony of Secretary of Education Gerald L. Zahorchak before the Senate Education Committee in June — available at www.edweek.org — supported the case for stronger high school graduation requirements.

“Let me underscore why business leaders statewide, the State Board of Education, and many of our educational leaders believe there is such a sense of urgency in addressing the need to better prepare our students for college and the workforce,” Zahorchak said, as he made the following points: Approximately 50,000 students graduate each year from a Pennsylvania public high school without demonstrating proficiency on the PSSAs.

A 2009 study by Penn State’s College of Education revealed that only 18 of Pennsylvania’s 500 school districts — making up less than 3 percent of the state’s total public school enrollment — appropriately measure whether their students can read and do math at the 12th grade level in order to award high school diplomas, according to a February 2009 study.

Zahorchak also noted that in 2007-08, 20,394 public high school graduates who enrolled in a public higher education institution required some form of remediation, with a total cost to taxpayers, students, and parents in excess of $26 million.

Finally, it was revealed that 66 percent of business leaders surveyed considered it a high priority that new employees be able to demonstrate that they have the basic skills to enter the workforce.

Colonial School District superintendent Vince Cotter regards the Keystone Exams as a burdensome mandate.

“It’s being imposed on school districts like Colonial that have made AYP (Adequate Yearly Progress) consistently,” Cotter said. “Additionally, it appears to structurally and financially penalize the districts that have previously invested heavily in the development of final exams that are aligned with state and national standards.

“From a practical perspective, the Keystone Exams’ percentage calculated into a student’s final grade appears to be too heavily weighted and further undermines a rigorous curriculum already designed to address national and state standards,” he added.

“Finally, at a time when additional state funding for a district like Colonial is virtually non-existent and local revenues have diminished due to the downturn in the economy along with previously established financial limitations through Act 1, the development of a state testing program that would literally cost millions of dollars should be reconsidered in this current economic environment.”

Gary Puleo can be reached at 610-272-2500, ext. 205, or gpuleo@timesherald.com.

This is definitely something that can change at any moment. Legislators are dealing with this and the budget at the same time.

Thanks for reading.

James

Keystone Exams Update

There have been a lot of twists and turns to this story. After the PA legislature voted not to fund the exams last year, the Governor and Secretary of Education went ahead with their planning anyway. There is no question that the majority of the legislature does not want these exams to go any further as evidenced by 145 of 203 house members that have signed onto a bill asking that the plans be stopped.

Please see the article below from PennLive.com:

Move to stall Keystone Exams faces uphill fight
House education chairman says he has no plans to take up a resolution to hold off high school graduation testing.
Thursday, September 17, 2009
BY JAN MURPHY jmurphy@patriot-news.com

The proposal to attach tests to high school graduation continues to stir controversy in the state Capitol.

A House resolution introduced this week calls for slowing the plan's approval and requiring it to gain House and Senate approval before any more money is spent on it. The resolution has the backing of 145 of the 203 House members.

Rep. Paul Clymer, R-Bucks, who sponsored the resolution to slow the plan, said the strong backing of Republican and Democratic House members reflects widespread opposition to moving ahead with the initiative. The state plans to invest $18.3 million this year to implement the initiative, and $176 million through the next five years.
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"We need to take another look before the Keystone Exams" are approved, Clymer said.

The State Board of Education approved the statewide graduation requirements last month to ensure graduates leave high school with skills needed in college or the workplace. It requires students pass either state exams, advanced placement or international baccalaureate exams, or a state-approved local assessment in four core subjects to graduate. Students who fail can complete a project instead.

The plan is now making its way through the state's regulatory approval process, which does not include a vote by the full House or Senate. The Senate Education Committee endorsed the plan last month.

In his resolution, Clymer cites education groups that oppose the plan or have withdrawn their support. It also mentions the Pennsylvania State Conference of the NAACP's position that the change could lead to higher dropout rates and increase the prison population.

At a Wednesday meeting, Clymer informed the State Board of Education of his resolution and asked for a response. Board Chairman Joseph Torsella, who led the effort to strike a compromise with education groups and legislators on the initiative, said the resolution raises no new issues.

The resolution has been sent to the House Education Committee for consideration. That committee's chairman, Rep. James Roebuck, D-Philadelphia, said he supports the Keystone Exams and at this point, has no intention of bringing the resolution to a vote

"I'm not quite certain what the intent of the resolution is," Roebuck said.

He noted Clymer did not participate in conversations that Torsella orchestrated to address concerns about the plan. Furthermore, Roebuck said he told Clymer that he would consider having the committee discuss the resolution after the 2009-10 state budget is finalized.

House Republican spokesman Steve Miskin said that timing makes no sense because funding for the initiative is part of the budget discussion.

Clymer and Rep. Rosita Youngblood, D-Philadelphia, sent a letter Wednesday to Roebuck asking him to reconsider his position on taking up the resolution.

"With overwhelming support for our resolution, we hope that you will allow the committee to act on this legislation and provide answers and accountability to the people of this state," it states.

Given how this process has gone so far, I am not optimistic about this move working. There has been widespread opposition to these exams from the outset and somehow the Governor and a few members of the legislature have been able to shield these exams from being shut down.

Please consider giving your state representative a call to voice your opinion on the matter. State Representative Matt Smith is a co-sponsor of the current bill (HR 456) that would prevent any further tax dollars from going to these new high school graduation requirements.

Thanks for reading.

James

Message from Senator Orie on Keystone Exams

***
Edit-

I forgot to mention that our State Senator John Pippy is a co-sponsor of Senator Orie's legislation. Thanks to Senator Pippy for stepping up on this issue as well.

***

I received a message from State Senator Jane Orie yesterday regarding her attempts to curb the PDE's ability to unilaterally implement Keystone Exams. The message provides a great summary of how we got to where we are today and what is happening at the legislative level. Please see the full message below:

Dear Friend:

Thank you for your recent correspondence stating your opposition to the Rendell administration’s graduation competency assessment (“GCA”) scheme as well as conveying your support for Senate Bill 281, which would expressly prohibit any further movement on GCA’s without the express approval of the General Assembly.

In 2008, the State Board of Education included GCA’s as part of its proposed changed to their Academic Standards regulations. Under the proposal, all high school seniors would be required to pass a series of standardized exit exams in order to graduate. After receiving a tremendous flood of criticism against such a plan from citizens, school administrators, and educational experts statewide, the Pennsylvania Senate and House of Representatives passed a moratorium last July through Act 61 of 2008 that expressly forbid any further action on the GCA for one year.

Despite this clear directive to cease any and all activity related to GCA’s, the Department of Education began to solicit bid proposals for the development of these high school exits exams in the fall of 2008. Faced with the Department’s blatant disregard for the Act 61 ban, it became abundantly clear that this matter must be addressed with legislation conclusively banning any further movement on GCA’s. As such, I promptly introduced SB 281 in February.

SB 281 would bar any direct or indirect advancement of the GCA agenda by the Department. More importantly, the legislation would instruct the Pennsylvania Treasury not to expend funding related in any way to graduation standards unless specifically authorized to do so by the General Assembly. The crucial need for SB 281 was once more sharply reiterated when the Department recently executed a $202 million contract for the development of GCA’s. I would also note, that confronted with a projected deficit of over $3 billion, fiscal prudence demands that we not allow limited resources to be expended on new and unproven initiatives like the GCA’s when many other worthy current programs cannot be funded. Put simply, the Department’s actions in plain disregard to the Act 61 prohibition and our economic circumstances compel an immediate legislative response as embodied in SB 281.

Presented with this difficult situation, I am pleased to report that SB 281 overwhelmingly passed the Senate on June 10th with nearly unanimous bipartisan support (48-1). The bill now proceeds to the House and I urge my colleagues to act swiftly and curb any further action or spending towards the GCA initiative. To this end, you are encouraged to contact your own representative and convey your support for SB 281. Should you require any assistance in doing so, please do not hesitate to contact my offices at your convenience.

Once again, thank you for your contacting me and voicing your thoughts about such a significant issue. Your staunch advocacy is also most appreciated on behalf of all Pennsylvania students who could be considerably harmed by the hasty and irresponsible implementation of graduation tests. Please feel free to contact me whenever you have any other state-related concerns.

Sincerely,

JANE C. ORIE
Majority Whip
40th Senatorial District

Thanks to Senator Orie for taking a leadership role on this legislation.

Thanks for reading.

James

Senate Education Committee Votes to Stop Keystone Exam Funding

In a bi-partisan effort to stop the Governor from unilaterally implementing the Keystone Exam/GCAs, the Senate Education Committee voted unanimously to block the contract that was awarded to the company that was designing the tests.

From the Pittsburgh Trib:

Senate Education Committee votes to block contract with testing company

HARRISBURG — A high school graduation exam drew fierce opposition Tuesday from members of the Senate Education Committee, who voted unanimously to block a $201 million contract with a Minnesota testing company.

For almost two hours, senators from both parties skewered Education Secretary Gerald Zahorchak for proceeding with a seven-year contract without legislative approval at a time when Pennsylvania faces a $3.2 billion deficit.

Even members of Democratic Gov. Ed Rendell's party, especially Sen. Anthony Williams of Philadelphia, criticized the contract.

"The reason why we're having the hearing today is because every time we ask a question, the response is sort of condescending," Williams told Zahorchak. "You sort of act like, 'What right do you have to ask a question?' I'm concerned about how we arrive at moments like this, which are embarrassing to all of us."

The committee approved a bill by Senate Majority Whip Jane Orie, R-McCandless, requiring that any graduation exam be approved by the General Assembly. Orie, calling the Rendell administration's action "unconscionable," predicted the bill would move through both chambers with a veto-proof majority.

Orie said the bill would negate the contract signed last month with Data Recognition Corp. for the tests. She said the contract is flexible enough that the state would not owe the company money for canceling.

Rendell fired back hours later: "If it becomes law, I will veto it." He said states surrounding Pennsylvania have such exams.

"Do you think all the states have it wrong and we have it right?" Rendell said business leaders across the state back the exams. The opposition was driven by a "special interest," the Pennsylvania State Education Association, the state's largest teachers union, the governor said.

"The fact other states might be doing it doesn't mean Pennsylvania should do it," PSEA spokesman Wythe Keever said. He said 23 organizations across the state oppose the exams, ranging from the NAACP to the Disability Rights Network of Pennsylvania.

The opposition had less to do with the tests than a perception by senators that Rendell's office was dictating education policy without legislative input.

Deeming the situation a "corruption of the legislative process," Sen. Mary Jo White, R-Venango, said, "It is not the Department of Education's job to determine education policy for the entire state."

Zahorchak said the $8 million included in this budget and $20 million next year for the contract are a fraction of the $10 billion the state spends on education. He said it is important to measure students' competency before they go out in the work force.

Committee Chair Jeffrey Piccola, R-Dauphin, supports the idea behind graduation tests but said he is disappointed by the Education Department's "absolutely miserable job" of communicating with the Legislature.

"You're asking us to kill a mosquito with a sledgehammer," Piccola said.

"You can use the sledgehammer, but its not me who will be punished by it," Zahorchak said. "It's generations of kids."

Michael Hauser, principal at Moon Area Senior High School, supports the idea behind the so-called Keystone exams but believes Rendell rushed the issue.

"Ultimately, having some type of standardized assessment of what kids are learning across the commonwealth is not a bad thing, but we need to move forward at a reasonable pace," Hauser said.

Erin Vecchio, a Democratic committeewoman and school board member with two children at Penn Hills High School, does not support the standardized exams. She fears the tests would cause teachers to change the way they teach students.

"It doesn't mean that anyone is going to be educated unless you're going to teach them the test," Vecchio said. "You're teaching the kids how to do the test instead of teaching them how to learn. What good does that do?"

Thank you Senator Orie for stepping up and getting this done.

Thanks for reading.

James

Keystone Exams 2.0

We've moved from GCA's over to Keystone Exams and now onto Keystone Exams 2.0. It looks like the Keystone Exams 2.0 is gathering the momentum it needs from various groups to possibly be the solution that is adopted by the state.

Below is an article from the Post-Gazette that outlines some of the changes from the GCA and the Keystone Exam 1.0 proposals:

Graduation tests gaining momentum

Monday, April 27, 2009

By Eleanor Chute, Pittsburgh Post-Gazette

In less than three months, the moratorium on changing state graduation requirements will be over, leaving the state board of education open to take the next step toward state-required exams for graduation.

The idea of graduation competency exams once was so controversial that more than 20 statewide organizations opposed it, about 200 school boards passed resolutions against it and state legislators blocked the state Board of Education from acting on changing graduation requirements.

Now even groups that opposed a graduation competency exam are lining up in favor of variations on the theme of state-created, end-of-course tests for high school students.

A key difference is how much the exams -- expected to cost millions of dollars to develop -- will count.

The latest proposal -- called Keystone Exams 2.0 -- was announced last week by the Coalition of Effective and Responsible Testing, a group of statewide organizations including the Pennsylvania State Education Association, the American Federation of Teachers in Pennsylvania and the Pennsylvania PTA.

In this proposal, school districts voluntarily would have their students take end-of-course tests, but the tests could count for no more than 20 percent of the grade.

If the federal government were to permit the state to use the tests for meeting the standards of No Child Left Behind, then current 11th-grade state tests would be discontinued and the end-of-course tests would become mandatory.

Joseph Torsella, chairman of the state board of education, expects the board to take up the issue as soon as the moratorium is lifted at the end of June. Its next meeting will be July 15 and 16 at the University of Pittsburgh.

Mr. Torsella called the latest proposal "a good contribution to the conversation" and said he will be meeting with its proponents this week to get more details.

It's too early to tell what the board will do, but Mr. Torsella said, "In the end, the board will be guided by what we think is going to be best for Pennsylvania graduates."

In a push for stronger graduation requirements, the state board of education nearly a year ago made an initial publication of regulations calling for students to pass six of 10 "graduation competency assessments" in math, language arts, social studies and science; the Pennsylvania System of School Assessment tests; Advanced Placement or International Baccalaureate exams; or a local assessment that independent evaluators certify is equivalent to the graduation competency assessments. It would start in the 2013-14 school year.

Last month, the state Department of Education and the Pennsylvania School Boards Association reached a compromise called Keystone Exams.

This plan would start a year later, aim to preserve local control and emphasize the exams would be voluntary. It also would split the cost of validating local assessments between the state and local districts, instead of putting the cost solely on the local districts.

With the addition of the Keystone Exams 2.0 proposal, Mr. Torsella said, "What's clear to me is that the conversation has really advanced and there's sort of a universal recognition that we are not doing right by our high school graduates, that there's a place for the new Keystones and that we ought to have meaningful accountability behind what we should be doing and what we should be expecting."

Last week, state Education Secretary Gerald Zahorchak said he appreciated the participation of the coalition but said he was worried that counting the tests for only 20 percent of the grade would remove the assurance that students have appropriate skills.

While he was "gratified" the latest plan includes Keystone Exams, Tim Allwein, PSBA assistant director of governmental and member relations, also questioned whether counting the exams for just 20 percent would offer the necessary assurance.

Sen. Jeffrey Piccola, R-Dauphin, chair of the Senate Education Committee, issued a statement calling the proposal "a step in the right direction" although he didn't "find the substance necessarily rigorous enough within this alternative proposal."

One of the early supporters of graduation competency exams, Joan Benso, president and CEO of Pennsylvania Partnerships for Children, said she, too, found it encouraging more groups are proposing final exams, but she worries their weight in the latest proposal "may not be high enough to have young people take them seriously."

PSEA treasurer Jerry Oleksiak said the latest proposal "provides for high-quality, end-of-course exams that will help children and will also help school districts that need to improve their local assessment systems. That's the best way to ensure a meaningful high school diploma."

Some local school board members wonder whether the Keystone Exams are necessary at all.

West Jefferson Hills school board member Shauna D'Alessandro views the latest proposal as a "step in the right direction" because it would replace tests, not add them.

However, she doesn't think the new tests are needed.

"We already know which students need help. We know that from the PSSA," she said, referring to the Pennsylvania System of School Assessment tests given in math, reading, writing and science in selected grades.

Nor does she think the state can afford the millions of dollars to pay for them. "The money could be used for initiatives to improve student achievement," she said.

Pine-Richland school board member Therese Dawson said the results of the current state tests could be used better.

"That's the launch point," she said. "We already have achievement benchmarks in place. We just need to use them."

Alan Lesgold, dean of the University of Pittsburgh School of Education, said the 20 percent figure might work as an "incremental approach" to measuring how well students do.

"The problem you've got is districts aren't doing as well as they might in getting kids educated well. If you suddenly implement high-stakes exams and kids can't graduate, you're penalizing the kids for the failures of the school system," Dr. Lesgold said.

Education writer Eleanor Chute can be reached at echute@post-gazette.com or 412-263-1955.

First published on April 27, 2009 at 12:00 am

I believe the 2.0 exams are a huge improvement from the original GCAs and the original Keystone Exams. These tests are voluntary and, if you do choose to employ them, would replace the 11th grade PSSA test. This means it would not be an additional achievement test, it would replace an existing one. Additionally, while counting for 20% of a final grade, it is not used as the only criteria to see if a student is ready to graduate.

I am not sure if the Pennsylvania Department of Education is going to let go of the idea of having a required high school exit exam. It is a way for them to better control the curriculum they think should be taught to our students. It will be up to our State legislature to determine what direction to take. I look forward to seeing what proposals are put up for our representatives.

Thanks for reading.

James