September 12, 2005

High School Exit Exam results improve

The California High School Exit Exam, which was first introduced in 2003 under a hail of controversy, is administered to tenth grade students each year. According to the latest data, an estimated 88 percent of the class of 2006 has passed the English-language arts portion of the test and an estimated 88 percent has passed the math portion of the test. The class of 2006 was the first graduating class in the state required to pass the CAHSEE in order to receive a diploma.

The 2004-05 CAHSEE results look positive for California’s class of 2007. About three-fourths of participating tenth graders passed each part of the test: 75 percent in English-language arts and 74 percent in mathematics. These scores show students in the class of 2007 performing as well or better than the class of 2006.

The California High School Exit Exam is one of the cornerstones of the state’s accountability system,” State Superintendent Jack O’Connell said. “I knew that our students could rise to the challenge of higher expectations, and I am proud of the rate of student success thus far on the exam.”

The CAHSEE tests a student’s knowledge of California state content standards in English language arts and mathematics. High school students are given up to five additional opportunities to pass the exam and are supported with state-provided study guides.

Nearly all of the Campbell Union High School campuses mirrored the district-level achievement of 82 percent passing in English language arts and 83 percent passing in math.

According to CUHSD Director of Student Assessment Terry Peluso, the district’s steady growth is the result of many factors coming together rather than one specific program or idea. He stressed that while CUHSD is pleased with the strides made in recent years, there is more work to do. “We are certainly happy with our schools’ performance.

Our district is above the state average, as is the county. But we also see where our work needs to be done,” he continued. “Working with our disadvantaged sub-groups, bringing up those scores – this is the area that we need to focus on.”

Peluso outlined programs new for the 2005–2006 year that will promote communication between the parent/teacher communities and facilitate early intervention for the academically challenged students. “All campuses will be starting up chat rooms to offer the opportunity for open dialogue between parents and teachers about student progress,” explained Peluso.

Additionally, instructors will have access to ongoing diagnostic data that will allow them to identify and address challenge areas during the school year. In the past, diagnostic data analysis was done at the end of the year, with the results coming in during the summer, after the student was gone.

“Our schools work together to collaborate, our teachers work together, our principals work together, said Peluso. “We are in a great place in time, when real progress can be made.”