CALIFORNIA DEPARTMENT OF EDUCATION CALIFORNIA STATE BOARD OF EDUCATION TOM TORLAKSON, State Superintendent of Public Instruction 916-319-0800 1430 N Street Sacramento, CA 95814-5901 MICHAEL W. KIRST, President 916-319-0827 March 2, 2017 Janet Napolitano, President Office of the President University of California 1111 Franklin Street, 12th Floor Oakland, CA 94607 Dear President Napolitano: The State Board of Education (SBE) and the California Department of Education (CDE) appreciates our partnership with the University of California (UC) and the many good things we have been able to do together for California’s teachers and students. As we think ahead to the next steps to support student achievement, we are writing to urge you to integrate the Smarter Balanced assessments, which are an important tool for measuring college readiness, into the UC admission process. Students could submit Smarter Balanced scores in addition to or in lieu of the existing assessments that are accepted for determining admission. Smarter Balanced is a comprehensive assessment system that includes instructional and professional learning resources to help teachers assess student learning as part of daily instruction, as well as interim and summative tests. These tests are an integral part of the California Assessment of Student Performance and Progress (CAASPP) System. As you may know, the grade eleven Smarter Balanced assessment is used to measure student readiness for entry-level, credit-bearing college courses under the Early Assessment Program (EAP) managed by the California State University. Expanding the use of Smarter Balanced assessments to include UCs admission determinations would strengthen the coherence of our educational system, advance equity for key groups of students, and produce valuable efficiencies as described below: Coherence. By employing Smarter Balanced in the admission process, UCs will strengthen ties between its admission process and K-12 education, increasing the overall coherence of our K-16 educational system. Smarter Balanced was built to assess the content standards that also undergird the requirements for English and mathematics courses that satisfy the “a-g” subject requirements for freshman Janet Napolitano, President March 2, 2017 Page 2 admission. Further, UC faculty were actively engaged in designing and building the Smarter Balanced assessments to help ensure they measure the knowledge and skills essential to postsecondary readiness. The assessments feature performance tasks that require students to apply a variety of mathematical techniques to solve a real-world problem and to research and write persuasively about a significant topic, activities that mirror the work they will do as college students. The Smarter Balanced assessments are administered beginning in grade three and provide teachers and parents with a realistic annual check-up on students’ progress toward college readiness. The tests function as an early detection system that notifies students, teachers, and parents if students need additional support in particular areas in order to get back on track to be ready for college by the end of high school. We are confident that, over time, this early warning system will significantly increase the proportion of California students from diverse backgrounds who complete high school ready to succeed at UC. By using these assessments in the admission process, the UC would emphasize to students that attention to coursework is the essential ingredient for postsecondary success–not test-taking skill. Because students begin taking the Smarter Balanced assessments in grade three, it will be very familiar to them by the time they reach high school. Further, because the content of the test is tightly aligned to the state’s K-12 standards, there is no need for special “test prep” that can distract students from core academics and widen inequities between students who can and cannot afford supplemental classes. Equity. In addition to eliminating the need for costly test preparation, Smarter Balanced offers a wide array of features that enable all students to demonstrate their readiness for college. Taking advantage of the computer-based format, the assessments include sophisticated features built especially for English learners and students with disabilities based on the best research on how to meet the needs of these students. These features include built-in text and audio glossaries for the mathematics assessments in 10 languages and several dialects, all forms of widely used Braille in print and digital formats, and American Sign Language videos for listening questions. Further, the test is not timed, so students can take the time they need to write complete answers and fully demonstrate their knowledge and skills. No other test matches the accessibility features available through Smarter Balanced. Including this assessment in the admission process will allow students who are not well served by traditional admission tests to demonstrate their readiness for success at UC. Efficiency. Smarter Balanced offers a number of efficiencies. If students can submit Smarter Balanced scores in lieu of a traditional admission exam, both the cost to Janet Napolitano, President March 2, 2017 Page 3 students of applying to UC and the time spent testing would be reduced since the state of California already pays for all students to take Smarter Balanced assessment during the school day. The computer adaptive design of the Smarter Balanced assessment allows for greater depth and precision of measurement by eliminating questions that are either too easy or too difficult for a particular student. The computer adaptive design also virtually eliminates the test security concerns that plague traditional admission tests since each student receives a unique set of questions. We understand that the UC may need to conduct various studies before it is ready to begin use of Smarter Balanced assessment for admission determinations. We are ready to assist you as needed. Of course, our colleagues at the SBE and the CDE are also happy to answer any questions that you might have. We have done so much great work together on behalf of California’s students, and this would be another important next step along the path of our partnership. If you have any questions, please contact Keric Ashley, Deputy Superintendent, District, School, and Innovation Branch, by phone at 916-319-0637 or by e-mail at kashley@cde.ca.gov. Thank you for considering our request. Sincerely, Tom Torlakson State Superintendent of Public Instruction California Department of Education TT/MK:fl 2017-01540 cc: Dr. Aimée Dorr Provost and Executive Vice President Michael W. Kirst President California State Board of Education