California's Student Testing Program: STAR (continued)

By contrast, CAT/6 and SABE/2 are “norm-referenced” tests because students’ scores are based on how they compare to the scores of a national sample of students “norm”). The scores are reported as a national percentile rank. For example, a score at the 60th percentile means the student scored equal to or better than 60% of students in the national sample. A percentile rank of 50 places the student exactly in the middle of the sample.

How does STAR affect schools?

STAR results form the basis of the state’s public school ranking system and are used to determine whether are meeting student achievement goals. Schools are based on their Academic Performance Index (API) which is a composite number based on student scores CSTs and CAT/6. Results from the California High Exit Exam (which is not part of the STAR program) also included in the API score for high schools. Schools that are taking part in state intervention programs face sanctions, including the reorganization of the if their API scores do not improve.

In addition, the state is relying on STAR scores measure whether schools have shown “adequate progress,” which is required by the federal government under the No Child Left Behind Act (NCLB).

Poor student performance on STAR tests has also encouraged educators to change curricula, instructional materials, or teaching methods. For example, some schools have adopted schoolwide reading programs when tests showed that most students were not achieving at grade level in English language arts.

How does STAR affect students?

STAR results can supplement teachers’ own methods of measuring student achievement throughout the year and may reveal an individual student’s academic strengths and weaknesses. The state also requires school districts to include STAR results when developing criteria for promoting students to the next grade. Each district decides how the tests will be used.

In addition, students in grades 9–11 who perform well on CSTs in English language arts and math (Algebra I or higher) can earn scholarships for post-secondary education. If students score in the top 5% statewide or in the top 10% in their school, they receive $1,000 for each year of high scores ($3,000 maximum). In 2004, state policymakers will decide whether to continue this program.

Why do grades and STAR results sometimes tell different stories?

In the fall, parents and teachers can use STAR results along with other information from the previous year to develop an academic plan to help students in areas where they are struggling. STAR results typically reflect grades: students who score well on STAR also earn good grades and vice versa. But there can be a mismatch. Sometimes test questions are not well designed, and some students suffer from test anxiety that can affect their performance. Students who are not fluent in English may not be able to read the questions and therefore cannot demonstrate their knowledge of a subject.

The STAR program also does not measure everything a student knows or can do, and report cards often reflect more than academic achievement. Teachers typically consider a wide range of factors for final grades (such as effort, leadership, and creativity) and rely on a variety of tools for measuring these factors (such as classroom tests, class participation, and student work samples). In addition, some teachers may put less weight on students’ academic mastery or may—by choice or unwittingly—be teaching subject matter that is not based on state standards.