O.C. Above Average in High School Exam

By MARTHA GROVES and DANIEL YI

Oct. 4, 2001 12 AM PT

TIMES EDUCATION WRITERS

Orange County public school students fared better than those statewide on the state’s first high school exit exam.

However, many students in the county opted not to take the voluntary test, and results were much poorer among students who are still learning English.

Mostly ninth-graders took the exam this year, and statewide, nearly two-thirds of them failed. Sixty-four percent passed the language test and 44% passed math, but only 34% passed both--six percentage points below the state’s June prediction.

In Orange County, nearly 27,000 ninth-graders took the exit exams; 71% passed the language portion and 54% passed the math test. The county ranked 21st in math and 28th in language arts when compared to passing percentages in all 58 counties. How many students passed both tests was not specified.

Those results were far better than Los Angeles County’s, which ranked 57th in the percentage of ninth-graders who passed the language arts test: 55%. On the math section, L.A. County ranked 55th with 35% of students passing.

The Los Angeles Unified School District scores were among the lowest in its county, with 44% passing in language arts and 24% in math. Only 22% of students who took the exam passed both parts. In Ventura County, where about 62% of freshmen took the test, nearly three-quarters passed the language portion of the test and 53% passed the math.

Under a 1999 state law, students must pass the exit exam to receive a high school diploma, beginning with the class of 2004. California is one of about 30 states with such a requirement.

The high school exit exam, a key part of Gov. Gray Davis’ testing and accountability program, is intended eventually to become a component of California’s Academic Performance Index, which ranks schools statewide.

To pass the 6 1/2-hour test, students must score 60% on the reading portion and 55% on the math.

Last spring, about 370,000, or 79%, of the state’s ninth-graders took the exam. Freshmen who did not take the test or who failed it will be required to take it as 10th-graders next spring. Students who passed one or the other section will not have to take that portion again. Students will have several chances to pass the exam during their high school careers.

On Wednesday, Delaine Eastin, the state superintendent of public schools, offered reasons for the performance: “We must remember that this test is the toughest of its kind in the nation and that many of these freshmen had not yet taken the courses covered by the exam, such as algebra.”

But in some corners of the state, ninth-graders proved their proficiency at high-school subjects.

For example, in south Orange County, where students typically score well on standardized tests, Irvine and Laguna Beach stood out with more than 90% of students passing the English exam and about 80% passing the math test.

At Irvine’s Northwood High School, students were strongly encouraged to take the tests, said principal Tony Ferruzzo. The effort paid off. Nearly all of them passed: 96% in math, 97% in language.

Most of the ninth-graders in Irvine and Laguna Beach took the voluntary test, but participation varied widely across the county. Some districts blamed last-minute wrangling in Sacramento about whether this year’s test would count toward high school graduation.

Both at Saddleback Valley Unified and neighboring Capistrano Unified school districts, only about a quarter of ninth-graders took the tests. Those who did fared relatively well. In Capistrano, 62% passed both portions of the exam. In Saddleback, where the combined passing rate had not yet been calculated, 85% of students passed the math test and 93% passed the English portion.

Others in the county decided to play it safe and encouraged their students to take the test despite the uncertainty in Sacramento.

Nearly all of Garden Grove ninth-graders took the test, with 67% passing the language portion and 49% passing the math section.

Sims said the low percentage for math was partly attributable to algebra not being taught until 10th grade in most schools.

Sims said the district will introduce algebra as early as eighth grade to better prepare students for future exams. “The key is to continue to teach to the standards.”

But the reliance on standards worries some educators, especially those who must deal with large immigrant populations in their districts.

English learners, nonnative speakers still struggling with basic command of the language, fared worse than other students statewide.

In Orange County, English learners who took the test did poorly, with only 31% passing the language portion. They scored even worse in math, with 20% passing. Some fear many will not catch up by 2004 when passing the tests will be a graduation requirement.

“It is a major concern, there is no question about it,” said David Steinle, assistant superintendent at Anaheim Union High School District, where nearly a third of students are English learners.

Orange Unified Superintendent Barbara Van Otterloo said that students receiving special education also face challenges.

“Standards are important,” she said, “but we need some flexibility” on how they are applied.

Van Otterloo’s ninth-graders, most of whom took the test, scored at about the county average: 54% passed the math test and 77% passed the English language arts test. However, the numbers dropped drastically for English learners; 13% passed math and 32% passed language. Special education students scored 28% and 31% respectively.

Contributing to this report were Times staff writers Jessica Garrison in Orange County, Jenifer Ragland in Ventura County, Annette Kondo in the San Fernando Valley and Doug Smith in Los Angeles. Data analyst Sandra Poindexter also contributed.

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Test Questions

Ninth-grade students in public schools throughout the state took the California high school exit examination for the first time in spring 2001. The exam, voluntary this year only, covered two parts: English language arts and mathematics. Results for all districts and high schools in California are available on the Web at https://cahsee.cde.ca.gov. Here are some actual tasks and problems:

Word analysis, fluency, reading comprehension:

The following article provides information about a potentially fatal source of food that koalas were given in zoos. Read the article and answer the questions.

Deadly Leaves

Koalas, native to the Australian wilds, initially proved difficult to keep alive in zoos. Because koalas eat nothing but the leaves of the eucalyptus tree, zoos provided them with an unlimited supply of eucalyptus leaves. One zoo even planted eucalyptus trees in a special grove to ensure that the koalas had a continual supply of fresh leaves. However, koalas kept in captivity always died within a year of their arrival at the zoo.

Eventually it was discovered that eucalyptus trees that are less than five years old sometimes generate hydrocyanic acid in their leaves. Taking in small quantities of this acid is fatal to the koala. In their natural habitat, the koalas’ senses tell them which eucalyptus trees have dangerous leaves, and they simply move on to other trees until they find leaves that are safe to eat. But in captivity, when their keepers unknowingly were giving them leaves contaminated with acid, the koalas were left with only two options: eat the poisonous leaves or starve. Either option was fatal to the trapped koalas.

Fortunately, today’s zoos use special tests to distinguish between poisonous eucalyptus leaves and safe ones, and now koalas are eating well and thriving in zoos.

1. What does the word contaminated mean in the following phrase?

But in captivity, when their keepers unknowingly were giving them leaves contaminated with acid, the koalas were left with only two options: eat the poisonous leaves or starve.

A. carried with

B. polished with

C. poisoned with

D. grown from

2. What is the purpose of this article?

A. to inform

B. to persuade

C. to entertain

D. to express opinion

3. What tone does the author establish in the article?

A. critical

B. hopeful

C. straightforward

D. humorous

Writing applications:

In this essay about hummingbirds, the author describes many of the bird’s characteristics. In each paragraph, she supports the purpose of her essay. What is the author’s purpose for writing this essay about hummingbirds? What details does she give to support her purpose?

Write an essay in which you discuss the author’s purpose for writing this essay on hummingbirds. What details and examples does she use to support the purpose of her essay?

Your response will be scored in two ways. One score will be given for how well you understand the selection and for the completeness of your response. A second score will be given for the overall quality of your writing.

The following checklist will help you do your best work. Make sure you:

* Read the selection and the description of the task carefully.

* Use specific details and examples from the reading selection to demonstrate your understanding of the selection’s main ideas and the author’s purpose.

* Organize your writing with a strong introduction, body and conclusion.

* Choose specific words that are appropriate for your audience and purpose.

* Vary your sentences to make your writing interesting to read.

* Use an appropriate tone and voice.

* Check for mistakes in grammar, spelling, punctuation and sentence formation.

Written English language conventions:

For the following questions, choose the answer that is the most effective substitute for each underlined part of the sentence. If no substitution is necessary, choose “Leave as is.”

4. When Tom arrived at school he was carrying all his books with him.

A. arrived at school, he

B. arrived, at school he

C. arrived at school he,

D. Leave as is.

5. A dog bit Tom’s ankle while riding a bicycle.

A. Riding a bicycle, a dog bit Tom’s ankle.

B. While riding a bicycle, a dog bit Tom’s ankle.

C. While Tom was riding a bicycle, a dog bit his ankle.

D. Leave as is.

6. After, the volcano erupted, the tiny tropical island was quiet and devastated.

A. After the volcano erupted, the

B. After the volcano erupted the

C. After the volcano erupts, the

D. Leave as is.

For question 7, choose the word or phrase that best completes the sentence.

7. “We should -------------- without the captain,” the coach said impatiently.

A. proceeds

B. precede

C. precedent

D. proceed

Number sense:

8. Which of the following numerical expressions results in a negative number?

A. (-7) + (-3)

B. (-3) + (7)

C. (3) + (7)

D. (3) + (-7) + (11)

Number sense:

9. A pair of jeans regularly sells for $24. They are on sale for 25% off. What is the sale price of the jeans?

A. $6

B. $18

C. $20

D. $30

Statistics, data analysis and probability:

10. The chart below shows the mathematics test scores of three students.

*--*

Mathematics Test Scores Test 1 Test 2 Test 3 Test 4 Parisa 7 8 10 6 Hector 6 7 9 10 Charles 8 10 10 9

*--*

What is Hector’s mean score?

A. 6

B. 7

C. 8

D. 9

Algebra:

11. Which of the following is equivalent to the equation at right? 20/x = 4/(x-5)

A. x(x-5) = 80

B. 20(x-5) = 4x

C. 20x = 4(x-5)

D. 24 = x + (x-5)

Measurement and geometry:

[triangle graphic: base = 15; height = 8; one side = 11; base/height angle is a right angle)

12. What is the area of the triangle shown above?

(A= 1/2 bh)

A. 44 square units

B. 60 square units

C. 88 square units

D. 120 square units

Answers: 1. C; 2. A; 3. C; 4. A; 5. C; 6. A; 7. D; 8. A; 9. B; 10. C; 11. B; 12. B

(BEGIN TEXT OF INFOBOX / INFOGRAPHIC)

Reading the Results

California has a new test with extremely high stakes for students: the high school exit exam. Beginning with the class of 2004, this year’s sophomores, students will be required to pass the exam to get a diploma.

Most of the class of 2004 took the state’s new graduation exam voluntarily for the first time last spring. About 370,000 students, or 79% of the ninth-grade class, took it in March and May.

Students must pass both parts of the test: English language arts and math. Any student who passes one or the other portion need not take that section again. To pass, students have to get 60% of the items correct on the English language arts test and 55% correct on the math. Students will have several chances during their high school years to pass the exam.

The English language arts part included 82 multiple-choice items and two writing tasks. The mathematics section, which included 10 basic algebra problems, contained 80 multiple-choice items. All questions reflected content in the statewide standards.

How to read these tables

* Find the school district.

* Search for the campus. Schools within a district are listed in alphabetical order.

* For each school, the table first lists the percentage of students taking the test who passed the math portion.

* Next comes the percentage who passed the English language arts test.

* The next two columns indicate the percentage of girls who passed the math and English language arts sections.

* The final two columns indicate the percentage of boys who passed the math and English language arts sections.

The percentage of those tested varied widely from school to school and district to district, making comparisons among districts difficult.

Results for all districts and high schools in California are available on the Web at:

https://cahsee.cde.ca.gov.

California