(1)(a) In consultation with the state board of education, the superintendent of public instruction shall develop statewide end-of-course assessments for high school mathematics that measure student achievement of the state mathematics standards. The superintendent shall take steps to ensure that the language of the assessments is responsive to a diverse student population. The assessments shall be implemented statewide in the 2010-11 school year.

(b) The superintendent shall develop end-of-course assessments for the first year of high school mathematics that include the standards common to algebra I and integrated mathematics I and for the second year of high school mathematics that include the standards common to geometry and integrated mathematics II. The assessments under this subsection (1)(b) shall be used to demonstrate that a student meets the state standard on the mathematics content area of the high school statewide student assessment for purposes of RCW

28A.655.061.

(c) The superintendent of public instruction shall also develop subtests for the end-of-course assessments that measure standards for the first two years of high school mathematics that are unique to algebra I, integrated mathematics I, geometry, and integrated mathematics II. The results of the subtests shall be reported at the student, teacher, school, and district level.

(2) All of the objective alternative assessments available to students under RCW

28A.655.061 and

28A.655.065 shall be available to any student who has taken an end-of-course assessment once but does not meet the state mathematics standard on an end-of-course assessment.

(3) The superintendent of public instruction shall report at least annually or more often if necessary to keep the education committees of the legislature informed on each step of the development and implementation process under this section.

NOTES:

Findings—Intent—2013 2nd sp.s. c 22: See note following RCW

28A.655.061.

Findings—Intent—2011 c 25: "The legislature finds that acquiring mathematical skills and knowledge is critical for the future financial and personal success of public school graduates. However, the legislature finds that requiring students in the classes of 2013 and 2014 to meet the standards on two high school mathematics end-of-course assessments to graduate would not be fair to students or a valid use of the new end-of-course assessments. Specifically, a majority of these students will have taken algebra I or integrated mathematics one or more years before taking the end-of-course assessments. In addition, teachers need more time to incorporate the new 2008 mathematics standards into their instruction to properly prepare students for the new assessment requirements. Instead, the legislature intends to provide a reasonable transition period and require students in the classes of 2013 and 2014 to meet the standard on only one assessment. Students in subsequent classes will be required to meet the standards on both assessments." [

2011 c 25 § 1.]

Findings—2008 c 163: "The legislature finds that, according to a recent report from a consultant retained by the state board of education, end-of-course assessments have certain advantages over comprehensive assessments such as the current form of the Washington assessment of student learning, and in most other areas end-of-course assessments are comparable to comprehensive assessments in meeting public policy objectives for a statewide assessment system. The legislature further finds that because the state's assessment contract will be renegotiated before the end of 2008, the 2008 legislature has an opportunity to provide policy direction in the design of the state assessment system and the design of the Washington assessment of student learning." [

2008 c 163 § 1.]