This paper examines the California High School Exit Examination (CAHSEE) as an assessment tool used to determine high school graduation eligibility in California. It describes the exam's two-part structure covering English-language arts and mathematics, its administration procedures, and the policy context created by the No Child Left Behind Act. The paper classifies the CAHSEE as a criterion-referenced, standardized achievement test and discusses concerns about assessment bias affecting minority students, English-language learners, and students with disabilities. It concludes by noting the consequences the exam carries for graduating seniors.
The assessment tool examined in this paper is the California High School Exit Examination (CAHSEE). All California high school seniors, other than those with disabilities, must pass this exit exam in order to receive a high school diploma. The test first made its debut in California high school classrooms in 2001 but did not become a mandatory requirement for graduation until 2006. It was developed in response to the push for standardized testing that emerged after high school graduates began exhibiting significant deficiencies in basic academic knowledge and skills.
Standardized testing has played an important role in school reform over the past several decades. This is due in large part to the passage of the No Child Left Behind Act (NCLBA) in 2002. The NCLBA significantly altered the focus of educational accountability. According to Cooper et al. (2004), "There has been a shift in the focus and emphasis of accountability systems, with more emphasis on measuring student performance and assigning responsibility for results" (p. 192).
The CAHSEE instrument is divided into two primary sections: English-language arts and mathematics. This structure is intended to evaluate both the analytical and creative abilities of test-takers. The English-language arts section focuses on both reading and writing. In reading, the exam covers "vocabulary, decoding, comprehension, and analysis of information and literary texts." In writing, the exam "covers writing strategies, applications, and the conventions of English (e.g., grammar, spelling, and punctuation)." The mathematics section focuses on "statistics, data analysis and probability, number sense, measurement and geometry, mathematical reasoning, and algebra. Students are also asked to demonstrate a strong foundation in computation and arithmetic, including working with decimals, fractions, and percents" ("Overview," 2011).
Although students are not required to pass the test until their senior year, California students actually take the CAHSEE every year beginning in 10th grade. According to the California Department of Education, "Students who do not pass one or both parts of the CAHSEE in grade ten may take the parts not passed up to two times per school year in grade eleven and up to five times per school year in grade twelve" ("Overview," 2011). Because it is a required exam, there are no fees to take it, and the tests are administered during regular school hours. "Approximately 630 local educational agencies (LEAs) administer the CAHSEE on testing dates designated by the State Superintendent of Public Instruction (SSPI)" ("California," 2011).
The CAHSEE is a criterion-referenced examination because it is designed to measure what students know, as opposed to how their knowledge compares with that of other students. According to the California Department of Education, the CAHSEE "is aligned to the California academic content standards in English-language arts and mathematics adopted by the State Board of Education" ("California," 2011). This alignment to fixed content standards — rather than to the performance of a peer group — is the defining characteristic of a criterion-referenced test.
"Exam measures learned skills, not potential"
"Objective, multiple-choice, electronically graded"
"Cultural and disability bias in standardized testing"
"Diploma vs. certificate consequences of results"
Always verify citation format against your institution’s current style guide requirements.