Bill would let SAT replace standardized tests in schools

The SAT may be an important hurdle in the college admissions process, but until recently it was one that many students in the Long Beach Unified School District weren’t clearing.

Less than half of 11th-graders in the district were even attempting the test. Registration fees, at $60 for the full test including essay, posed a challenge for some families in a district where more than two-thirds of students qualify for free or reduced-price lunch. Other students just didn’t see themselves as college material.

Then three years ago, the district began offering the SAT for free during the school day. The move boosted the SAT-taking rate to almost 100 percent and, district officials say, created a more college-oriented culture among students.

Now a Long Beach legislator is trying to make it easier for other California districts to follow the city’s lead. AB1951, sponsored by Assemblyman Patrick O’Donnell, D-Long Beach, would allow local school boards to replace the standardized tests typically given in students’ junior year with a nationally recognized college

entrance exam like the SAT or ACT.

“This bill is about equity and opportunity for high school students,” said O’Donnell, a former classroom teacher who chairs the Assembly’s Education Committee. “It’s also about local control. It lets districts decide the best assessment for students.”

Students from lowincome families can now take the SAT or ACT free of charge, but must obtain fee waivers from their schools. Attending a school that doesn’t offer the test could mean traveling to an unfamiliar neighborhood on a Saturday to take it. While those barriers might seem small, backers of the proposal say they can add up for some students.

The bill would let school districts use the funds they already spend on standardized testing to subsidize college entrance exams, as long as they offer them free to all students and make accommodations for English language learners and students with disabilities.

Long Beach Unified covers the cost for students to take the practice PSAT in grades eight through 10 and connects students who register for the SAT to online tutorials. The district also provides free SAT prep sessions on Saturdays — an extra edge that historically has been available only to students from wealthier families.

“The whole idea that you can diagnose strengths and areas where improvement is needed, and make better use of time and resources, is a game changer,” said district spokesman Chris Eftychiou. “And it’s especially a game changer when parents who might be working two or three jobs to put food on the table don’t have to pay for these services.”

Long Beach Unified has tried once before to exempt itself from giving the Smarter Balanced tests the state currently requires for all 11th-graders. Those customized, computer-based tests were adopted in 2015 to align with the state’s Common Core educational standards in math and English.

In a letter to the state Board of Education last year, Long Beach Superintendent Christopher Steinhauser asked for “relief from unnecessary, duplicative testing.” The SAT, he argued, was far more relevant to college admissions.

State Superintendent of Public Instruction Tom Torlakson and board President Michael Kirst disagreed. The SAT had not been reviewed to ensure it reflected Common Core standards, they wrote in a response. It “is not designed to measure the lower end of the spectrum well” and could disadvantage English language learners and students with disabilities. Request denied.

Torlakson hasn’t yet taken a formal position on AB1951, but said in a statement to CALmatters that “further research is needed, as these tests were not designed for this purpose.”

More than 30 districts in California will give the SAT for free during the school day this year. That’s up from four in 2015. Those districts could opt out of Smarter Balanced testing in 11th grade if the bill is signed into law. Some districts have come out in support of the bill, including San Jose Unified.

One question the state would need to answer: At a time when school accountability has become an obsession, how would it compare student performance among districts that choose the SAT or ACT, and those that stick with Smarter Balanced?

“From a parent perspective, having my daughters take multiple tests creates a disconnect and is inefficient,” said Samantha Dobbins Tran, senior managing director for education at Children Now, an advocacy group that has supported the Common Core standards. “Do you create a context where we don’t have the data for accountability purposes? That’s going to lead to huge concerns from an equity perspective.”

A growing number of states require the SAT or ACT for high school graduation. Under the federal Every Student Succeeds Act, some of those states have received permission to forgo other standardized tests in favor of the college entrance exams.

Those changes came amid a push to expand college entrance testing on the part of the College Board, the powerful nonprofit organization that administers both the SAT and Advanced Placement exams. The College Board earned $916 million in revenue in 2015 and spent nearly $130,000 lobbying California legislators last year.

It’s been criticized for taking advantage of its market position to charge students fees for everything from late registrations to sending score reports to colleges. But it’s also taken steps to make the tests more affordable, allowing low-income students to send unlimited score reports to schools for free starting this year.

Joshua Hyman, a researcher at the University of Connecticut, studied the effects of mandatory ACT tests in Michigan’s public high schools and found that the policy led to many more low-income students not only taking the test, but performing well.

“There’s a hidden group of high-achieving students that don’t even get to the point of taking these exams,” Hyman said.

Before the change, for every 10 low-income Michigan students who scored high enough to get into a selective four-year college, there were another five who would have done well but didn’t take the exam. Afterward, Hyman found, the state saw a small bump in the number of disadvantaged students attending college.