New: High School Placement Pilot and SB359 Compliance

MDTP has released assessments specifically designed for placement of incoming ninth graders and compliance with California Senate Bill 359 mandates. There are three tests available, free of charge, in either English or Spanish:

  • High School Assessment (HSA) for students currently in Math 8 and who are entering either Algebra 1 or Integrated Math 1
  • Geometry Placement Test (GP) for students currently in Algebra 1
  • Integrated Second Year Placement Test (ISP) for students currently in Integrated Math 1

Unlike MDTP diagnostic tests, these are high stakes tests and will not be released for review.  Moreover, to enable better security, the test will only be offered on the new MDTP online testing platform.  (For placement into courses other than Algebra 1, Geometry, Integrated Math 1 or Integrated Math 2, you may want to use our published diagnostic tests.)

This is a pilot program and the MDTP testing protocol calls for schools/districts to attend a virtual training (approximately 90 minutes); administer the placement test in late spring;  follow-up in the fall with administration of the appropriate course readiness test (as a placement checkpoint); complete a post placement survey in the fall; and a post course survey at the end of 9th grade.  (See below for further details *)

If you are interested in participating, please register here. For questions and more information, please contact the MDTP Director’s Office at mdtp@ucsd.edu.

———————————– * Placement Testing Protocol Details * ———————————-

  • Placement tests are only available on the free MDTP online testing platform
    • A pre-testing training is required prior to receiving access to the platform. This is a virtual training for teachers, proctors, and or administrators lasting up to 90 minutes.
  • Schools and districts will agree to administer the Placement Test(s) in late spring, prior to placing students as per SB-359 Sec. 2.7 (1):

“Systematically takes multiple objective academic measures of pupil performance into consideration. For purposes of this paragraph, “objective academic measures” means measures, such as statewide mathematics assessments, including interim and summative assessments authorized pursuant to Section 60640, placement tests that are aligned to state-adopted content standards in mathematics, classroom assignment and grades, and report cards.”

  • Schools and districts will agree to administer the course-appropriate readiness test in the fall, after students are placed into their courses,  as per SB-359 SB-359 Sec. 2.7 (2):

“Includes at least one placement checkpoint within the first month of the school year to ensure accurate placement and permit reevaluation of individual pupil progress.”

  • Schools and districts joining the placement pilot will agree to complete two surveys at the end the assessment cycle for a testing cohort:
    • Post Placement Testing Survey: will ask the following:
      • Describe how you used the placement tool to aid in placement decisions (such as but not limited to cut scores, topic scores, in combination with, etc.)
      • A breakdown of the total number of students and the total numbers for the courses they placed into (such as: 100 students took the GP with 80 students placed into Geometry and 20 students placed into Algebra 1)
    • Post Course Survey: will ask for a breakdown of grades at the end of each course (such as:  of the 80 students placed into Geometry, 20 = A, 20 = B, 20 = C, 10 = D, 10 = F)
    • The survey data is not student-specific, so identifiers are not needed but, the data is important for our ability to determine test reliability during pilot/field-testing.
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