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Vice Principal Randy Raid,
Grossmont Union High School District Alternative Education Programs, CA
(full text)
The school population of 400, comprised of at-risk (8% of the school population is second-language) learners, began using eTAP to prepare their at-risk and second-language learners for the 2006-07 California High School Exit Exam (CAHSEE). The results were extremely positive. For the 2007 testing year, the pass rate for the eTAP preparation class was 86%. The pass rate for the whole school was 46%. In the 2006 testing year, the pass rate for the whole student population attempting the CAHSEE was only 30%. One reason the pass rate went from 30% to 46%, according to Vice Principal Randy Reid, was because of the eTAP preparation class. “Their pass rate was so high it pulled up the rate for the entire school,” says Mr. Reid.
Bill Pray, Del Rey Continuation High School, Los Angeles
"The most daunting hurdle for high school students is the CAHSEE (High School Exit Exam). This is particularly true in a continuation high school. As the math and science teacher at Del Rey Continuation School in West Los Angeles I have found that the eTAP program is invaluable. The students can operate eTAP with a minimum of instruction and supervision. The eTAP program is thorough and quick with feedback. With this program I have increased my CAHSEE success rate 50% first time pass.”
Teacher, Independent Study & Classroom Instruction El Centro, CA
“This is a great website and gives a lot of information. I was amazed at the printer-friendly versions. I have visited other websites with Lesson Unit plans and helpers for the classroom but I've never seen something as complete.”
Teacher, High School, Oceanside, CA
"eTAP has provided me with excellent supplemental materials for the science and math courses that I teach. I also use eTAP as a tutorial for students by distributing the URL at the start of a semester and recommending students to access this site if they have trouble understanding certain concepts. I appreciate your services.”
Teacher, Independent Study, Brisbane, AU
“Fantastic site. Very informative and user friendly. Definitely one of the best sites I've found in two years of searching. Keep up the good work.”
Teacher , K-12, Independent Study, Dunedin, FL
“I am responsible for the curriculum at Anchor Academy. I will recommend this site for students who may need refresher or remedial help.”
Teacher, Grade 4th, Classroom Instruction Cordova, SC
“Great place for my students to study and learn.”
eTAP and Preparation for the California High School Exit Exam: Efficacy in Grossmont Union High School District Alternative Education Programs
Introduction
The Grossmont Union High School District (GUHSD) has an Alternative Education Program (AEP) that addresses special educational needs to a large student population. This research focused on one school within the four possible schools that are in the Alternative Education Program in GUHSD. The mission of this school, Chaparral High School, is to
“…provide students a safe, nurturing, and positive environment with committed teachers who use the California Content Standards and modern Technology to provide individualized learning opportunities that promote life-long learning, career opportunities, high expectations, and productive, positive citizens who give back to their communities.” ( http://chaparral.guhsd.net/)
The school population of 400, comprised of at-risk (8% of the school population is second-language) learners, began using eTAP to prepare their at-risk and second-language learners for the 2006-07 California High School Exit Exam (CAHSEE). The results were extremely positive. For the 2007 testing year, the pass rate for the eTAP preparation class was 86%. The pass rate for the whole school was 46%. In the 2006 testing year, the pass rate for the whole student population attempting the CAHSEE was only 30%. One reason the pass rate went from 30% to 46%, according to Vice Principal Randy Reid, was because of the eTAP preparation class. “Their pass rate was so high it pulled up the rate for the entire school,” says Mr. Reid.
Preparation Class Composition
The preparation class for the CAHSEE at Chaparral High School started as a small pilot program. It included 14 students. The grade level and educational backgrounds of the students are not disclosed. Also, many of the students are late transfers from non-AEP schools within the same district. There is usually an influx of at-risk learners from the non-AEP to AEP schools very close to CASHEE test dates. Although the number of days the students used eTAP to prepare for the CAHSEE ranged from lowest number, 9, and highest number, 95, the average number of preparation days for this class was 46.
The preparation class focused on the mathematical portion of the CAHSEE. Language Arts was not assessed in this pilot program. The students were given a pre-test (EEMAP or Algebra). The students were assigned to the eTAP pilot program based on their pre-test assessments (failing).
Program Goal
The goal of the eTAP pilot program was to provide the student with a CAHSEE-specific study matrix, have the student work through the matrix, and then take the CASHEE. The study matrix is a table accessible on eTAP’s High School Test preparation site (http://www.etap.org) (Diagram a):
Diagram a
Students use the Pre-Test column to assess their knowledge of the CAHSEE Topic (column 2). Based on the score of the pre-test, students then use the center columns (eTAP Lessons/Outside Links/Discovery Education Videos/California Streaming Videos) to learn about that topic. In the example above, the student takes a five- to ten-question pre-test. The test is scored immediately. If students score a passing grade (most use 80% as the remediation threshold) they take the next pre-test, rather than moving across the table to the post-test. If the student scores below 80% on the pre-test, they use the materials offered in the center columns, then take the post-test. The post-test assesses whether the student can then move to the topic in the next row, or review he materials again.
Using this matrix, students learn what topics and questions to expect on the CAHSEE.
Results of the Program
Out of the 14 students in the pilot program, 12 received a passing score (350 or better) on the Mathematic s portion of the CAHSEE, or 86% of the at-risk and second language eTAP users passed the Mathematics portion of the CAHSEE on their first try (Diagram b).
Conclusion
Based on the passing scores, the scores equal to or above the passing mark range from 0 (score of exactly 350) to 56 points above passing. The average is 8.5 points above passing.
Although the two failing scores are disappointing, if one looks at the failing pre-test point total, and the final CAHSEE point total, the amount of improvement is marked. One student’s score improved 18 points, while the second student’s score improved 10 points after using eTAP.
Based on the results of the Chaparral High School pilot program using eTAP’s CAHSEE preparation matrix, one can see that at-risk and second language users benefit by being able to pass the CAHSEE, thus ensuring graduation. From there, the student is able to realize the potential to receive a higher education.
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