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Department staff recommend higher math and reading cut scores; propose phased, multi‑year implementation
Summary
After a standard‑setting process using the ID‑matching method, department assessment staff presented recommended cut scores that raise proficiency expectations in math and English/language arts and proposed phased implementation (four‑ or five‑year models) that add an 'approaching' category to recognize progress.
Department assessment staff told the board they completed a standard‑setting process in June 2025 using an ID‑matching methodology and are recommending higher proficiency cut scores for mathematics and English/language arts to align assessments with revised state standards.
Jason Ellis, director of assessment, described the process that produced the recommendations: the ID‑matching standard setting included a large set of educator and community participants who reviewed ordered item books and participated in three rounds of judgments, followed by vertical articulation across grade levels. Ellis said the department…
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