High School Equivalency Test Selection DRAFT Process

2017 Session Law

Minnesota Statutes 2016, section 124D.549, is amended to read:

124D.549 GENERAL EDUCATION DEVELOPMENT (GED) TESTS RULES; COMMISSIONER COMMISSIONER-SELECTED HIGH SCHOOL EQUIVALENCY TEST.

The commissioner may amend rules to reflect changes in the national minimum standard score for passing the general education development (GED) tests, in consultation with adult basic education stakeholders, must select a high school equivalency test. The commissioner may issue a high school equivalency diploma to a Minnesota resident 19 years of age or older who has not earned a high school diploma, who has not previously been issued a general education development (GED) certification, and who has exceeded or achieved a minimum passing score on the equivalency test established by the publisher. The commissioner of education may waive the minimum age requirement if supportive evidence is provided by an employer or a recognized education or rehabilitation provider.

Considerations and Rationale

The process in statute would require implementation of an official procurement process through the Minnesota Department of Education and Minnesota Department of Administration.The statute requires consultation with ABE stakeholders, yet no convening, curriculum, training, or staffing costs have been allocated to pay for these transitions or this work.

In order to approve an assessment for state-issued diploma purposes, several criteria need to be considered:

  • Academic Content Standards Alignment: Approved test(s) must be content standards aligned (Adult Basic Education (ABE) and K-12 Academic) to ensure equivalency to K-12 diploma.
  • Test Center Infrastructure: Since the Minnesota Department of Education does not have infrastructure or resources to create and sustain testing centers, the vendor must have the capacity to establish, maintain, and help monitor testing centers with approval from the Minnesota Department of Education (also see Transferability and Access below).
  • Credentialing System Ability: As clientele expect and/or would like immediate credentials and as some vendors are able to provide smart online credentials, approved test vendor(s) should be able to provide instant official credentials to graduates, especially for employment and postsecondary verification purposes.
  • Ability to Receive Data for Diplomas and Transcripts: The state maintains a database of graduates for the test-based secondary credentials as a permanent record. Any approved test vendor must be able to send daily data of graduates and test takers to the Minnesota Department of Education.
  • Transferability and Access: Currently, the Minnesota Department of Education does not have the authority to authorize testing centers or require that locations offer tests, meaning testing centers need to be vendor-certified and local programs have to opt in to become a testing center. Adults seeking test-based secondary credentials move around the state, so the same tests should be reasonably available across Minnesota.
  • Professional Development Plan: Any approved test vendor must be able to provide a plan to support local adult education providers with training, including assessment overview information, testing logistics, and curriculum and instructional strategies.
  • Tester Subsidy Support: The Minnesota State Legislature has routinely allocated funds to subsidize high school equivalency testing. Any vendor must be able to incorporate allocated subsidies to decrease costs to testers as part of their contract with the Minnesota Department of Education and Minnesota Department of Administration.
  • Reputation, Relationships, and Success with Postsecondary Institutions and Employers: Many or most graduates of these tests need to be able to use the credential togain admission to and succeed in careers and postsecondary education, so the tests should align with requirements from, be trusted and understood by, and have a record of success with postsecondary institutions and employers.
  • Accommodations for Disabilities: Many adults seeking a test-based secondary credential have disabilities and need accommodations, so any approved test vendor needs to have clearly articulated accommodations and procedures for approval that meet the state’s accessibility requirements.
  • Test Price: Many testers live in poverty, so they need to be able to afford the test, either through subsidies and/or overall affordable test costs.In addition, adult education instructors and programs require training on the tests offered, which has local and statewide costs. Vendors need to clearly articulate the services provided with the price. Actual cost comparisons and considerations need to consider the services delivered and features across tests and vendors, including but not limited to registration, performance data analysis, administration, training and additional implementation and system maintenance expenses.

Proposed Process

Phase 1: Minnesota Department of Education Planning and Process Development

  • Minnesota Department of Education create a plan that includes discussion of test selection requirements and procurement process

Phase 2: Initial Overview and Recommendations for Criteria and RFP

  • Formation of stakeholderwork group
  • Include 4-8 members, primarily from Adult Basic Education programs along with leadership from the Minnesota Department of Education’s Adult Education Office.
  • Meetings will be in-person, 3-hour meetings and 30-90 minute webinars and/or conference calls.
  • Stakeholder Sessions
  • Overview of law and implication, charge to group, introduction and identification of factors for consideration (testing center set up and oversight, data flow and issuing diplomas)
  • Procurement Rules and Process
  • Discuss and evaluate scenarios: What does it mean to have either a single approved assessment versus multiple tests in a state?What happens to current Minnesota GED test takers and testing centers if the GED is not selected or approved? Under what authority does the Minnesota Department of Education need to oversee testing centers?
  • Discuss: What support is needed for ABE programs?
  • Content standards presentations
  • Set up phone discussions with other states on process used, effects, and implementation recommendations for selecting high school equivalency tests
  • Finalize recommended requirements and evaluation criteria for RFP, including one or multiple tests, how will other secondary credential options be considered, etc.

Phase 3: Request for Proposal (RFP) Process

  • Drafting: Finalize RFP criteria language
  • Posting: RFP available for public response
  • Evaluation: Proposals and evaluation forms are sent to evaluators
  • Selection: MDE selects test(s) to approve for high school equivalency purposes

Phase 4: Approval,Transition Planning, and Implementation

  • Stakeholder Session
  • Recommendations on planning implementation and transition to new testing system(s)
  • Identify support needed for local ABE programs
  • Create testing system infrastructure
  • Propose additional recommended legislative changes
  • New high school equivalency testing system operational
  • Develop plan on when and how this needs to be repeated (likely once every 5 years)

ABE Stakeholder Group Application

  • Basic Information: Name and ABE Program/Consortium (urban/rural balance)
  • Experience: Role and content expertise
  • Demographics: Race and ethnicity, disability status and other pertinent demographic information
  • Literacy Action Network affiliation (organization member, committee member, leadership role or none?)
  • Rationale for volunteering for stakeholder group

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