What Your Child Will Learn In American Government A State Assessed Course Family Guide 2009 2010 The purpose of this document is to give families an overview of the student learning experiences in this high school course.
FAMILY GUIDE & THE MARYLAND HIGH SCHOOL ASSESSMENTS This Family Guide addresses one of four courses English, algebra/data analysis, American government or biology that are associated with the Maryland State Department of Education s (MSDE) High School Assessments (HSA). The HSAs are challenging tests that students in the graduating class of 2009 and after must pass* to earn a Maryland high school diploma. The tests ensure that graduates have mastered the basic skills they need to succeed in life after high school. The HSAs measure student achievement of the state s Core Learning Goals (CLG), which are identified by MSDE as the skills and knowledge necessary to show understanding of each course s content and which are embedded in the Baltimore City Schools curriculum. Students in graduating classes prior to 2009 do not have to pass the HSA; however, they must take them to graduate. *To receive the Maryland High School Diploma, students in the class of 2009 and after will either: OR Take and pass all four HSAs (English, algebra/data analysis, American government and biology). A state-approved option allows a student to substitute one or more approved assessments, such as the Advanced Placement Test, in the same subjects. Take all four HSAs and earn a combined score of 1602. If you have questions about the assessments, please contact your child s guidance counselor or principal.
FREQUENTLY ASKED QUESTIONS REGARDING THE HSA Do middle school students taking high school level courses take the HSA? Middle school students taking high school level courses must take the appropriate High School Assessment. All middle school students are required to pass any HSA they complete in middle school. Students who take and pass an HSA in middle school will have those scores count toward their graduation requirements. Are English language learners required to take the HSA? Maryland, like other states, gauges students progress in acquiring English fluency throughout their education. Schools enroll English Language Learners (ELL) in credit-bearing courses when it is determined they can be successful in them. ELL students will take the HSA when they are enrolled in the appropriate course. How does Baltimore City s instructional program prepare my child for the HSA? All tested courses have the state s Core Learning Goals embedded within Baltimore City Public Schools curriculum. The Baltimore City curricula extend the Core Learning Goals to content that is beyond the core; however, all content needed for the HSA is contained within the essential curriculum. Similarly, Baltimore City has designed quarterly benchmark assessments that mimic the HSA, and these assessments are administered to students as part of the instructional program for that course. What accommodations are used for students in Special Education? Any accommodation provided in daily instruction and on classroom assessments, as documented in the student s IEP, must also be provided on the HSA. Maryland has developed modified HSAs which are based on the same content as the HSAs, but which have an alternative question format. These assessments may be the most appropriate assessments for a small percentage of students with IEPs. To find out whether your child is eligible to take the Mod-HSAs, contact his or her IEP team. Do other students qualify for accommodations? Maryland allows testing accommodations for students who need them. The accommodation(s) must be documented in the student s IEP, 504 plan, or ELL plan. When will my child take the HSA? Students will take the HSA at the end of designated courses. Students in assessed courses take quarterly benchmark assessments that help prepare them for the HSA. What is the passing score on the HSA? The passing score for algebra/data analysis is 412, for government 394, for biology 400, and for English 396. How will parents receive test results? Parents will receive their child s test score report from the Baltimore City Public Schools approximately 10 weeks after the tests are administered. If additional information is requested, the parent can contact the school or the school system s accountability coordinator. If students fail an assessment, will they be able to retake it during the school year to ensure they graduate on time? Most students take the HSA either in ninth or tenth grade; thus they will have several chances to receive extra help and retake any failed tests before graduation. Students needing to retake tests can do so during annual administrations in January, May, summer, and October. In April there is a special administration just for seniors. Students may retake failed tests as many times as they need to pass. Instructional assistance is provided until a student achieves a passing score. When is mandatory assistance provided? Schools will provide appropriate assistance to students who fail an assessment. Students can retake an assessment only after they complete an intervention program. Can a student take an HSA multiple times to raise a score? Yes, but no additional instructional assistance is provided if the student has passed the test. The highest score of multiple attempts counts toward the student s combined score. What are alternative ways to meet the High School Assessment graduation requirements? Within Baltimore City Public Schools, students have the following alternatives to passing the HSAs: Advanced Placement (AP) test substitution allows students to use an approved score on the HSA-related AP test in place of taking the HSA. The Combined-Score Option allows students to offset a lower performance on one test with higher performance on another. If students do not pass all four tests, they may satisfy the HSA requirement using the Combined Score option. The combined total of all four tests must be at least 1602. Modified HSAs with altered test items are available for a small portion of students with disabilities. The Bridge Plan for Academic Validation for students who have been unable to pass one or more HSAs, despite assistance. Students must meet three general eligibility criteria: taken and failed the test at least twice, participation in appropriate assistance, satisfactory progress toward graduation. Students eligible for participation will meet with school staff to determine the projects to be included in the student s Academic Validation Project Package.
MARYLAND STATE DEPARTMENT OF EDUCATION ONLINE COURSES Online help is available now for High School Assessments The Maryland State Department of Education has created free, online courses to help your child on the HSA. The courses help your child learn HSA-tested material and practice answering questions similar to those on the HSA. To access the courses, follow the directions below: 1. Visit Desire2Learn http://msde.mdk12online.org 2. At the login screen, enter the following information: Username: online.course Password: parent 1. Log in to be at the my Home welcome page. In the center of the page is a navigation box titled My Maryland Courses. You may need to scroll down the page to see the box. 2. Under My Maryland Courses, see the available courses. If the available courses are not available, click the plus sign (+) next to the subheading titled Parent. 3. Click on the course. Once the course is chosen, see the course title (e.g., Algebra Data Analysis) at the top of the screen with a navigation bar below. 4. To access the course resources (overviews, modules, questions, and activities), click on Content on the navigation bar at the top of the page.
MARYLAND HIGH SCHOOL GRADUATION REQUIREMENTS CORE REQUIREMENTS Subject Area Current Specific Credit Requirements HSA Subject Area Fine Arts English 4 credits English Physical Education Mathematics Science Social Studies 3 credits, including: 1 credit in Algebra/Data Analysis 1 credit in geometry 3 credits, including: 1 credit in Biology 2 additional credits including laboratory experience, in any or all of the following areas: Earth Science Life Science Physical Science 3 credits 1 credit in U.S. History 1 credit in American Government 1 credit in World History Algebra/Data Analysis Biology American Government Health OTHER REQUIREMENTS Education World Languages or American Sign Language or Advanced or Career and Program Current Specific Credit Requirements 1 credit 1/2 credit 1/2 credit 1 credit 2 credits in World Languages or American Sign Language or 2 credits in Advanced or a state-approved Career and Program Fulfilling the HSA requirement is not the only criterion for graduation. As shown in the chart above, students must still complete all 21 state-specified credits and service-learning requirements, attend school for four years beyond eighth grade, and complete any local graduation requirements and attendance requirements.
AMERICAN GOVERNMENT COURSE DESCRIPTION The American Government course presents a comprehensive study of national, state and local government with additional focus on law, economics and contemporary issues in order to provide students with a sound foundation in the essential components of civic efficacy. Course content and skills are assessed through a wide range of evaluative measures including tests with objective and written responses, simulations, research or position papers, and class presentations. Students take mandatory local assessments in American Government each quarter. These tests are meant to replicate the content and format of the High School Assessments. Essential Curriculum for American Government Goal 1- Political Systems: The students will demonstrate an understanding of the historical development and current functions of government and politics in the United States. o The student will demonstrate understanding of the structure and functions of government and politics in the United States. o The student will analyze historic documents to determine the basic principles of United States government and apply them to realworld situations. o The student will evaluate how the principles of government assist or impede the functioning of government. o The student will evaluate roles and policies the government has assumed regarding public issues. o The student will explain roles and analyze strategies individuals or groups may use to initiate change in governmental policy and institutions. o The student will evaluate how the United States government has maintained a balance between protecting rights and maintaining order. o The student will analyze the impact of landmark Supreme Court decisions on governmental powers, rights, and responsibilities of citizens in our changing society. o The student will analyze legislation designed to protect the rights of individuals and groups and to promote equity in American society. o The student will evaluate the impact of governmental decisions and actions that have affected the rights of individuals and groups in American society and/or have affected maintaining order and/or safety. o The student will evaluate the principle of due process. o The student will analyze elements, proceedings, and decisions related to criminal and civil law. Goal 2-Peoples of the Nation and World: The student will demonstrate an understanding of the history, diversity, and commonality of the peoples of the nation and world, the reality of human interdependence, and the need for global cooperation, through a perspective that is both historical and multicultural. o The student will evaluate the interdependent relationship of United States politics and government to world affairs. - The student will analyze economic, political, social issues and their affect on foreign policies of the United States. - The student will evaluate the interdependent relationship of United States politics and government to world affairs. o The student will compare and evaluate the effectiveness of the United States system of government and various other political systems. - The student will analyze the advantages and disadvantages of various types of governments and various other political systems. Goal 3- Geography: The student will demonstrate an understanding of geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities throughout history. o The student will demonstrate an understanding of the relationship of cultural and physical geographic factors in the development of government policy. o The student will evaluate demographic factors related to political participation, public policy and government policies. o The student will evaluate the role of government in addressing land use and other environmental issues. o The student will analyze the roles and relationships of regions on the formation and implementation of government policy. Goal 4- Economics: The student will demonstrate an understanding of the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers. o The student will demonstrate an understanding of economic principles, institutions, and processes required to formulate government policy. o The student will evaluate how governments affect the answers to basic economic questions of what to produce, how to produce, and for whom to produce. o The student will utilize the principles of economic costs and benefits and opportunity cost to analyze the effectiveness of government policy in achieving socio-economic goals. o The student will examine regulatory agencies and their social, economic, and political impact on the country, a region, or on/within a state. o The student will evaluate the effectiveness of current monetary and fiscal policy on promoting full employment, price stability, and economic performance.
SAMPLE TEST QUESTIONS Sample Selected Responses What is the opportunity cost for state governments that spend state money during natural disasters? 1. Main highways between states may be blocked. 2. Prices for snow removal equipment may increase. 3. Other services offered by the states may have to be cut. 4. State governments may receive additional highway funds. In which of these cases did the U.S. Supreme Court interpret the necessary and proper clause of the United States Constitution? 1. Marbury vs. Madison 2. McCulloch vs. Maryland 3. Tinker vs. Des Moines School District 4. Brown vs Board of Education of Topeka Read the excerpt below. After [dividing] the several classes of power, as they may in their nature be legislative, executive, or judiciary, the next and most difficult task is to provide some practical security for each, against the invasion of the others. The Federalist, No. 48 Which of these principles of government is described in the excerpt? 1. due process. 2. popular sovereignty. 3. checks and balances. 4. representative democracy. In 1974, Congress passed a law that restricts financial institutions from considering factors such as race, religion, gender, or age when considering an applicant for credit. This law was most likely passed to 1. reduce the number of businesses offering financial loans. 2. protect groups of people from unfair business practices. 3. increase the length of time it takes to process credit applications. 4. prohibit businesses from verifying financial information. Which of these best explains why local governments create zoning laws? 1. to require builders to pursue creative designs. 2. to increase the number of jobs in a community. 3. to encourage businesses and citizens to recycle more goods. 4. to control the use of buildings and land within a community.
WHAT CAN YOU DO TO HELP? Your involvement in your child s educational development is very important for academic achievement. Tests represent only ONE aspect of your child s development. Awareness, support and praise of your child s accomplishments in all academic areas are extremely helpful. General Test-Taking Tips for Parents Your child should: Get a good night s sleep the night before a test. Eat breakfast the morning of a test. Have a happy morning - avoid family conflict. Practice at home with timed activities - doing homework, playing a game, doing a chore. Arrive at school on time in order to relax prior to testing time. Encouraging Achievement Set high expectations for your child. Make it clear that school is your child s first priority. Provide a quiet place for your child to study. Help your child with homework. Show interest in your child s schoolwork. Limit the amount of TV your child watches. Encourage your child to take challenging courses. Taking The Test Encourage your child to: Stay positive. Think of the experience as a challenge. Read directions carefully. Look at the wording of the question to determine what is being asked and to find key words. Attempt every question - do not give up. Go back and check work. Write in complete sentences and be detailed when explaining thinking. Answer each part of every question fully. For more information: www.marylandpublicschools.org/msde This is the homepage for the Maryland State Department of Education. Click on Parents to find information on helping your child. www.mdk12.org The School Improvement in Maryland web site contains practical information and tools to help educators and parents better understand state tests. Here you can find background information about the HSA and the Maryland School Assessments. www.hsaexam.org The High School Assessment web site contains information on the specific High School Assessments, how students are assessed, and examples and sample tests in algebra/data analysis, biology, English, and American government. www.mdreportcard.org This site is the online version of the Maryland School Performance Report, including scores on state tests.