Article 3.5. California Mathematics Diagnostic Testing Program of California Education Code >> Division 8. >> Title 3. >> Part 55. >> Chapter 1. >> Article 3.5.

It is the intent of the Legislature in enacting this chapter to establish a program which will identify skills and knowledge necessary for success at various levels of college preparatory mathematics and to ensure that each public school pupil who can benefit from this program shall have access thereto. The program shall provide timely diagnostic assessments to both teachers and pupils indicating in which areas of mathematics pupils and classes are adequately prepared and in which areas further study is necessary.

The California Mathematics Diagnostic Testing Program is hereby established. The Trustees of the California State University shall administer the program and in so doing shall cooperate with the University of California, the California Community Colleges, and the State Department of Education.

The trustees shall do all of the following:
  (a) Develop assessment materials and diagnostic services which are designed to assess pupils' knowledge and skills in the area of mathematics and which are consistent with the Mathematics Framework for California Public Schools and the expectations of postsecondary education.
  (b) Make these materials and services available to mathematics faculty members of the public school system, who request them.
  (c) Provide opportunities for mathematics faculty of high schools operated by school districts throughout California, especially those at junior and senior high schools which have low student participation or achievement in postsecondary education, to work with postsecondary faculty to consider their pupils' diagnostic results.

In developing this system, the trustees shall ensure that the use of these assessment instruments and diagnostic services assist in all of the following:
  (a) Contributing to secondary school pupils' preparation for postsecondary education.
  (b) Reducing the demand for remedial programs in mathematics at the postsecondary level.
  (c) Complementing and supplementing other assessment efforts, including, but not limited to, the California Assessment Program, and the Golden State Examination, by making available to pupils, parents, faculty, and the advisory committee careful analyses of pupils' readiness for work in college preparatory mathematics.
  (d) Providing individual pupils with detailed information about their levels of preparedness in areas of mathematics needed for success in further college-preparatory or beginning level college mathematics.
  (e) Helping teachers and departments examine the effectiveness of existing courses in preparing pupils for further mathematics study.
  (f) Encouraging appropriate use of these instruments in schools with low student participation in postsecondary education.
  (g) Ensuring that public schools located in all areas of the state, including rural, urban, and suburban have access to program services.
  (h) Establishing networks between secondary and postsecondary mathematics faculty to address curricular issues, including but not limited to, mathematics prerequisites for success in college.

An intersegmental advisory committee is hereby established to make recommendations to the trustees regarding the policies, organization, and operations of the California Mathematics Diagnostic Testing Program, including, but not limited to, all of the following:
  (a) Developing a general policy for the diagnostic assessment of secondary pupils which is directly related to the skills and knowledge needed for success in college level mathematics and which is consistent with the Mathematics Framework for California Public Schools and the expectations of postsecondary education.
  (b) Developing criteria for determining program direction.
  (c) Developing criteria for program evaluation which shall include, but shall not be limited to, determining whether there is an increase in the number of students taking advanced college preparatory mathematics courses, and determining whether there is an improvement in California Assessment Program, Golden State Examination, and other assessment scores.
  (d) Developing criteria for ensuring that all public schools throughout the state have access to program services, and ensuring, as a primary objective, participation by those schools with low student enrollment in postsecondary education.
  (e) Identifying additional resources and efforts which promote the objectives of the program.

(a) The intersegmental advisory committee shall consist of the following members:
  (1) Two members, one of whom shall be a mathematics faculty member, appointed by each of the following:
  (A) The Chancellor of the California State University.
  (B) The President of the University of California, if he or she chooses to serve as a member.
  (C) The Chancellor of the California Community Colleges.
  (D) The Superintendent of Public Instruction.
  (2) One member appointed by each of the following:
  (A) The Chair of the Association of Independent California Colleges and Universities.
  (B) The Director of the California Postsecondary Education Commission.
  (C) The Chair of the California Academic Partnership Program Advisory Committee.
  (D) The Director of the California Mathematics Project.
  (b) The intersegmental advisory committee may recommend that the trustees increase its size by the appointment of public, corporate, or other members.

The Trustees of the California State University shall work with the University of California, the California Postsecondary Education Commission, and the advisory committee to develop a comprehensive program evaluation. This evaluation shall be conducted in 1993, and every three years thereafter to determine the success of the program.