Washington Assessment of Student Learning

About half of tenth graders did not pass the math section of the 2005-2006 WASL.[7] Scores also fell across the board in other grades, leading some to question whether there was a problem with the scoring since this change appeared in many unrelated schools and districts. The president of the Washington Education Association teachers' union pointed to the very high failure rate as being unacceptable, and a reason to drop the WASL requirement for graduation.[8] Superintendent Terry Bergeson responded by saying "It would be a mistake to turn back on the commitment to graduate all students at a high standard."

A September 2006 investigation by the Snohomish County Journal found that the WASL was based on work by Robert Carkhuff, a self-published Washington OSPI contractor. He has had a decades-long professional relationship with key OSPI staff members Terry Bergeson and Shirley McCune. Documents show he was paid more than $1 million to restructure Washington state education around his thinking systems.[9] The investigation concluded that the WASL was designed improperly and that flaws within the test were responsible for the high rate of student failure. Among the problematic components of the test were the structure, phrasing, and content of its math and writing sections. These sections were not designed with a complete understanding of the intellectual abilities and knowledge levels of students. The investigation concluded that the best method to ensure the fulfillment of Terry Bergeson's pledge that all students have the opportunity to earn a diploma was to correct the flaws within the WASL.

Compared to the half of most students, nearly three-quarters of the state's African American and Latino students who took the 10th-grade WASL failed at least one of the subjects needed to graduate. Two-thirds of Native Americans were not on track to earning a diploma, and 70 percent of students living in poverty, mostly white and Asian.[10] Although research has shown an achievement gap has always existed between most groups on all standardized tests, state Superintendent Terry Bergeson told the Seattle Times the state "must ensure success of all students," as it is the core belief of standards-based education reform. Bergeson's goal is to make Washington the first state to eliminate the achievement gap found between ethnic and income groups.[11]

On May 8, 2007, Governor Gregoire signed and officially called the delay of the math and science sections of the WASL test. Students in the Class of 2008 will still have to only pass the reading and writing sections. On March 26, 2008, Gregoire effectively tossed out the math section of the 10th-grade WASL, largely due to low pass rates and debate over its long list of problems, to be replaced by math tests at the end of classes.

The math WASL will count as a graduation requirement in 2011 and then be replaced in 2014 by end-of-course exams. The math end-of-course exams will be administered after Algebra and Geometry, and will be taken at the completion of the course. This means that some students may achieve their math graduation requirements prior to even entering high school, which may help ease the stress of taking the WASL for the remaining subjects during their 9th or 10th grade year.[12] However, the WASL has been thrown out. Starting in 2010, students will no longer have to take the WASL.

In music,[13] 5th graders are asked to sight sing from sheet music. They may use solfege, scale numbers, or fingering without an instrument. Songs must be sung with a steady beat, correct pitch and correct rhythmic value. A 0-point response will result with six or more rhythmic errors or not maintaining a steady beat. Each student will have one minute to study and practice the sight-singing exercise. Then there will be two opportunities to perform while being videotaped. They are also expected to compose on demand a theme using blank staff paper, and perform it on an instrument.

In dance,[14] the state expects that all 5th graders can interpret a piece of visual art by creating and performing an original dance. A jumping jack "X" must be fully extended, a wilted "X" is not acceptable. Ending in a shape must be held for 3 seconds. Dances must perform in bare feet or appropriate dancing shoes. The student has 20 minutes to create and rehearse their dance, and must describe two ideas, images, or feelings and explain why he or she chose the movement or movement phrase.

Fifth graders are also required that they assess their social studies achievements. The students break into five different groups such as tobacco growers and producers. This year's prompt was: Should Representative Smith vote for a bill that does not allow smoking in public places. The different groups try to persuade Smith to go their way. Smith then votes and the group work is completed. In the end, they write up a four or five paragraph persuasive essay whether they like the vote choice. At that point they do not qualify under the groups and it is their own opinion.

Other arts assessments include theatre and visual arts.[15][16]