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California Assessment of Student Performance and Progress (CAASPP)
California's Testing Program
In schools across the country, teachers are implementing academic standards that provide consistent guidelines in English and math at each grade level and help prepare students to graduate high school ready for college and the workplace. These new benchmarks challenge students to develop a deeper understanding of subject matter, learn how to think critically, and apply what they are learning to the real world.
The California Assessment of Student Performance and Progress, or CAASPP, which has replaced the Standardized Testing and Reporting, or STAR Program, is the new state academic testing program. CAASPP is a system intended to provide information that can be used to monitor student progress and ensure that all students leave high school ready for college and career.
Click link to learn more about the new testing system.
Parent and Student Resources for CAASPP
Parents/guardians have a right to view sample tests from the testing program and may submit a request in writing to excuse his or her child from any or all parts of any test provided. Parents should discuss these matters with their school principal prior to the time the testing program is administered at school. If a parent or guardian submits an exemption request after testing has begun, any test(s) completed before the request is submitted will be scored and the results reported to the parent or guardian and included in the pupil's records. School officials are prohibited from requesting or encouraging parents to remove a student from taking the tests.
Practice and Training Tests
This link accesses both the Practice and Training Tests portal. The Practice Tests provide students with grade-specific testing experiences that are similar in structure and format to the Summative Assessments. The Training Tests provide students with the opportunity to quickly become familiar with the software and interface features. The Training Tests are organized by grade-bands (e.g., 3–5).