Colorado Measures of Academic Success (CMAS)

Colorado Measures of Academic Success (CMAS)
Name	Colorado Measures of Academic Success
Abbreviation	CMAS
Established	2015
Jurisdiction	Colorado
Administered by	Colorado Department of Education
Assessments	English language arts, Mathematics, Science
Grades	3–11

Colorado Measures of Academic Success (CMAS)

The Colorado Measures of Academic Success (CMAS) is a statewide standardized assessment administered by the Colorado Department of Education to measure student performance in English language arts, mathematics, and science across public schools in Colorado. Designed to align with the Colorado Academic Standards and intended to satisfy Every Student Succeeds Act requirements, CMAS replaced prior assessments and connects to state accountability systems overseen by state agencies and local school districts such as the Denver Public Schools and the Jeffco Public Schools. The assessment’s implementation intersects with policymaking by the Colorado State Board of Education, litigation in state courts such as the Colorado Supreme Court, and debates in the Colorado General Assembly.

Overview

CMAS functions as Colorado’s primary standards-based assessment for grades 3 through 11 in English language arts, grades 3 through 8 and high school in mathematics, and grades 5, 8, and 11 in science, aligning with standards established by the Colorado Department of Education, state policymakers in the Colorado State Board of Education, and federal guidance from the U.S. Department of Education under the Every Student Succeeds Act. The test is administered online using platforms developed with vendors and contractors similar to those used by other states such as New York (state), California, and Texas, and results inform reporting to stakeholders including local districts such as Boulder Valley School District RE-2 and charter networks like KIPP.

History and development

CMAS was introduced in the mid-2010s as part of a statewide transition from legacy assessments previously used in Colorado following adoption of the Colorado Academic Standards and shifts in federal policy triggered by acts such as the No Child Left Behind Act and its successor Every Student Succeeds Act. Development involved state officials from the Colorado Department of Education, technical advisors and psychometricians associated with universities such as the University of Colorado Boulder and the University of Denver, and contractors with experience across states including Florida and Ohio. Legislative oversight and funding were debated in the Colorado General Assembly and by governors including John Hickenlooper, with stakeholder engagement from teachers’ associations such as the Colorado Education Association and school boards like the Jefferson County Public Schools Board of Education.

Test design and content

CMAS content is constructed around the Colorado Academic Standards in English language arts, mathematics, and science, with item types including selected-response, constructed-response, and performance tasks similar to those developed for statewide systems in Massachusetts and Washington (state). Test blueprints and item specifications were informed by panels of educators, curriculum specialists from districts such as Aurora Public Schools, and researchers affiliated with institutions like Colorado State University and consulting firms that have worked with states like Michigan and Illinois. Science portions reference frameworks used in other jurisdictions such as the Next Generation Science Standards and involve domain-specific items aligned to standards adopted during debates in bodies such as the Colorado State Board of Education.

Administration and scoring

CMAS is typically administered online during spring windows coordinated by district testing coordinators in districts such as Pueblo School District 60 and Douglas County School District RE-1. Accommodations for students with disabilities are provided in accordance with individualized education programs overseen by local Individualized Education Program teams and procedures similar to those described by the U.S. Department of Education. Scoring involves machine scoring for selected-response items and trained scorers or rubrics for constructed responses, with psychometric oversight drawing on methods used in state systems like Arizona and North Carolina to ensure score reliability and validity, and technical reports released by the Colorado Department of Education.

Uses and accountability

CMAS results are used by state agencies, local school districts, and policymakers to inform school accountability systems, educator evaluation frameworks, and interventions in underperforming schools, with aggregation and reporting required under Every Student Succeeds Act and state statutes enacted by the Colorado General Assembly. Data from CMAS are incorporated into district report cards prepared by entities such as Adams 12 Five Star Schools and used by advocacy organizations including the Colorado Children’s Campaign to inform policy debates involving mayors, county commissioners, and state legislators. Results can influence resource allocation decisions and are considered alongside graduation rates tracked by entities such as the Colorado Department of Higher Education.

Criticism and controversies

CMAS has been subject to criticism from educators, parents, and policy advocates, with concerns raised by groups such as the Colorado Education Association and local school boards including Jefferson County Public Schools Board of Education about testing time, alignment to instruction, and high-stakes uses similar to controversies in states such as New Jersey and Ohio. Legal and political disputes over standards, funding, and test administration have involved the Colorado General Assembly and public commentary from governors such as Jared Polis and former governors like John Hickenlooper, while researchers at institutions such as the University of Colorado Denver have published analyses on test validity and consequences. Debates also mirror national controversies involving standardized assessment policies championed or criticized by organizations like the National Education Association and the Fordham Institute.

Impact and results

Analyses of CMAS data inform longitudinal studies by universities such as the University of Colorado Boulder and policy research organizations including the Colorado Futures Center and national groups like the Brookings Institution. Reported trends in proficiency and achievement gaps have influenced initiatives in districts such as Denver Public Schools and Boulder Valley School District RE-2 to address disparities impacting students classified under federal categories administered by the U.S. Department of Education and to design interventions informed by research from centers like the Colorado Education Initiative and think tanks such as the Urban Institute. Ongoing evaluation continues to involve collaboration across state agencies, institutions, and local stakeholders including superintendents, principals, and teachers’ unions.

Category:Standardized tests in the United States