In recent years, criticism of high school graduates' lack of readiness for college and work has led a number of states to raise high school graduation requirements--particularly in terms of the number and rigor of courses students must pass. This issue of "The Progress of Education Reform" addresses end-of-course assessments at the high school level. It addresses the following questions: (1) What are end-of-course exams (EOCs), and how do they differ from the assessments many states have been administering to date?; (2) Why the trend toward EOCs?; (3) How many states administer EOCs?; (4) For what purposes are these assessments used, including: (a) Are these tests aligned with "college-ready" indicators?; and (b) Are they used as exit exams?; (5) What has been the impact on students of the transition to end-of-course assessments? What does the research say?; and (6) Are there "best practices" other states can learn from? A list of ECS resources is included. (Contains 23 endnotes.)