ERIC Number: ED423256
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Do Curriculum-Based External Exit Exam Systems Enhance Student Achievement?
It is claimed that curriculum-based external exit examination systems (CBEEES) based on world class content standards will improve teaching and learning of core subjects. Skeptics point out that Americans already take lots of tests, but advocates claim that CBEEES have uniquely powerful incentives because of characteristics that include their real consequences and external nature. They are assumed to transform the signaling of student achievement, changing the resources made available to schools and the priorities of school administration and teaching. The hypothesis that CBEEES improve achievement was studied by comparing nations, states, and provinces that do and do not have such systems. Four different data sets were examined: (1) science and mathematics achievement in the 40-nation Third International Mathematics and Science Study; (2) science and mathematics scores of 13-year-olds on the International Assessment of Educational Progress for 16 countries and 9 Canadian provinces; (3) Scholastic Assessment Tests; and (4) National Assessment of Educational Progress mathematics scores for New York (the only state with a CBEEE--the Regents Examinations), versus the rest of the U.S. The review of this evidence suggests that advocates of CBEEES are probably correct in their assertion that CBEEES significantly increase student achievement. Students from countries with such systems outperform students from other countries at a comparable level of economic development. When student demography is held constant, students from New York do better than students from other states without experiencing a decline in high school graduation rates. (Contains 3 figures, 4 tables, and 25 references.) (SLD)
Descriptors: Academic Achievement, Curriculum, Demography, Elementary Secondary Education, Exit Examinations, Foreign Countries, International Education, National Competency Tests, Standards, Test Use
CPRE Publications, University of Pennsylvania, Graduate School of Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325 ($12).
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, Philadelphia, PA.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Trends in International Mathematics and Science Study