ERIC Number: ED472055
Record Type: Non-Journal
Publication Date: 2002-Aug
Reference Count: N/A
State High School Exit Exams: A Baseline Report.
Chudowsky, Naomi; Kober, Nancy; Gayler, Keith S.; Hamilton, Madlene
This report presents baseline findings from a 3-year study of state exit exams. The study involved data from all states with current or planned exit exams; case studies of five states; and research review. Researchers examined: why so many states are adopting high school exit exams, impacts of exit exams on students, what the exams are like, and challenges states face in implementing exit exams. States adopt exit exams to motivate students to work harder and help teachers identify and address student weaknesses. The students most immediately impacted by exit exams are those who do not pass on the first try. Passing rates are lowest for African American, Hispanic, limited English speaking, and disabled students. Most students pass the test by the time they are ready to graduate. States are moving toward more rigorous exit exams that are better aligned with what students are learning. The exams are starting to incorporate more open-ended questions. Challenges in implementing exit exams include determining where to set the cutoff between passing and failing; ensuring that students have adequate opportunities to learn the material being tested; and determining multiple ways to demonstrate competency. Attachments include case studies from Alaska, Georgia, Indiana, New York, and Ohio and state profiles. (Contains 62 references.) (SM)
Descriptors: Academic Standards, Exit Examinations, Graduation Requirements, High School Students, Minimum Competency Testing, Secondary Education, State Standards, Student Evaluation
For full text: http://www.cep-dc.org.
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: Center on Education Policy, Washington, DC.
Identifiers - Location: Alaska; Georgia; Indiana; New York; Ohio