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ERIC Number: ED503717
Record Type: Non-Journal
Publication Date: 2007-Feb
Pages: 48
Abstractor: ERIC
Reference Count: N/A
"It's Different Now:" How Exit Exams Are Affecting Teaching and Learning in Jackson and Austin
Zabala, Dalia; Minnici, Angela; Kober, Nancy, Ed.
Center on Education Policy
Since much of the previous research on exit exams, including CEP's own work, has looked at national patterns of implementation and passing rates, this study aimed to benefit policy and practice by focusing on the local level. Specifically, case studies were conducted in Jackson, MS and Austin, TX that examined how classroom instruction and other initiatives are preparing students for exit exams, as well as how these exams are affecting students' engagement in learning and their plans for postsecondary education. The Jackson and Austin school districts were chosen because of their substantial experience implementing the exit-level exams of the Mississippi Subject Area Testing Program (SATP) and the Texas Assessment of Knowledge and Skills (TAKS), as well as earlier versions of state exit exams. The researchers also wanted to look specifically at how high school exit exams may be affecting students of color. This report describes what was learned from the research conducted in Jackson and Austin. The opening section of the report summarizes key findings across the two districts and within each district. The two longer middle sections of the report consist of detailed case studies of each district. A final section describes the study methods. (Contains 12 tables.)
Center on Education Policy. 1001 Connecticut Avenue NW Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail:; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: High Schools; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Ford Foundation
Authoring Institution: Center on Education Policy, Washington, DC.
Identifiers - Location: Mississippi; Texas