There is increased policy interest in extending test-based evaluations in K-12 education to include student achievement in high school. High school achievement is typically measured by performance on end-of-course exams (EOCs), which test course-specific standards in a variety of subjects. However, unlike standardized tests in the early grades, students take EOCs at different points in their schooling careers. The timing of the test is a choice variable presumably determined by input from administrators, students, and parents. Recent research indicates that school and district policies that determine when students take particular courses can have important consequences for achievement and subsequent outcomes such as advanced course taking. We develop an approach for modeling EOC test performance that disentangles the influence of school and district policies regarding the timing of course taking from other factors. After separating out the timing issue, better measures of the quality of instruction provided by districts, schools, and teachers can be obtained. Our approach also offers diagnostic value because it separates out the influence of school and district course-timing policies from other factors that determine student achievement.