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Since 2002, the Center on Education Policy (CEP) at The George Washington University, a national advocate for public education and improving public schools, has been studying state high school exit examinations--tests students must pass to receive a high school diploma. This year marks the 11th year CEP has reported on exit exams in order to help policymakers reach informed decisions about assessment policies in their states. Information from this year's report comes from several sources: a formal verification process through which department of education officials in states with exit exams confirmed and updated information about their exit exam policies from CEP's previous reports on this topic; a special survey of states both with and without exit exams about the future of these policies; state Web sites; media reports; and past CEP publications. Chapter 1 of this report focuses on the present status of state high school exit exam policies, including which states have exit exams, specific characteristics of these exams, how many students are impacted, and changes that have occurred in these policies over the past year. Chapter 2 discusses the future of these policies, such as the shift to assess college and career readiness and the impact of the implementation of the Common Core State Standards (CCSS) and common assessments. Chapter 3 reviews states' past 11 years of experience in implementing exit exams to draw out lessons that may be valuable to state leaders and policymakers as they decide about future policy changes and their implementation. Impact of Common Core State Standards in states with high school exit exams is appended. (Contains 6 figures, 3 tables, 2 boxes, and 2 footnotes.).
The Center on Education Policy (CEP) has been studying state high school exit examinations since 2002. This is the sixth annual report on our comprehensive study of exit exams. The information comes from several sources: our survey of states that have mandatory exit exams, interviews with state officials, media reports, state Web sites, and case studies of eight districts in five states. The report focuses on changes that have occurred over the past year in intervention (strategies used to raise initial pass rates) and remediation (strategies used to raise cumulative pass rates) efforts at both state and local levels, and specifically those efforts that address achievement gaps. Reported findings include: (1) High school exit examinations have a significant impact on American education; (2) Exit exam impact is particularly striking for students of color; (more than 75% of students of color are in states that require passage of exit exams); (3) Exit exams are aligned, for the most part, to grade 10; and (4) Eighteen states reported that the purpose of the exit exam is to determine mastery of the state curriculum, few reported that the purpose is to determine graduates' readiness for entry-level employment or post-secondary education Findings raise questions about the rigor of state standards and exit exams, and highlight a need to reexamine the purpose of state exit exams. The report concludes that the effectiveness of state exit exam intervention and remediation strategies is largely unknown, and many states do not have the capacity to evaluate these strategies. States and school districts are investing significant time, effort, and resources toward increasing passing rates on these exams; states should also develop methods to evaluate and determine the effectiveness of the various strategies they use. More attention needs to be given to the impact that high school exit exams are having on curriculum and instruction. Research aimed at evaluating the effectiveness of high school exit exam policy as a tool for shaping and improving instruction and student performance, especially for disadvantaged students, should be undertaken. A variety of methods to identify issues and collect information for this year's study, including a detailed survey of states with current or planned high school exit exams, analysis of local-level work on exit exams conducted over the past five years, review of major research conducted by others on exit exams, and tracking important events related to exit exams. The study focuses on mandatory exit exams, and includes states that require students to pass, not just take, state exit exams to receive a high school diploma, even if the students have completed the necessary coursework with satisfactory grades; states in which the exit exams are a state mandate rather than a local option; and states that are phasing in mandatory high school exit exams that meet the first two criteria. Individual State Profiles are included. (Contains 11 footnotes, 2 boxes, 1 figure and 13 tables.).
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Since 2002, the Center on Education Policy (CEP), an independent nonprofit organization, has been studying state high school exit examinations--tests students must pass to receive a high school diploma. This is CEP's seventh annual report on exit exams. The information in this report comes from several sources: our survey of states that have mandatory exit exams, media reports, state Web sites, and interviews with state and district officials. This report focuses on new developments in high school exit exam policies that have occurred over the past year. It specifically focuses on the states' move away from minimum-competency exams and comprehensive exams that are aligned to state standards in several subjects, and toward end-of-course (EOC) exams that assess mastery of the content of a specific high school course. The report presents CEP's major findings from this year's study and its recommendations for improving the implementation of state high school exit exams. (Contains 5 tables, 2 figures, 2 footnotes, and 1 box.).
In recent years there have been increasing efforts to use accountability systems based on large-scale tests of students as a mechanism for improving student achievement. The federal No Child Left Behind Act (NCLB) is a prominent example of such an effort, but it is only the continuation of a steady trend toward greater test-based accountability in education that has been going on for decades. Over time, such accountability systems included ever-stronger incentives to motivate school administrators, teachers, and students to perform better. Incentives and Test-Based Accountability in Education reviews and synthesizes relevant research from economics, psychology, education, and related fields about how incentives work in educational accountability systems. The book helps identify circumstances in which test-based incentives may have a positive or a negative impact on student learning and offers recommendations for how to improve current test-based accountability policies. The most important directions for further research are also highlighted. For the first time, research and theory on incentives from the fields of economics, psychology, and educational measurement have all been pulled together and synthesized. Incentives and Test-Based Accountability in Education will inform people about the motivation of educators and students and inform policy discussions about NCLB and state accountability systems. Education researchers, K-12 school administrators and teachers, as well as graduate students studying education policy and educational measurement will use this book to learn more about the motivation of educators and students. Education policy makers at all levels of government will rely on this book to inform policy discussions about NCLB and state accountability systems.
Everyone is in favor of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are usedâ€"and misusedâ€"in assessing children's performance and achievements. High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel: Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education shouldâ€"and should notâ€"use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents.