State High School Exit Exams: A Policy in Transition

Autor/in	McIntosh, Shelby
Institution	Center on Education Policy
Titel	State High School Exit Exams: A Policy in Transition
Quelle	(2012), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Evaluation; State Standards; Exit Examinations; High Schools; Graduation Requirements; State Surveys; Trend Analysis; Educational Assessment; Educational Indicators; Educational Policy; State Regulation; Evaluation Methods; Enrollment Trends; Academic Standards; High School Graduates; Scores; Disabilities; Alignment (Education); Mathematics Tests; Reading Tests; Career Readiness; College Readiness; Federal Legislation; Educational Legislation; Writing Tests; Curriculum Design; Academic Achievement; Accountability; Language Tests; High School Students; Minority Group Students; Low Income Groups; United States + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Final examination; Abschlussprüfung; High school; Oberschule; Abschlussordnung; Trendanalyse; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Politics of education; Bildungspolitik; Staatliche Lenkung; High schools; Graduate; Graduates; Absolvent; Absolventin; Handicap; Behinderung; Lesetest; Bundesrecht; Bildungsrecht; Schulgesetz; Writing test; Schreibtest; Lehrplangestaltung; Schulleistung; Verantwortung; Language test; Sprachtest; Student; Students; Schüler; Schülerin; Studentin; USA
Abstract	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.) (ERIC).
Anmerkungen	Center on Education Policy. 2140 Pennsylvania Avenue NW Room 103, Washington, DC 20037. Tel: 202-822-8065; Fax: 202-994-8859; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10