A Critical Review of "Getting Tough? The Impact of High School Graduation Exams"

Autor/in	Phelps, Richard P.
Titel	A Critical Review of "Getting Tough? The Impact of High School Graduation Exams"
Quelle	16 (2020) 4, S.1-28 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Phelps, Richard P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	High School Students; Exit Examinations; Academic Achievement; Minimum Competencies; Minimum Competency Testing; Classification; Achievement Gains; Testing Problems; Accountability; Achievement Tests; Standardized Tests; Basic Skills; Norm Referenced Tests; Scores; High Stakes Tests; Longitudinal Studies; Ohio; Georgia; New Jersey; North Carolina; California Achievement Tests; Comprehensive Tests of Basic Skills; Metropolitan Achievement Tests; Otis Lennon School Ability Test; Stanford Achievement Tests; National Education Longitudinal Study of 1988 (NCES) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Final examination; Abschlussprüfung; Schulleistung; Fundamentum; Mindestwissen; Classification system; Klassifikation; Klassifikationssystem; Achievement gain; Leistungssteigerung; Verantwortung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Basic skill; Grundfertigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This review critiques the highly-praised and influential 2001 study, "Getting Tough? The Impact of High School Graduation Exams," which concluded that "minimum competency," or high school "graduation exams," had no effect on student achievement. The review compares the test classifications of "Getting Tough?" to those in two contemporaneous federal government testing program surveys. The comparison suggests that "Getting Tough?" mis-classified several tests and, at the same time, failed to control for several factors highly correlated with test performance and student achievement gains, such as stakes, content, student effort, administration methods, security protocols, and the effect of other tests administered around the same time period. The influence of "Getting Tough?" went far beyond its own content, however, because the author and others asserted a methodological superiority over all previous scholarly work on the topic. Eventually, the number of states administering high school graduation exams would diminish from a large majority of them at the turn of the millennium to less than ten now. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01