Assessing the Effects of High School Exit Examinations

Holme, Jennifer Jellison; Richards, Meredith P.; Jimerson, Jo Beth; Cohen, Rebecca

doi:10.3102/0034654310383147

Cited by 68 publications

(63 citation statements)

References 53 publications

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“…Since our initial study, no data have emerged to contradict the findings that accountability pressure has some relationship to fourth grade math, virtually no influence on reading (Dee & Jacob, 2009), and only negative influence on student graduation rates (Holme, Richards, Jimerson, & Cohen, 2010;Orfield, Losen, Wald, & Swanson, 2004). Studies focusing on both high-and low-stakes exit exams repeatedly reveal that these types of incentives/threats have little to no impact on student achievement over time (e.g., Bishop, Mane, Bishop, & Moriarty, 2001;Grodsky, Warren, & Kalogrides, 2009;Reardon, Arshan, Atteberry, & Kurlaender, 2008Reardon, Atteberry, Arshan, & Kurlaender, 2009).…”

Section: High-stakes Testing and Student Outcomesmentioning

confidence: 72%

High-stakes testing and student achievement: Updated analyses with NAEP data

Nichols

Glass

Berliner³

2012

EPAA

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Abstract:The present research is a follow-up study of earlier published analyses that looked at the relationship between high-stakes testing pressure and student achievement in 25 states. Using the previously derived Accountability Pressure Index (APR) as a measure of state-level policy pressure for performance on standardized tests, a series of correlation analyses was conducted to explore relationships between high-stakes testing accountability pressure and student achievement as measured by the National Assessment for Education Progress (NAEP) in reading and math. Consistent with earlier work, stronger positive correlations between the pressure index and NAEP performance in fourth grade math and weaker connections between pressure and fourth and eighth grade reading performance were found. Policy implications and future directions for research are discussed. Keywords: high-stakes testing; NAEP; Accountability Pressure Index (APR). Vol. 20 No. 20 2 Pruebas de consecuencias severas y rendimiento de los estudiantes: análisis actualizado con datos de NAEP Resumen: Este estudio da seguimiento a investigaciones ya publicadas que analizaron la relación entre las presiones de las pruebas de consecuencias severas y el rendimiento de estudiantes en 25 estados. Utilizando el Índice de Presión y Responsabilidad (APR por su sigla en inglés) como medida de presión política a nivel estatal sobre el rendimiento en los exámenes estandarizados, se realizaron una serie de análisis de correlación para explorar las relaciones entre pruebas de consecuencias severas, rendición de cuentas y rendimiento de los estudiantes, medidos por los resultados de el Instituto Nacional Evaluación para el Progreso de la Educación (NAEP por su sigla en inglés) en lectura y matemáticas. Consistente con resultados de trabajos anteriores, las correlaciones positivas más fuertes fueron entre el índice de presión y el rendimiento de la NAEP en matemáticas en cuarto grado y las conexiones más débiles entre la presión y el rendimiento de lectura en cuarto y octavo grado. El trabajo concluye con implicaciones para las políticas educativas y sugerencias para continuar investigando este tema. Education Policy Analysis Archives Palabras clave: pruebas de consecuencias severas; NAEP; Índice de Presión y ResponsabilidadProvas de consequências severas e desempenho do aluno: análise atualizada de dados NAEP Resumo: Este estudo prossegue uma investigação anteriormente publicada que examinou a relação entre as provas de consequências severas e o desempenho de alunos em 25 estados. Usando o Índice de Pressão e Responsabilidade (APR -sigla em Inglês) como medida de pressão política a nível estadual sobre o desempenho em testes padronizados foram realizados uma série de correlações para explorar as relações entre provas de consequências severas, prestação de contas e desempenho dos alunos, medidos pelos resultados da Avaliação Nacional do Progresso educacional (NAEPsigla em Inglês) em leitura e matemática. Consistente com os resultados de estudos anteriores, as co...

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Section: High-stakes Testing and Student Outcomesmentioning

confidence: 72%

High-stakes testing and student achievement: Updated analyses with NAEP data

Nichols

Glass

Berliner³

2012

EPAA

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“…Merkezi sınavlara ilişkin politikaların altında yatan düşünce, öğrencilerin başarılarını artırmak; öğretmenlerin bunu sağlayacak bir şekilde öğretimi düzenlemeleri ve dolayısıyla kaynakları etkin kullanmalarını teşvik etmek; ve bir üst düzeyde verilecek eğitim çıktılarının niteliğinin artmasını sağlamak olarak özetlenebilir (Holme, 2010). Fakat merkezi sınavların sınıf içi uygulamalara etkisini inceleyen çalışmalar ortak olarak şu sonuçlara ulaşmaktadırlar: öğretim programının içeriği sınav sorularına indirgenmekte ve dolayısıyla daralmakta, alan bilgisi bütüncül ve ilişkili olarak değil sınavlarla ilgili parçalar halinde sunulmakta, ve öğretmenler bilginin doğrudan aktarımına dayalı bir öğretim yaklaşımını daha çok benimsemektedirler (Au, 2007).…”

Section: Discussionunclassified

Mathematics teachers’ use of source books other than textbooks: reasons, results and implications

Özmantar¹,

Dapgın²,

Kurt³

et al. 2017

Gaziantep University Journal of Social Sciences

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ÖzBu çalışmada, matematik öğretmenlerinin ders kitabı dışında kaynak kullanım durumlarının belirlenmesi ve öğretmenleri kaynak kitap kullanımına iten nedenlerin incelenmesi amaçlanmıştır. Bu amaç kapsamında şekillenen çalışma tarama modelinde betimsel bir araştırma olarak desenlenmiştir. Çalışmaya 100 ortaokul matematik öğretmeni katılmıştır. Katılımcılara açık uçlu sorulardan oluşan bir anket uygulanmıştır. Anketten elde edilen veriler içerik analizine tabi tutularak çözümlenmiştir. Yapılan analizler sonucunda katılımcıların %80 gibi büyük bir çoğunluğunun ücretsiz olarak dağıtılan ders kitabı dışında kaynak kitap kullandıkları belirlenmiştir. Milli Eğitim Bakanlığının kaynak kitap kullanılmaması yönündeki düzenlemeleri, en azından çalışmamıza katılan öğretmenler özelinde, ders kitabı dışında kaynak kullanımını engelleyemediği tespit edilmiştir. Katılımcı öğretmenler kendilerini ekstra kaynak kullanmaya iten sebepler bulunduğunu; ders kitaplarının hem soru bakımından, hem konu anlatımı hem de öğrenci özelliğine uygunluk bakımından beklentilerini karşılamadığını belirtmişlerdir. Elde edilen bulgular ve ulaşılan sonuçlar, ders kitaplarının hazırlanması ve seçimi, ücretsiz dağıtımı, kitapların kullanımı ve süreçte öğretmenlerin ihtiyaç duyacağı destek ve kitapların kullanımıyla birlikte ortaya çıkan değişimin yönetimi konuları ekseninde tartışılmış ve bir takım önerilerde bulunulmuştur.Anahtar Kelimeler: kaynak kitaplar, matematik ders kitapları, matematik öğretmenleri Abstract This study aims to investigate mathematics teachers' use of source books other than textbooks and the reasons behind their choice. This study was designed as a descriptive study and employed a survey method. The participants were 100 middle school mathematics teachers. The participants were given a survey with open-ended questions. The responses were examined via content analysis technique. The findings suggested that 80% of the participants preferred to use source books rather than textbooks available as free-of-charge to the schools. National Ministry of Education (MoNE) has long insisted not to use source books other than textbooks; but the result of this study suggests that restrictions introduced by the MoNE do not refrain teachers from using alternative source books. The participant teachers stated that there were reasons that forced them to use extra sources and mentioned that the textbooks fell short in meeting their expectations in terms of the exercises posed, the ways in which content were structured and presented, and consideration of the student levels. The findings and results are discussed with regard to selection and preparation of textbooks, dispense of textbooks as free-of-charge, use of textbooks and required support available to the teachers in this process and the management of change resulting from the introduction of new textbooks.

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“…Holme et al (2010) concluded, "More difficult exit tests are associated with increased drop-out rates, delays in graduation, and increased rates of GED attainment. These studies also suggest that the most difficult exams have a particularly adverse impact on outcomes for non-Whites and students residing in both high-poverty states and districts" (p. 502).…”

Section: High School Exit Examsmentioning

confidence: 99%

“…Another negative consequence of exit exams is possible changes in the behavior of organizations in order to improve reported drop-out rates. It has been reported that some schools in Texas responded to the new exit exam by encouraging students to drop out or by intentionally retaining students and then skipping a grade in order to bypass the 10th grade exit exam (Holme et al, 2010).…”

Section: High School Exit Examsmentioning

confidence: 99%

Advancing the Quality and Equity of Education for Latino Students: A White Paper

Young

Lakin

Courtney

et al. 2012

ETS Research Report Series

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This white paper provides an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. This paper is organized chronologically to reflect the typical educational timeline for students in the United States, and we focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a four-year college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter. It is our hope that this paper will provide an impetus to action and will serve as a guide for future directions for collective research efforts on the critical issues regarding the education of Latino students in the 21st century.Key words: Latino students; Hispanic students; academic achievement; educational transitions; student demographics ii Executive SummaryToday, the state of education for Latino students in the United States is at a crisis point.The loss of human and social capital that results from the underachievement of Latino students is a significant barrier for our country in meeting the demand for an educated and talented workforce to compete globally in the 21st century. On an individual level, when Latino students are not provided with the same opportunity to receive a world-class education as other students, they are denied the chance to fully realize their potential as students, workers, and citizens. The present conditions of education for Latino students will not improve unless concerted efforts are made to effect change from educators, politicians, policy makers, researchers, and parents. ETS, as the world's leading assessment organization, should play a central role in advancing the quality and equity of education for Latino students in the United States through our work in assessment, research, and outreach. This goal is the very embodiment of our corporate mission to advance quality and equity in education for all people worldwide.As a step toward meeting this goal, this white paper was commissioned by ETS. It was written to provide an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. The paper is organized chronologically to reflect the typical educational timeline for students in the United States. We focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a fouryear college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter.To preview the ideas and topics in the white paper, we highlight three key findings on the current status of education for Latino students in Am...

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Assessing the Effects of High School Exit Examinations

Cited by 68 publications

References 53 publications

High-stakes testing and student achievement: Updated analyses with NAEP data

High-stakes testing and student achievement: Updated analyses with NAEP data

Mathematics teachers’ use of source books other than textbooks: reasons, results and implications

Advancing the Quality and Equity of Education for Latino Students: A White Paper

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