“…Other researchers claim that the exit examinations increase the consistency in curriculum and instruction, but teachers often focus on test preparation too much and reduce time for class discussions or creative activities (Gayler, 2005;Zabala & Minnici, 2007). Yet other researchers claim that an exit examination exacerbates education inequality and increases the dropout rate of low-income minority students (Dee & Jacob, 2007) while others say it has no effect (Reardon et al, 2010). Overall, research studies have found that the positive effects of compulsory graduation examinations on instructional practices are either inconclusive (Holme et al, 2010) or largely dependent on schools, individuals, subjects and states rather than the existence of the exit examination itself (Baumert & Watermann, 2000;Maag Merki, 2010;Vogler & Carnes, 2009).…”