Re-Examining Exit Exams: New Findings from the  Education Longitudinal Study of 2002

Shuster, Catherine

doi:10.14507/epaa.v20n3.2012

Cited by 4 publications

(6 citation statements)

References 27 publications

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“… 3. Studies have indicated little practical difference between logit, probit, and linear regressions when the same dichotomous outcome variables were analyzed (Dey & Astin, 1993; Jepsen & Montgomery, 2012; Shuster, 2012). Since linear regression is easier to interpret (Angrist & Pischke, 2009), it was used to analyze the data for the current study. …”

mentioning

confidence: 99%

Professional Development Quality in U.S. Music Education: An Analysis of the 2011–2012 Schools and Staffing Survey

Gallo

2018

Journal of Research in Music Education

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The purpose of this study was to compare differences in the quality of professional development between U.S. music educators and teachers of other disciplines. Data were drawn from the 2011–2012 Schools and Staffing Survey. Factors such as types of professional development, quantity of activities, and levels of satisfaction were analyzed through a series of multiple regressions to determine the relationships between professional development quality for teachers of music and non-music disciplines. Results indicated that music educators were significantly less likely to collaborate with other educators on issues of instruction and engaged in significantly less technology-related professional activity; however, music educators reported significantly higher levels of satisfaction with content-specific professional activity and engaged in significantly more content-specific activity than some higher-stakes disciplines. In light of educational policies and trends, the common assumption that music educators are generally less supported within their schools does not hold true. Implications of this study include the need for music educators to participate in more collaborative forms of professional development. This study also suggests that all educators should receive more time spent in professional learning congruent to the level of engagement espoused by research literature.

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confidence: 99%

Professional Development Quality in U.S. Music Education: An Analysis of the 2011–2012 Schools and Staffing Survey

Gallo

2018

Journal of Research in Music Education

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“…We pursue alternative route policy evaluation by addressing the research question: Does accounting for alternative route policies eliminate any observed negative effects of exit exam requirements on diploma attainment? This study uniquely contributes to the existing literature by (a) analyzing a recent data source that permits us to account for prior achievement, coursework requirements, and numerous additional personal and school factors potentially confounded with exit exam policies in determining graduation outcomes, (b) separating general education students from certain students with disabilities who are often subject to different graduation requirements, and (c) avoiding reliance on the questionable assumption (Jacob, 2001) that data on all variables, including the graduation outcome, is missing completely at random (see, e.g., Shuster, 2012) by implementing multiple imputation.…”

Section: Alternative Route Policies and Educational Attainmentmentioning

confidence: 99%

“…We use information from the CCD to devise a set of indicators for school locale and public/private status, and continuous measures of Grade 10 enrollment and minority student percentage. To characterize state economic climates, which might encourage or discourage high school completion and postsecondary enrollment, we control for the states' 2002 unemployment rate, reported by the U.S. Bureau of Labor Statistics, as well as the wage ratio of high school graduates to dropouts or Bachelor's degree recipients to high school graduates (Shuster, 2012), in the diploma acquisition and postsecondary enrollment models, respectively, drawn from U.S. Census 2000 data. We also distinguish statewide attainment levels by the percentage of residents over age 25 that held a Bachelor's degree in March 2002, from the Census Current Population Survey.…”

Section: Covariatesmentioning

confidence: 99%

Impeded Attainment? The Role of State Exit Examination-Alternative Route Policy Combinations

Traynor

Chapman

2015

Teachers College Record: The Voice of Scholarship in Education

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Background To allay public concerns that state graduation examination mandates might unfairly hinder some students’ educational attainment prospects, most states with exit exam requirements offer alternative routes to earning a regular high school diploma. In spite of poor public documentation of alternative route usage rates, some exit exam states’ alternative credentialing policies have been linked to their relatively high reported graduation rates. However, there is little empirical evidence that these alternative route policies blunt the reported negative effects of exit exam requirements on diploma attainment in the general student population. Purpose We investigate the consequences of several distinct state exit exam-alternative route graduation policy combinations on the subsequent educational attainment of tenth graders in the graduating class of 2004. Research Design Data for our study are drawn from the cohort of U.S. tenth graders (N = 13,636) sampled by the Education Longitudinal Study of 2002–2006. We use logistic regression models to estimate the relationships between state exam difficulty-alternative route policy combinations and two educational attainment outcomes: high school diploma acquisition and postsecondary school enrollment. Conclusions While we find no relationship between exit exam policies and students’ subsequent postsecondary school enrollment, we conclude that students subject to relatively difficult state exit exams are less likely to earn a regular high school diploma than those not subject to an exam requirement. Estimating our models in the subsample of English language learner students as a model plausibility check, we observe marginally significant, but sizable, negative effects of both minimum-competency and more-difficult exit exams on diploma attainment. Our results suggest that alternative route options neither eliminate, nor appreciably attenuate, more-difficult exit exams’ negative impact on diploma attainment in the general student population or among English language learners.

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“…Most of those states that adopted exit exams in the 2000's were standard-based type of exit exams. This coincided with the No Child Left Behind movement which saw many states use exit exams to satisfy the accountability purposes of NCLB (Shuster, 2012). The early adoptees were primarily few and were mostly minimum competency exit exams.…”

Section: State Adoption Of Exit Examsmentioning

confidence: 97%

“…Ever since its first annual report on exit exams published in 2002, it has published information that exposes achievement gaps in exit exams across the country (Center for Education Policy, 2005), and highlighted the effectiveness of alternative pathways to graduation for students who struggle to pass exit exams (Center for Education Policy, 2009). Other prominent studies have relied on this dataset to determine the effect of exit exams on mathematics achievement (Shuster, 2012), and effects on graduation rates (Caves & Balestra, 2016).…”

Section: The Primary Source For Information On Exit Exams Comes From Educationmentioning

confidence: 99%

The effect of exit exams on college enrollment : a state level analysis

Kyoore¹

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Efforts to better prepare students for college and workforce have always been a priority of state governments, and exit exams have been used as one of the tools to accomplish those goals. This study aims to examine the relationship between exit exams and college enrollment. By adopting student choice model as the theoretical framework to guide the research design, the study utilized information on first-time degree/certificate seeking students as the outcome variable from 1992-2016. With information on the implementation year of exit exams from the Center of Education Policy, the study employed quasi-experimental research design difference-in-differences. The results show that exit exams are positively related to enrollment in 4-year institutions only. When disaggregated by types, the study showed that end-of-course exams only have a positive and significant relationship with enrollment in 4-year institutions. However, the study indicated that there is no relationship between adopting exit exams and the number of students enrolling in out-of-state institutions. The findings of this study have important implications for the student choice model, policy-making, and future research.

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Re-Examining Exit Exams: New Findings from the Education Longitudinal Study of 2002

Cited by 4 publications

References 27 publications

Professional Development Quality in U.S. Music Education: An Analysis of the 2011–2012 Schools and Staffing Survey

Professional Development Quality in U.S. Music Education: An Analysis of the 2011–2012 Schools and Staffing Survey

Impeded Attainment? The Role of State Exit Examination-Alternative Route Policy Combinations

The effect of exit exams on college enrollment : a state level analysis

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