A Study of the Compulsory School Exit Age for California Public School Students PDF Download
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Author: California. Educational Innovation and Planning Commission
Publisher:
ISBN:
Category : Education, Compulsory
Languages : en
Pages : 26
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Author: California. Educational Innovation and Planning Commission
Publisher:
ISBN:
Category : Education, Compulsory
Languages : en
Pages : 26
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Book Description
Author: Patricia L. de Cos
Publisher:
ISBN: 9781587030772
Category :
Languages : en
Pages : 51
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Book Description
Author: J.W. Tibble
Publisher: Taylor & Francis
ISBN: 1040050662
Category : Education
Languages : en
Pages : 191
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Book Description
First Published in 1970, The Extra Year discusses the raising of the school leaving age, a crucial event in British education. It is also highly controversial: its repercussions affected teachers, educationists, parents and employers as well as pupils themselves. Each of the contributors to this book examines one aspect of its implications. After a general introduction by Professor Tibble, Malcolm Seaborn looks at the historical background of the decision to raise the school leaving age and Professor Eggleston considers some of its sociological aspects. Professor Tibble then examines the ways in which the situation will affect pupils and their teachers, John Sheehan discusses some economic factors and Tyrrell Burgess looks at the implications for further education. The headmaster’s point of view is given by Albert Rowe and probable changes in the school curriculum are analyzed by Dennis Lawton. A final chapter by Professor McAulay discusses American experience. This is an important historical reference work for students and scholars of education.
Author: Sean F. Reardon
Publisher:
ISBN:
Category :
Languages : en
Pages : 7
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Book Description
In this paper, the authors estimate the effect of a high school exit exam requirement (relative to no requirement) on students' academic achievement, persistence in high school, and graduation rates. They are particularly interested in the effects of the policy on the students who have low initial skill levels in high school. The study is based on data from four large California districts--Fresno, Long Beach, San Diego, and San Francisco Unified School Districts--to investigate the effects of failing the California High School Exit Exam. These are four of the eight largest school districts in California, collectively enrolling over 110,000 new high school students (about 5.5 percent of high school students in the state) annually. They use three years of longitudinal data from students who were in 10th grade in the Spring of 2003, 2004, 2005, 2006 (i.e., they use data from 2003-2008).
Author:
Publisher:
ISBN:
Category : State government publications
Languages : en
Pages : 980
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Book Description
Author: Andrew Zau
Publisher: Public Policy Instit. of CA
ISBN: 1582131295
Category : Education
Languages : en
Pages : 95
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Author: Sean F. Reardon
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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In this policy brief the authors summarize the findings from a study investigating the impact of the California High School Exit Exam (CAHSEE) on California's lowest performing students. Utilizing longitudinal data from four large urban school districts, the authors compare students scheduled to graduate just before (2005) and after (2006-07) the exit exam became a requirement for graduation from California high schools. They find that the CAHSEE requirement has had no positive effects on students' academic skills. Students subject to the CAHSEE requirement--particularly low-achieving students whom the CAHSEE might have motivated to work harder in school--learned no more between 10th and 11th grade than similar students in the previous cohort who were not subject to the requirement. They also find that the introduction of the CAHSEE requirement had a large negative impact on graduation rates for students in the bottom quartile of achievement, and that this impact was especially large for minority students and for girls. On average, graduation rates were 19 percentage points lower among bottom-quartile female students who were subject to the CAHSEE requirement, but only 12 points lower among male students. The graduation rate for minority students in the bottom achievement quartile declined by 15 to 19 percent-age points after the introduction of the exit exam requirement, while the graduation rate for similar white students declined by only 1 percentage point. The analyses further suggest that the disproportionate effects of the CAHSEE requirement on graduation rates are due to large racial and gender differences in CAHSEE passing rates among students with the same level of achievement. Given that the CAHSEE has not met its intended goal of raising student achievement to meet the state's grade-level standards, and that it appears to have disproportionately negative effects for female and minority students, the authors conclude that policymakers should reevaluate the utility of the CAHSEE in California's accountability system. (Contains 4 figures and 2 endnotes.).
Author: Isaac Leon Kandel
Publisher:
ISBN:
Category : Education, Compulsory
Languages : en
Pages : 80
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Book Description
Author: California. Bureau of Education Research
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 80
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Book Description
Author: California. Bureau of Education Research
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 82
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Book Description
