Statewide Exit Exams, Governance, and School Development PDF Download
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Author: Esther Dominique Klein
Publisher: Waxmann Verlag
ISBN: 3830979002
Category : Education
Languages : en
Pages : 401
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Book Description
In the context of outcomes-based school governance, statewide exit exams are often expected to have a positive effect on student achievements if schools and teachers use the performance feedback from the exams for school, instructional, and professional development. However, very little is known about whether the exams are used for development at all and how this is affected by factors in the exam system and organizational aspects of schools. In a comparison of Finland, Ireland, and the Netherlands, the study therefore investigates how different exam systems and their functions, the conditions at school level, and the use of the exams for school and classroom development are associated. The study uses expert interviews and a questionnaire survey with principals and teachers. The role statewide exit exams can play in education systems is analyzed from a governance perspective and a school development perspective and discussed with an international comparative view. Esther Dominique Klein, born in 1982, Dr. phil., is research assistant at the Faculty of Educational Sciences of the University of Duisburg-Essen. Her main research interests lie in the areas of school system and school development research and international comparative education.
Author: Esther Dominique Klein
Publisher: Waxmann Verlag
ISBN: 3830979002
Category : Education
Languages : en
Pages : 401
Get Book Here
Book Description
In the context of outcomes-based school governance, statewide exit exams are often expected to have a positive effect on student achievements if schools and teachers use the performance feedback from the exams for school, instructional, and professional development. However, very little is known about whether the exams are used for development at all and how this is affected by factors in the exam system and organizational aspects of schools. In a comparison of Finland, Ireland, and the Netherlands, the study therefore investigates how different exam systems and their functions, the conditions at school level, and the use of the exams for school and classroom development are associated. The study uses expert interviews and a questionnaire survey with principals and teachers. The role statewide exit exams can play in education systems is analyzed from a governance perspective and a school development perspective and discussed with an international comparative view. Esther Dominique Klein, born in 1982, Dr. phil., is research assistant at the Faculty of Educational Sciences of the University of Duisburg-Essen. Her main research interests lie in the areas of school system and school development research and international comparative education.
Author: Ying Zhang
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 50
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Book Description
Author: Center on Education Policy, Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 178
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Book Description
The Center on Education Policy (CEP) has been studying state high school exit examinations since 2002. This is the sixth annual report on our comprehensive study of exit exams. The information comes from several sources: our survey of states that have mandatory exit exams, interviews with state officials, media reports, state Web sites, and case studies of eight districts in five states. The report focuses on changes that have occurred over the past year in intervention (strategies used to raise initial pass rates) and remediation (strategies used to raise cumulative pass rates) efforts at both state and local levels, and specifically those efforts that address achievement gaps. Reported findings include: (1) High school exit examinations have a significant impact on American education; (2) Exit exam impact is particularly striking for students of color; (more than 75% of students of color are in states that require passage of exit exams); (3) Exit exams are aligned, for the most part, to grade 10; and (4) Eighteen states reported that the purpose of the exit exam is to determine mastery of the state curriculum, few reported that the purpose is to determine graduates' readiness for entry-level employment or post-secondary education Findings raise questions about the rigor of state standards and exit exams, and highlight a need to reexamine the purpose of state exit exams. The report concludes that the effectiveness of state exit exam intervention and remediation strategies is largely unknown, and many states do not have the capacity to evaluate these strategies. States and school districts are investing significant time, effort, and resources toward increasing passing rates on these exams; states should also develop methods to evaluate and determine the effectiveness of the various strategies they use. More attention needs to be given to the impact that high school exit exams are having on curriculum and instruction. Research aimed at evaluating the effectiveness of high school exit exam policy as a tool for shaping and improving instruction and student performance, especially for disadvantaged students, should be undertaken. A variety of methods to identify issues and collect information for this year's study, including a detailed survey of states with current or planned high school exit exams, analysis of local-level work on exit exams conducted over the past five years, review of major research conducted by others on exit exams, and tracking important events related to exit exams. The study focuses on mandatory exit exams, and includes states that require students to pass, not just take, state exit exams to receive a high school diploma, even if the students have completed the necessary coursework with satisfactory grades; states in which the exit exams are a state mandate rather than a local option; and states that are phasing in mandatory high school exit exams that meet the first two criteria. Individual State Profiles are included. (Contains 11 footnotes, 2 boxes, 1 figure and 13 tables.).
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 232
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Book Description
Author: Shelby McIntosh
Publisher:
ISBN:
Category :
Languages : en
Pages : 57
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Book Description
Since 2002, the Center on Education Policy (CEP) at The George Washington University, a national advocate for public education and improving public schools, has been studying state high school exit examinations--tests students must pass to receive a high school diploma. This year marks the 11th year CEP has reported on exit exams in order to help policymakers reach informed decisions about assessment policies in their states. Information from this year's report comes from several sources: a formal verification process through which department of education officials in states with exit exams confirmed and updated information about their exit exam policies from CEP's previous reports on this topic; a special survey of states both with and without exit exams about the future of these policies; state Web sites; media reports; and past CEP publications. Chapter 1 of this report focuses on the present status of state high school exit exam policies, including which states have exit exams, specific characteristics of these exams, how many students are impacted, and changes that have occurred in these policies over the past year. Chapter 2 discusses the future of these policies, such as the shift to assess college and career readiness and the impact of the implementation of the Common Core State Standards (CCSS) and common assessments. Chapter 3 reviews states' past 11 years of experience in implementing exit exams to draw out lessons that may be valuable to state leaders and policymakers as they decide about future policy changes and their implementation. Impact of Common Core State Standards in states with high school exit exams is appended. (Contains 6 figures, 3 tables, 2 boxes, and 2 footnotes.).
Author: Dalia Zabala
Publisher:
ISBN:
Category :
Languages : en
Pages : 50
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Book Description
Since 2002, the Center on Education Policy (CEP), an independent nonprofit organization, has been studying state high school exit examinations--tests students must pass to receive a high school diploma. This is CEP's seventh annual report on exit exams. The information in this report comes from several sources: our survey of states that have mandatory exit exams, media reports, state Web sites, and interviews with state and district officials. This report focuses on new developments in high school exit exam policies that have occurred over the past year. It specifically focuses on the states' move away from minimum-competency exams and comprehensive exams that are aligned to state standards in several subjects, and toward end-of-course (EOC) exams that assess mastery of the content of a specific high school course. The report presents CEP's major findings from this year's study and its recommendations for improving the implementation of state high school exit exams. (Contains 5 tables, 2 figures, 2 footnotes, and 1 box.).
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 328
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Book Description
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
Author: Chris Brown
Publisher: Emerald Group Publishing
ISBN: 1800431430
Category : Education
Languages : en
Pages : 299
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Book Description
Generating understanding into how to more routinely foster evidence-informed teaching practice globally, this ground-breaking handbook is vital reading for educational researchers, and especially those working close to practice, in all settings.
Author: Chester E. Finn, Jr.
Publisher: Princeton University Press
ISBN: 1400844576
Category : Education
Languages : en
Pages : 264
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Book Description
An in-depth look at academically selective public high schools in America What is the best education for exceptionally able and high-achieving youngsters? Can the United States strengthen its future intellectual leadership, economic vitality, and scientific prowess without sacrificing equal opportunity? There are no easy answers but, as Chester Finn and Jessica Hockett show, for more than 100,000 students each year, the solution is to enroll in an academically selective public high school. Exam Schools is the first-ever close-up look at this small, sometimes controversial, yet crucial segment of American public education. This groundbreaking book discusses how these schools work--and their critical role in nurturing the country's brightest students. The 165 schools identified by Finn and Hockett are located in thirty states, plus the District of Columbia. While some are world renowned, such as Boston Latin and Bronx Science, others are known only in their own communities. The authors survey the schools on issues ranging from admissions and student diversity to teacher selection. They probe sources of political support, curriculum, instructional styles, educational effectiveness, and institutional autonomy. Some of their findings are surprising: Los Angeles, for example, has no "exam schools" while New York City has dozens. Asian-American students are overrepresented—but so are African-American pupils. Culminating with in-depth profiles of eleven exam schools and thoughtful reflection on policy implications, Finn and Hockett ultimately consider whether the country would be better off with more such schools. At a time of keen attention to the faltering education system, Exam Schools sheds positive light on a group of schools that could well provide a transformative roadmap for many of America's children.
