Participation in and Performance on the California High School Proficiency Examination. A Correlational Analysis of Data on High Schools and Individualized Test-Takers.

Autor/inn/en	Stern, David; Anton, Kristin
Institution	California Univ., Berkeley. School of Education.
Titel	Participation in and Performance on the California High School Proficiency Examination. A Correlational Analysis of Data on High Schools and Individualized Test-Takers.
Quelle	(1979), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equivalency Tests; High School Graduates; High Schools; Institutional Characteristics; Performance Factors; Research Reports; State Standards; Student Certification; Student Characteristics; Student Participation; Test Results; Use Studies; California + Suchen Sie Ihr Suchwort? High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Leistungsindikator; Research report; Forschungsbericht; Schulzeugnis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Benutzerschulung; Kalifornien
Abstract	The participation in and performance on the California High School Proficiency Examination (CHSPE), a state-mandated test designed to measure the attainment of cognitive requirements for early high school graduation, were analyzed. Objectives of the study were to identify the characteristics of high schools which had a large proportion of students taking the test and to identify characteristics of students who received high scores. Data were collected for individuals who took the test; individual high schools; school districts; and counties. Although the analysis was incomplete, some conclusions were drawn: (1) information about the availability and desirability of taking the CHSPE was not made uniformly available by all schools; (2) test scores were positively associated with the educational attainment of household heads and grades in academic subjects; (3) test scores were negatively associated with Black and Hispanic students and with having a language other than English spoken at home; and (4) students from upper socioeconomic backgrounds performed better than students from lower socioeconomic backgrounds. (Data are appended). (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC