An Examination of the Correlates to Achievement on the California High School Exit Exam.

Autor/inn/en	Garcia, Paul; Calhoun, David O.
Titel	An Examination of the Correlates to Achievement on the California High School Exit Exam.
Quelle	(2002), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Correlation; Curriculum Problems; Exit Examinations; Graduation Requirements; High School Students; High Schools; High Stakes Tests; State Programs; Student Surveys; Testing Programs; Urban Schools + Suchen Sie Ihr Suchwort? Schulleistung; Korrelation; Final examination; Abschlussprüfung; Abschlussordnung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Regierungsprogramm; Schülerbefragung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The California High School Exit Exam (CAHSEE), established in 1999, requires all high school students beginning with the class of 2004 to pass the CAHSEE to earn a high school diploma. A study was conducted in a large urban school district in central California of the first year of implementation of CAHSEE. The study gathered evidence about student attitudes toward the CAHSEE, the extent of classroom and student preparation for the test, and the effect of test results on subsequent student performance. Data used were extant CAHSEE and student databases, student survey results completed by 3,925 students (approximately 78% of ninth graders in the school district, and student focus groups at various schools. Findings suggest that this high stakes testing has contributed to increased test preparation, especially among students with limited English language proficiency. The student survey data also provide some evidence that for some students the curriculum has narrowed. Disparate achievement levels were found when white and nonwhite students were compared, and the small number of beginning English learners with passing CAHSEE scores raises the question of when high stakes tests are appropriate for students not proficient in English. Preliminary evidence does not support the idea that poor performance on the CAHSEE had adverse effects on students academic grades. However, changes in school attendance were significantly related to number of test sections passed on CAHSEE. (Contains 3 tables and 11 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC