Exit Scramble

Autor/in	McNeil, Michele
Titel	Exit Scramble
Quelle	In: Education Week, 27 (2008) 45, S.21-23 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Grade Point Average; Graduation; High Stakes Tests; Exit Examinations; High School Students; High School Graduates; Academic Failure; Compliance (Legal); Disabilities; Alternative Assessment; Educational Policy; State Standards; High Risk Students + Suchen Sie Ihr Suchwort? Abschluss; Graduierung; Final examination; Abschlussprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Graduate; Graduates; Absolvent; Absolventin; Handicap; Behinderung; Politics of education; Bildungspolitik; Problemschüler
Abstract	A decade-long push by states to make high school students pass an exit exam before getting their diplomas has stalled as politically sensitive student-failure rates contribute to a growing public backlash against high-stakes testing. Though 26 states have adopted such mandates--most of them since 2000--that number has remained static since last year, according to a report scheduled for release this week by the Center on Education Policy, a Washington-based research and advocacy organization that has tracked the trend for the past seven years. For nearly a dozen states, compliance deadlines that once seemed far off have begun to bite, leading Arizona, Alabama, Maryland, and Washington, among others, to soften their mandates by offering alternative paths to a diploma, or by also weighing factors such as a student's grade point average. States that rushed to tie high school graduation to passing a high-stakes test now face pressure to come up with alternatives, even as critics warn against a dilution of standards. All states with exams offer alternative paths to a diploma for students with disabilities, and 18 of the 23 that have fully phased in their exit-exam requirements also offer alternatives for general education students. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10