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Holding Students to Account by Paul E. Peterson
CHAPTER 7 Holding Students to Account Paul E. Peterson The American high school is troubled. Not only do US high school students’ performances trail those of students in most other indus- trialized nations, but there are few signs of improvement within the United States. While pupils in fourth grade have made striking gains over the past couple of decades, the gains attenuate by eighth grade and disappear altogether in high school. Even the most tal- ented high school students don’t always do well. Only 7 percent of US students score at or above the advanced level in mathematics, as compared to twice that percentage on the part of Canadians, Germans, Finns, Dutch, Belgians, and Japanese. Students in high- flying places such as Korea, Switzerland, and Singapore do even better.1 Many students graduate from high school without the req- uisite skills needed to perform successfully in a modern, industrial- ized society. Approximately 1.7 million college students must take remedial courses, a clear indication that high school graduates have not acquired a minimum set of cognitive skills. The causes are multiple, and no one fix will address them all. But flaws in the country’s student accountability system are a Copyright © 2014 by the Board of Trustees of the Leland Stanford Junior University. All rights reserved. FinnSousa_WhatLiesAhead.indb 119 12/19/13 8:15 AM 120 Holding Students to Account likely contributing factor. Unlike most countries that have high- performing students, the United States lacks, as do most states within the United States, a set of exit exams, that is, subject- specific examinations students are expected to take as their careers in secondary schools are concluding. -
Trends in Test Programs, Alternate Pathways, and Pass Rates November 2009 Credits and Acknowledgments
State High School Exit Exams: ® Trends in Test Programs, Alternate Pathways, and Pass Rates November 2009 Credits and Acknowledgments This report was researched and written by Ying Zhang, CEP research associate. Jack Jennings, CEP’s president and CEO, co-authored the recommendations and provided advice and guidance. Diane Stark Rentner, CEP’s national program director, and NancyKoberand NaomiChudowsky,CEPconsultants, gave helpful comments to the report. Jennifer McMurrer,CEP research associate, assisted in verifying and editing the report and state pro- files. Rebecca Barns, CEP consultant, edited the report and the state profiles. Laura Sobchik, CEP intern, assist- ed in data entry and verification. Jody Peltason, CEP intern, provided general assistance on the report. The Center on Education Policy extends its deepest gratitude to the officials in the 26 states who responded to our state survey on exit exams, verified the information in the state profiles, and answered other questions about exit exam policies. Without their assistance, this report would not have been possible. We would also like to thank Keith Gayler, CEP consultant, who helped with the development of the state survey, andthreeexternalreviewerswhoprovidedinsightfulcommentsandsuggestions:Dr.DavidConley,professorand director,Center for Education Policy Research, University of Oregon; Dr. John Robert Warren, professor, University of Minnesota; and Dr. Lauress Wise, principal scientist, the Human Resources Research Organization (HumRRO). The Center draws on general support resources from the George Gund Foundation and the Phi Delta Kappa International Foundation. The statements made and the views expressed in this report are solely the respon- sibility of the Center. www.cep-dc.org Table of Contents Summary ........................................... -
Four Common Grading Practices Can Hurt Students and Erode Instructional Culture
SPECIAL TOPIC What’s Worth Fighting Against in Grading? Four common grading practices can hurt students and erode instructional culture. Douglas Reeves, Lee Ann Jung, and Ken O’Connor n his classic book What’s Worth opportunities and university admis- Fighting for in the Principalship?, sions, grading remains the wild west Michael Fullan (2008) identified of school improvement, in which a dozen action items for prin- policy coherence is more apparent in cipals and school systems that claims than in practice and anyone Iremain as relevant today as they were armed with a red pen can make deci- almost a decade ago. In particular, sions with devastating instructional his clarion calls was to “de-privatize consequences. teaching” and to “elevate and invest Although we don’t encourage in instructional leadership of the micromanagement of school grading principal” (p. 58). But although there policies, we insist that Fullan is right is now no scarcity of administrators, that there are a number of things coaches, and other staff who have school leaders should fight for—or acquired titles suggesting instruc- against. And we are not bothered tional leadership, it is still difficult by the terminology’s suggestion of to find examples of instructors being entering into conflict. No professional led through a coherent set of policies educator would hesitate to fight for the and practices that routinely improve safety of a student, or to protect a child student achievement. from physical harm. Some commonly We find this disconnect particularly used grading policies, we believe, rise glaring in the area of grading. Whether to this level of urgency in that they the issue is classroom scores on daily threaten the emotional well-being work or final report card grades and academic outcomes of children. -
Understanding the Policy Context of High School Exit Exams: a Review of the Literature from 2006 to 2018
UNDERSTANDING THE POLICY CONTEXT OF HIGH SCHOOL EXIT EXAMS: A REVIEW OF THE LITERATURE FROM 2006 TO 2018 Hannah Poquette Aaron Butler Working Paper November, 2018 KENTUCKY DEPARTMENT OF EDUCATION 300 Sower Boulevard, Fifth Floor Frankfort, KY 40601 Executive Summary The Kentucky Board of Education is currently considering changes to Kentucky’s high school graduation requirement policy to address concerns that Kentucky students are not graduating with the skills necessary to ensure their success after high school. A key component of this policy change would require students to pass a high school exit exam before receiving a diploma. The most recent data on high exit exam policies show that approximately one out of four states require students to pass an exit exam (Center on Education Policy, 2012). These exit exam policies have varied widely in their implementation and characteristics. Empirical evidence from studies examining exit exams demonstrates that choices made when crafting the policy and establishing the exam may greatly affect the success of the policy and should be carefully considered. This literature review synthesizes evidence addressing characteristics of the Kentucky exit exam policy. These characteristics include (a) student outcomes of underperforming and underserved populations, (b) level of exit exam difficulty, (c) inclusion of multiple subject areas in exit exams, and (d) inclusion of alternative pathways to graduation. Exit Exams and Outcomes for Underperforming and Underserved Students Research evidence suggests that students at the lower end of the achievement distribution, racial/ethnic minority students, or low income students may not see distinct improvements in their outcomes due to the implementation of an exit exam. -
End of Course Exams
www.ecs.org/per End-of-Course Exams A growing trend in high school-level assessments APRIL In recent years, criticism of high school graduates’ lack of readiness for college and work has led 20 2 No. 11, Vol. a number of states to raise high school graduation requirements — particularly in terms of the number and rigor of courses students must pass. Yet states have found that without a common end- of-course measure, it is impossible to ensure that a course labeled “Algebra I” holds students to the same expectations statewide.1 At the same time, states with exit exams have evaluated these high- 10 stakes assessments, wondering if new approaches such as end-of-course exams might provide fairer and more accurate accountability measures for students, schools and the state as a whole. Both of these state policy trends have resulted in the increasing adoption of end-of-course assessments at the high school level. This issue of The What’s Inside Progress of Education Reform will address the following questions: Is there a trend What are end-of-course exams (EOCs), and how do they differ toward end-of-course from the assessments many states have been administering to exams? date? Why the trend toward EOCs? Why end-of-course How many states administer EOCs? exams? For what purposes are these assessments used, including: What “best practices” • Are these tests aligned with “college-ready” indicators? can improve end- • Are they used as exit exams? of-course exam What has been the impact on students of the transition to end-of- programs? course assessments? What does the research say? Are there “best practices” other states can learn from? THE PROGRESS OF OF THE PROGRESS Education Reform 1 www.ecs.org/per What are end-of-course exams? End-of-course exams are pretty much what they sound like—they test students, at the end of an academic course, on content expected to have been covered during that course. -
Mathematical Competencies in High School Exit
Mathematical Competencies in High School Exit Examinations and in TIMSS/III Kahnert, Eickelmann, Bos & Endberg – Validation of High Stakes-Testing Through an International Large Scale Assessment Instrument MATHEMATICAL COMPETENCIES IN HIGH SCHOOL EXIT EXAMINATIONS AND IN TIMSS/III – VALIDATION OF HIGH STAKES- TESTING THROUGH AN INTERNATIONAL LARGE SCALE ASSESSMENT INSTRUMENT Julia Kahnert, Birgit Eickelmann, Wilfried Bos & Manuela Endberg Institute for School Development Research, TU Dortmund University, Germany Abstract In Germany students gain access to universities by passing the high school exit examination (Abitur). By using probabilistic scaling methods, this study examines whether central high school exit examinations as a form of high- stakes testing allow for valid information in measuring competencies. For this approach a cohort of students simultaneously took their high school exit examinations in mathematics and the TIMSS/III-test (Mullis et al., 1998). Both instruments entail information about students’ mathematical competencies. The presented study establishes in how far both results are comparable and which consequences for high-stakes testing as well as for TIMSS/III can be deduced. Introduction, Background, and Objectives of Study The presented research project is conducted as a sub-project for the project “Quality management of central examinations” organized by the Institute of School Development Research at Dortmund University. The project is funded by the school ministry in North Rhine-Westphalia. Data was collected in the survey period during February and March 2011. This paper deals with the topic of high school exit examinations as a certain form of high-stakes testing in Germany. Exemplarily for the subject mathematics, students’ performance data was collected and analysed. -
Implementation of the K-12 Education Reform in Qatar's Schools
THE ARTS This PDF document was made available CHILD POLICY from www.rand.org as a public service of CIVIL JUSTICE the RAND Corporation. EDUCATION ENERGY AND ENVIRONMENT Jump down to document6 HEALTH AND HEALTH CARE INTERNATIONAL AFFAIRS The RAND Corporation is a nonprofit NATIONAL SECURITY research organization providing POPULATION AND AGING PUBLIC SAFETY objective analysis and effective SCIENCE AND TECHNOLOGY solutions that address the challenges SUBSTANCE ABUSE facing the public and private sectors TERRORISM AND HOMELAND SECURITY around the world. TRANSPORTATION AND INFRASTRUCTURE Support RAND WORKFORCE AND WORKPLACE Purchase this document Browse Books & Publications Make a charitable contribution For More Information Visit RAND at www.rand.org Explore the RAND-Qatar Policy Institute View document details Limited Electronic Distribution Rights This document and trademark(s) contained herein are protected by law as indicated in a notice appearing later in this work. This electronic representation of RAND intellectual property is provided for non-commercial use only. Unauthorized posting of RAND PDFs to a non-RAND Web site is prohibited. RAND PDFs are protected under copyright law. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents for commercial use. For information on reprint and linking permissions, please see RAND Permissions. This product is part of the RAND Corporation monograph series. RAND monographs present major research findings that address the challenges facing the public and private sectors. All RAND mono- graphs undergo rigorous peer review to ensure high standards for research quality and objectivity. Implementation of the K--12 Education Reform in Qatar’s Schools Gail L. -
Edsource Highlighting Strategies for Student Success
EdSource Highlighting Strategies for Student Success REPORT MARCH 2014 Reforming Testing and Accountability Essential Principles for Student Success in California Executive California is in the midst of a fundamental remaking of its assessment Summary and accountability system that has been in place for 15 years. The state has the opportunity to play a leadership role in developing a multi-faceted assessment and accountability system that goes beyond a narrow focus on test scores and that could be a model for the nation. The transition offers California the potential to develop a more effective system that will not only assess students in more meaningful ways across more parts of the school curricu- lum, but also will provide educators with meaningful information about their students to help drive academic improvement. The changes are being driven by several significant reforms, including: n The Common Core State Standards, adopted by the State Board of Education in August 2010, and the Next Generation Science Standards adopted in September 2013; n The dramatic reform of California’s school finance system, signed into law by Gov. Jerry Brown in July 2013; n The passage of Assembly Bill 484 in September 2013—introducing a new statewide assess- ment system to replace the Standardized Testing and Reporting (STAR) program in place Authors This report was written since 1997—and Senate Bill 1458 in September 2012, reforming the Academic Performance and researched by Index (API). Louis Freedberg, Ph.D., with assistance from In addition, Gov. Brown has opened up a debate in California—likely the only such debate Richard Colvin. -
High School Exit Examinations and State-Level Completion and GED Rates, 1973-2000*
High School Exit Examinations and State-Level Completion and GED Rates, 1973-2000* Version: October 2004 John Robert Warren Department of Sociology University of Minnesota Krista N. Jenkins Department of Sociology University of Pennsylvania Rachael B. Kulick Department of Sociology University of Minnesota Working Paper No. 2005-08 https://doi.org/10.18128/MPC2005-08 WORKING DRAFT: PLEASE DO NOT CITE OR QUOTE WITHOUT PERMISSION *Paper prepared for presentation at the annual meeting of the Population Association of America, Boston, April 2004. Support for this project has been provided by the Spencer Foundation’s Major Grants Program and by the University of Minnesota’s Undergraduate Research Opportunities Program. We are also very grateful to Christopher Uggen, Dean Lillard, Jennifer C. Lee, Daniel Koretz, Robert Hauser, and several anonymous reviewers for their helpful advice and feedback. However, errors and omissions are the responsibility of the authors. Please direct correspondence to John Robert Warren, Department of Sociology, University of Minnesota, 909 Social Sciences, 267 ~ 19th Ave. South, Minneapolis, MN 55455 or email [email protected]. High School Exit Examinations and State-Level Completion and GED Rates, 1973-2000 ABSTRACT We investigate the extent to which high school exit examinations are associated with state-level high school completion rates in the United States. To do so, we estimate a series of state and year fixed effects models using a new measure of state-level high school completion rates and archival information about states’ high school exit examinations between 1973 and 2000. We find that high school exit examinations --- particularly more difficult examinations that have recently been implemented in some states --- are associated with lower high school completion rates and higher rates of General Educational Development (GED) test taking. -
The Progress of Education Reform: Defining College Readiness
www.ecs.org/per Defining College Readiness Where are we now, and where do we need to be? Multiple catalysts are fueling states’ increased urgency to establish APRIL 20 Vol. 13, No. 2 a definition of “college readiness:” What’s Inside Common Core: Forty-six states and the District of Columbia Three options for states to have adopted the Common Core State Standards, which are define “college readiness” “aligned with college and work expectations.”1 Assessments measuring student performance against these standards are 12 Critical elements to consider under development by two assessment consortia. Twenty- three states and the District of Columbia plan to administer for each approach the PARCC (Partnership for Assessment of Readiness for College and Careers) assessment, while 28 states have agreed Further reading on defining to administer the Smarter Balanced Assessment.2 “college readiness” NCLB waivers: States seeking waivers from No Child Left Behind (NCLB) Act mandates must, among other requirements, adopt “college- and career-ready standards” in reading and math for all students, and develop and administer “annual, statewide, aligned, high-quality assessments, and corresponding academic achievement standards, that measure student growth in at least grades 3-8 and at least once in high school.”3 Race to the Top: Funds are intended to “encourage and reward States that are … ensuring student preparation for success in college and careers … and implementing ambitious plans in four core education reform areas,” including adoption of “internationally-benchmarked standards and assessments that prepare students for success in college and the workplace[.]” Phase 2 state applications were required to demonstrate how funds would “increase the rates at which students graduate from high school prepared for college and careers.”4 High postsecondary remediation rates: Complete College America (CCA) recently reported remediation rates at two- and four-year postsecondary institutions in 33 states. -
Developmental Education Reform: a Student Success and Equity
ALLIANCE FOR COMMUNITY COLLEGE EXCELLENCE IN PRACTICE Community College Leadership for the 21st Century FEBRUARY 2020 www.ferris.edu/alliance Developmental Education Reform: Research has found that traditional A Student Success and Equity Imperative developmental Julianna Barnes, EdD illuminated our student data to create a sense of urgency education can hinder President for change, I took a bold next step. As the new college Cuyamaca College president and as a second degree black belt in karate, students in a variety El Cajon, CA I wanted to demonstrate my commitment to change. I slipped on my karate gi and black belt and in front of my of ways that could entire college community, proceeded with a punch to be improved through It’s time to say “good-bye” to developmental education try to break a board that read “Institutional barriers to as we once knew it. student success and equity.” better policy and Years ago, I focused my own doctoral research on After two attempts I did not break that board. However, practice. developmental education in the community colleges and my hand did break requiring a swift departure to the believed that students needed to take layers of remedial emergency room which left me feeling defeated and – E. Ganga, courses in math and English to gain the academic skills deflated. Upon returning to campus, I was delighted A. Mazzariello, and required to succeed in college-level coursework. Besides, to see a flurry of emails with the overarching message N. Edgecombe the tried-and-true standardized placement exams that of “Institutional barriers to success and equity are so had gone through rigorous reliability studies couldn’t entrenched that one person alone cannot break through be wrong, could they? Analysis of our data revealed them. -
2009-10 Academic Year
Accreditation Lindsey Wilson College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097; Telephone number 404- 679-4501) to award the Associate of Arts, Bachelor of Arts, Bachelor of Science, Master of Arts, and Master of Education Degrees. The College is also accredited by the University Senate of The United Methodist Church. The Master of Education in Counseling and Human Development is accredited through the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The Bachelor of Arts in Education and the Master of Education for Rank II Change is accredited by the Kentucky Educational Professional Standards Board (EPSB) and the Council on Postsecondary Education (CPE). The Bachelor of Arts in Business Administration is accredited by the International Assembly of College Business Education (IACBE). The Lindsey Wilson College School of Professional Counseling Program has been granted the following accreditation/ authorization from state authorities: The Ohio Board of Regents has accredited the bachelor’s degree in Human Services and Counseling and the masters of education in Counseling and Human Development at Cincinnati Technical and Community College in Cincinnati at Cincinnati State Community College and at Southern State Community College in Hillsboro. The Tennessee Board of Regents has approved the application by the School of Professional Counseling to offer the bachelors and masters degree programs in Tennessee. The West Virginia Higher Education Authority has accredited the programs at Logan Community College in Logan. The State Council of Higher Education for Virginia (SCHEV) has accredited the programs at Mountain Empire Community College in Big Stone Gap, at Southwestern Community College in Richlands and at Wytheville Community College in Wytheville.