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Examining the Effects of State High School Exit Exam Policies on Selected Outcomes of Students with Disabilities

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Examining the Effects of State High School Exit Exam Policies on Selected Outcomes of Students with Disabilities ABSTRACT Title of Document: EXAMINING THE EFFECTS OF STATE HIGH SCHOOL EXIT EXAM POLICIES ON SELECTED OUTCOMES OF STUDENTS WITH DISABILITIES Tracy Gail Wilkinson Doctor of Philosophy, 2012 Directed By: Professor Margaret J. McLaughlin Department of Counseling, Higher Education, and Special Education This study had several purposes. The first purpose of the study was to examine the relationship between selected student, family and school characteristics, and state exit exam policies and the impact on graduation from high school among a sample of students with disabilities. A second purpose of the study was to explore the relationship between attending high school in a state that has an exit exam policy and the academic rigor of the coursework, as measured by the highest math course completed, among a sample of students with disabilities. The last purpose of study was to investigate the contribution of attending high school in a state that has an exit exam policy and academic rigor in coursetaking on enrollment in postsecondary education among a sample of students with disabilities. Using binary and multinomial logistic regression, I analyzed data for roughly 1,000 students with disabilities in the Education Longitudinal Study of 2002 (ELS:02). The findings regarding the effects of state exit exam policies on the selected post- school outcomes of students with disabilities vary. I found that presence of a state exit exam requirement did not significantly predict receipt of a standard high school diploma for a student with a disability in the class of 2004, nor does the requirement predict enrollment in postsecondary education for a student meeting the same criteria. I also found that presence of a state exit exam requirement for the class of 2004 did predict completion of advanced math coursework for a student with a disability, though the same factor did not predict completion of middle academic math coursework for a student meeting the same criteria. Finally, I discuss the implications of these findings on policy and practice for students with disabilities, as well as for future research. EXAMINING THE EFFECTS OF STATE HIGH SCHOOL EXIT EXAM POLICIES ON SELECTED OUTCOMES OF STUDENTS WITH DISABILITIES By Tracy Gail Wilkinson Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park, in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2012 Advisory Committee: Professor Margaret J. McLaughlin, Chair Associate Professor Robert Croninger Associate Professor Paula Maccini Professor of Practice Patricia Richardson Assistant Professor Jade Wexler © Copyright by Tracy Gail Wilkinson 2012 Acknowledgements I would like to express my heartfelt gratitude and appreciation to the following individuals for their contribution to the completion of this research and my doctoral program. I feel so incredibly fortunate to have experienced outstanding support, guidance, and encouragement during my time at the University of Maryland. Thank you to my advisor, committee chair, and mentor, Maggie McLaughlin. When I came to you with this crazy idea for my dissertation, you could have easily told me that it was impossible and that I should find another topic (and I am sure there were times that you really wanted to do so). Instead, you helped me find a way to make it work. I have learned so much from you and greatly appreciate all of the time and energy that you have invested into my development as a researcher. Thank you, also, for the fellowship that made it possible for me to pursue and complete this program. I owe a great amount of gratitude to my dissertation committee members as well. To Bob Croninger, thank you for your guidance in all things quantitative. Your suggestions during the proposal drafting process greatly strengthened this study. To Polly Maccini, thank you for your guidance in math education and for your positivity and willingness to help. Thank you to Pat Richardson for providing a valuable school leadership perspective and for your encouragement. To Jade Wexler, thank you for your valuable feedback, expertise on high school completion, and support throughout this process. I know I’ve said this before, but I truly mean it: I could not have asked for a better committee and I feel so lucky to have had the opportunity to work with all of you! ii I, of course, must thank the past and present occupants of Benjamin 0109: Kyrie, Cherise, Amy, Asha, Kelly, Carmen, and our honorary members Rob and Tom. Thanks for the support, advice, laughs, long talks (when we probably should have been working…oops), and encouragement over the last three years. Thank you also to Deirdre Barnwell and Carolyn Fink for always being enthusiastic supporters and allowing me to hone my college teaching skills in your classes. Many thanks to my non-EDSP friends both here and in Texas, especially Megan, Mary Beth, Lindsey, and Michelle, for always making me laugh and for your patience, particularly when I wouldn’t shut up about my dissertation or statistics or anything else that was probably boring to “normal” people. Finally, I don’t know how I can adequately express my gratitude to my family. Thank you for always believing in me and teaching me that anything is possible. To my mom, Susan, thank you for being the best PhD role model anyone could ask for. There is no way that I could have done this without your advice, support, and “lessons learned” from your own experience. To my dad, Joe, thank you for using your sense of humor to keep me laughing throughout this process and for always reminding me that hard work and strong character are the keys to success. To my brother, Matt, thank you for providing encouragement in your own special way. I love you all. iii Table of Contents Acknowledgements …………………………………………………………………. ii Table of Contents …………………………………………………………………… iv List of Tables ………………………………………………………………………... vii List of Figures ………………………………………………………………………. ix Chapter I …………………………………………………………………………….. 1 Introduction to the Study ………………………………………………………... 1 High-Stakes Testing in the United States ……………………………………….. 2 High stakes exit exams ……………………………………………………… 4 Overview of Research on High Stakes Graduation Exams ……………………... 5 Importance of a High School Diploma …………………………………………. 7 Importance of Rigorous Coursework …………………………………………… 8 Purpose of Study and Research Questions ……………………………………… 9 Research questions …………………………………….……………………. 9 Methodology ……………………………………………………………………. 10 Significance of the Study ……………………………………………………….. 11 Definition of Key Terms ……………………………………………………….. 13 Chapter II ……………………………………………………………………………. 16 Review of the Literature ………………………………………………………… 16 Graduation rates and drop out rates ……………………...………………….. 16 Search Procedures ………………………………………………………………. 18 Overview of Policy and Legal Considerations of Exit Exams ………………….. 21 Goals 2000: Educate America Act of 1994 …………………………………. 21 1994 ESEA reauthorization: The Improving America’s Schools Act ……… 22 Students with disabilities: Pre-1997 IDEA Amendments …………………... 23 1997 IDEA Amendments …………………………………………………… 24 2001 ESEA reauthorization: The No Child Left Behind Act ……………….. 26 2004 IDEA reauthorization …………………………………………………. 28 High-Stakes Graduation Assessments …………………………………………... 28 Types of high-stakes exit exams ……………………...…………………….. 29 The importance of high stakes exit exams ………………………………….. 30 History of High School Exams ………………………………………………….. 31 Exit exams and students with disabilities …………………………………… 33 Relevant litigation and exit exams ………………………………………….. 36 The Current State of Exit Exams ………………………………………………... 40 National policies influencing exit exams …………………………………… 41 Measuring High School Graduation …………………………………………….. 43 Graduation rates for students with disabilities ……………………………… 46 Diploma options ………………………………….……………………... 48 High School Diplomas and Post-Secondary Outcomes ………………………… 50 High school graduation and post-secondary outcomes ……………………... 51 High school graduation and post-secondary outcomes of students with disabilities …………………………………………………………………… 52 Critical Review of Research Studies ……………………………………………. 55 Findings ……………………………………………………………………... 56 iv Student-level factors ………………………….…………………………. 56 Demographic ………………………………………………………... 57 Family ……………………………………………………………….. 57 Academic and social ………………………………………………… 58 School-level factors ……………………………………………………... 58 Demographic ………………………………………………………... 59 Staffing and resources ………………………………………………. 59 Social and school climate …………………………………………… 60 Graduation policies ……………………………………………………... 60 Critique of studies reviewed ………………………………………………… 65 Designs ………………………………………………………………….. 65 Participants and data sets ………………………………………………... 65 Variables ………………………………………………………………… 67 Procedures and data analysis ……………………………………………. 68 Summary of critical research review ………………………………………... 68 Chapter Summary ……………………………………………………………….. 70 Chapter III …………………………………………………………………………... 71 Methodology …………………………………………………………………..... 71 ELS:02 Dataset ………………………………………………………………….. 72 Overview and purpose ………………………………………………………. 72 ELS:02 sampling strategy …………………………………………………... 74 Instrumentation ………………………………………………………………….. 76 Math direct assessment ……………………………………………………… 77 Student questionnaires ………………………………………………………. 77 Parent questionnaire ………………………………………………………… 78 High school transcripts ……………………………………………………… 79 Identifying Students with Disabilities in ELS:02 ……………………………….. 80 Variables …………………………………………………………………………
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