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State High School Exit Exams: A Policy in Transition

Author(s): Shelby McIntosh
Published: September 19, 2012

CEP’s 11th annual report on state high school exit exams finds that states are embracing higher standards on their exit exams, which means schools and students will feel the impact. The report, based on data collected from state education department personnel in 45 states, discusses the present status of state exit exam policies, the future of these policies as states implement the Common Core State Standards and common assessments, and lessons that can be learned from states’ past experiences with implementing new exit exam policies.

State Profiles for Exit Exam Policies Through 2011-12

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State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement

Author(s): Shelby McIntosh
Published: December 8, 2011

This 10th installment of CEP’s annual study of high school exit exams and other assessments finds that fewer states are requiring students to pass a high school exit exam, though testing in other areas has increased. The report, based on a survey of all 50 state departments of education, discusses state policies associated with high school exit exams, college entrance exams (such as the ACT or SAT), and college and career readiness assessments.

State Profiles for Assessment Policies Through 2010-11

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State Test Score Trends Through 2008-09, Part 5: Progress Lags in High School, Especially for Advanced Achievers

Author(s): Jennifer McMurrer and Nancy Kober
Published: October 5, 2011

This report examines testing data from 40 states and the District of Columbia from 2002 through 2009 and finds that while high school scores on state English language arts and math tests rose in most states, smaller proportions of states made gains in high school compared with 4th and 8th grades. State testing data also show a lack of progress and widening gaps between various groups of high school students at the advanced level in many states.

A supplemental appendix with listings of where states fall within the various analyses for this study is available as well as one-page profiles of state-specific performance trends at the advanced achievement levels for nine states. 

View Annual Report


State Test Score Trends Through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students?

Author(s): Nancy Kober, Jennifer McMurrer, Malini R. Silva
Published: August 9, 2011

This report compares achievement trends since 2002 (or a more recent year in some states) on state reading and math tests for Title I students and students not participating in Title I. The largest of the federal aid programs for K-12 schools, Title I of the Elementary and Secondary Education Act of 1965 supports extra instructional services for low-performing students in low-income schools and for all students in the highest-poverty schools. Generally, achievement on state reading and math tests has improved in recent years for students participating in the Title I program in most of the 19 states with comparable data. Further, gaps between Title I participants and non-participants have also narrowed more often than they have widened since 2002, although trends were more positive at grades 8 and high school than at grade 4.

A one-page profile of state-specific performance trends for Title I and non-Title I students is available for each of the 19 states included in the study.

View 2008-2009 State Profiles

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State Test Score Trends Through 2008-09, Part 3: Student Achievement at 8th Grade

Author(s): Naomi Chudowsky, Victor Chudowsky
Published: April 5, 2011

This report, which provides a detailed look at student performance on 8th grade state reading and math tests, tracks testing data by student race, ethnicity, income, and gender from as early as 2002 through 2009. State test results are analyzed when three or more years of comparable data are available, and student performance at the basic, proficient, and advanced achievement levels are included in the analysis. The main finding is that, contrary to popular wisdom, there have generally been upward trends in state reading and math test scores at 8th grade. The progress is more noteworthy in math, where every state with sufficient data made gains in the percentage of 8th grade students reaching the advanced level and all but one of these states showed gains at the proficient level. In most of the states, however, gaps have widened between lower- and higher-achieving subgroups of 8th graders at the advanced level in math.

Also available are 50 state profiles with detailed student achievement data and tables showing the performance of various student groups on state tests.

View 2008-09 State Profiles

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Can Boys Succeed in Later Life If They Can’t Read As Well As Girls?

Author(s): Jack Jennings
Published: March 17, 2011

In his March, 2011 blog post for The Huffington Post, CEP president and CEO Jack Jennings asks the question, “Can Boys Succeed Later in Life if They Can’t Read as Well as Girls?” Jennings notes troubling statistics that illustrate lower performance of boys compared to girls, including performance on state reading tests, and graduation rates from both high school and college. He says that the good news is that the recent national focus on improvement in math achievement for women has paid off, but that the bad news is that men are falling behind in the workforce, most likely because of their educational deficiencies.

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State High School Tests: Exit Exams and Other Assessments

Author(s): Shelby Dietz
Published: December 21, 2010

CEP’s 9th annual report on high school exit exams discusses new developments in state high school exit exam policies and how students enrolled in school in states with these policies are affected. This year’s report finds that 28 states required high school exit exams in the 2009-10 school year (up from 26 in 2009), and public schools in those states enroll 83 percent of the nation’s students of color and more than three-quarters of the country’s low-income pupils. For the first time, this year’s report also includes information about graduation requirements in states that do not require exit exams.

Key findings from this year's report:

View all CEP videos about State High School Tests: Exit Exams and Other Assessments.

View Annual Report


State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps

Author(s): Nancy Kober, Naomi Chudowsky, Victor Chudowsky
Published: December 14, 2010

This report provides a detailed look at student performance on state tests and examines whether state-level results from the National Assessment of Educational Progress (NAEP) confirm the trends found on state tests. The report tracks data for all states and the District of Columbia in math and reading for grades 4, 8, and high school by student race, ethnicity, income, and gender from as early as 2002 through 2009, where three or more years of comparable data are available.  Also available are 50 state profiles with detailed student achievement data and tables showing the performance of various student groups on 2009 state tests.  Finally, also posted here are short video clips of CEP’s President and CEO Jack Jennings explaining the main findings of this study.

The Appendix Tables provides state-by-state tables showing the 2009 percentages proficient, mean test scores, and achievement gaps in reading and math for all major subgroups in the states with sufficient data.

View 2008-09 State Profiles

View the comments by CEP President Jack Jennings, as he shares his viewpoints on the report and what it means for education reform here. Preview:

Jennings, Achievement Gap 1 from Spotlight on Vimeo.

View all CEP videos about State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps.

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State Test Score Trends Through 2008-09, Part 1: Rising Scores on State Tests and NAEP

Author(s): Naomi Chudowsky and Victor Chudowsky
Published: September 15, 2010

This report compares state math and reading proficiency scores in grades 4 and 8 to National Assessment of Educational Progress (NAEP) basic scores for the period of 2005 to 2009. The study found that scores on state tests and NAEP have increased in most states with sufficient data. Also included with the report are profiles for the 23 states that are included in the research because they did not have breaks in their testing data for the years studied.

View 2008-09 State Profiles

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A Call to Action to Raise Achievement for African American Students

Author(s): Nancy Kober, Naomi Chudowsky, Victor Chudowsky, and Shelby Dietz
Published: June 30, 2010

These three reports, "A Call to Action to Raise Achievement for African American Students", "Improving Achievement for the Growing Latino Population Is Critical to the Nation’s Future", and "Policy Implications of Trends for Asian American Students" examine the performance of these students on state reading and math tests used for accountability under NCLB. The reports examine trends since 2002 in the percentages of students in each of the ethnic/racial group studied that reached the proficient level on state tests, the achievement gaps between each of the three subgroups and white students, and the performance of these students on 2008 state tests. The reports also explore possible policy implications for the achievement trends.

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Improving Achievement for the Growing Latino Population Is Critical to the Nation’s Future

Author(s): Nancy Kober, Naomi Chudowsky, Victor Chudowsky, and Shelby Dietz
Published: June 30, 2010

These three reports, "A Call to Action to Raise Achievement for African American Students", "Improving Achievement for the Growing Latino Population Is Critical to the Nation’s Future", and "Policy Implications of Trends for Asian American Students", examine the performance of these students on state reading and math tests used for accountability under NCLB. The reports examine trends since 2002 in the percentages of students in each of the ethnic/racial group studied that reached the proficient level on state tests, the achievement gaps between each of the three subgroups and white students, and the performance of these students on 2008 state tests. The reports also explore possible policy implications for the achievement trends. 

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Policy Implications of Trends for Asian American Students

Author(s): Nancy Kober, Naomi Chudowsky, Victor Chudowsky, and Shelby Dietz
Published: June 30, 2010

These three reports, "A Call to Action to Raise Achievement for African American Students", "Improving Achievement for the Growing Latino Population Is Critical to the Nation’s Future", and "Policy Implications of Trends for Asian American Students", examine the performance of these students on state reading and math tests used for accountability under NCLB. The reports examine trends since 2002 in the percentages of students in each of the ethnic/racial group studied that reached the proficient level on state tests, the achievement gaps between each of the three subgroups and white students, and the performance of these students on 2008 state tests. The reports also explore possible policy implications for the achievement trends. 

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State Test Score Trends Through 2007-08, Part 6: Has Progress Been Made in Raising Achievement for English Language Learners?

Author(s): Naomi Chudowsky and Victor Chudowsky
Published: April 7, 2010

This report examines the performance of English language learners on state reading and math tests, and discusses the issues surrounding the classification and testing of these students.

View 2007-08 State Profiles and Worksheets 

View Report


State Test Score Trends Through 2007-08, Part 5: Are There Differences in Achievement Between Boys and Girls?

Author(s): Naomi Chudowsky and Victor Chudowsky
Published: March 17, 2010

Using data from state reading and mathematics tests, this report takes an in-depth look at the performance of male and female students. The study includes a national snapshot of 2008 achievement differences in both subjects at grades 4, 8, and in high school. 

View 2007-08 State Profiles and Worksheets 

View Report


State Test Score Trends Through 2007-08, Part 4: Has Progress Been Made in Raising Achievement for Students with Disabilities?

Author(s): Naomi Chudowsky, Victor Chudowsky, and Nancy Kober
Published: November 16, 2009

Using data from state reading and mathematics tests, this report takes an in-depth look at the performance of students with disabilities and highlights the problems with the testing data for these students.

(Updated April 6, 2010)

View 2007-08 State Profiles and Worksheets 

View Report


State High School Exit Exams 2009 Annual Report: Trends in Test Programs, Alternate Pathways, and Pass Rates

Author(s): Ying Zhang
Published: November 5, 2009

The report draws from CEP's eight-year study of high school exit exams to identify long-term trends in state policies and student performance. It highlights a growing trend among states to establish alternate pathways to graduation for students who are struggling to pass exit exams. The report also analyzes exit exam pass rates and finds that 11 of the 16 states showed an average annual growth in the proportion of students passing the test in reading and 13 states showed average annual growth in mathematics. Although many states narrowed the gaps in initial pass rates between the various student subgroups over the years, the gaps remain large in both subjects.

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State Student Achievement Testing Data

Author(s): CEP
Published: October 1, 2009

This brochure invites research and analysis of the unique stockpile of data found on CEP’s Web site regarding K-12 testing results from all 50 states. The brochure describes the wealth of available test data and explains how to access that information.

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State Test Score Trends Through 2007-08, Part 3: Are Achievement Gaps Closing and Is Achievement Rising for All?

Author(s): Naomi Chudowsky, Victor Chudowsky, and Nancy Kober
Published: October 1, 2009

This report examines testing data from all 50 states to determine if achievement gaps between subgroups of students are narrowing. The report also looks at the achievement trends of subgroups of students at the elementary school level.

View 2007-08 State Profiles and Worksheets 

View Report


CEP on Pennsylvania Test Results

Author(s): CEP
Published: August 19, 2009

On August 19, 2009, Jack Jennings, President of CEP, participated in an event at the state capitol in Harrisburg, Pennsylvania to discuss the gains made in the state’s test scores since 2002. The press release appears below with links to the first 2009 CEP state test scores report, and the Pennsylvania profile used for that report.

View "State Test Score Trends Through 2007-08: Part 1 of Report

View Report


State Test Score Trends Through 2007-08, Part 2: Is There a Plateau Effect in Test Scores?

Author(s): Naomi Chudowsky and Victor Chudowsky
Published: July 21, 2009

Many in the research and policy worlds have taken for granted the existence of a phenomenon known as the "plateau effect," wherein test scores rise in the early years of a test-based accountability system and then level off. Drawing from our database of reading and math test results from all 50 states going back as far as 1999, we looked for evidence of a plateau effect in 55 trend lines from 16 states with six to ten years of consistent test data. This report outlines those findings.

View 2007-08 State Profiles and Worksheets 

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State Test Score Trends Through 2007-08, Part 1: Is the Emphasis on Proficiency Shortchanging Higher- and Lower-Achieving Students

Author(s): Naomi Chudowsky, Victor Chudowsky, and Nancy Kober
Published: June 17, 2009

This report is the first in a series of reports describing results from CEP's third annual analysis of state testing data. The report provides an update on student performance at the proficient level of achievement, and for the first time, includes data about student performance at the advanced and basic levels. Also included are profiles for each state, which show trends in reading and math for basic, proficient, and advanced levels in elementary, middle, and high school. The study provides an in-depth look at the full range of student performance in order to better understand whether the No Child Left Behind Act's focus on proficiency has caused teachers to shortchange students at either end of the academic spectrum. **updated July 15, 2009

(Errata outlining the specific changes from the June 17th version of the report are available upon request. Please call or e-mail us at 202-822-8065 or cep-dc@cep-dc.org.)

View 2007-08 State Profiles and Worksheets

View Report


Guest Editorial in the Tucson Citizen

Author(s): Jack Jennings
Published: May 24, 2009

On May 14, 2009, the Tucson Citizen published this guest editorial from CEP that addresses Arizona's high school exam policies for alternate paths for graduation and the state's testing policy for high school students who are learning English. The newspaper invited Jack Jennings and Ying Zhang to write this editorial because of research CEP conducted in five Arizona high schools. This research resulted in two reports, Conflicts Between State Policy and School Practice: Learning from Arizona's Experience with High School Exam Policies and Caught in the Middle: Arizona's English Language Learners and the High School Exit Exam, which are posted on the CEP Web site under the "High School Exit Examinations" tab.

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Conflicts Between State Policy and School Practice: Learning from Arizona’s Experience with High School Exam Policies

Author(s): Ying Zhang
Published: April 7, 2009

This report looks at how local educators perceive and act on state policies designed to help at-risk students and English language learners achieve the levels of proficiency needed to pass state high school exit examinations and graduate. Our findings are based on data from school observations and interviews with more than 50 school administrators, teachers, and other school staff in Arizona.

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State High School Exit Exams 2008 Annual Report: Moving Toward End-of-Course Exams

Author(s): Dalia Zabala, Dr. Angela Minnici, Jennifer McMurrer, Liza Briggs
Published: August 13, 2008

This report examines the new developments in the implementation of state high school exit exams in the 26 states that currently implement or plan to implement these tests. The report specifically focuses on the states’ move away from minimum-competency and comprehensive exams toward end-of-course exams.

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Has Student Achievement Increased Since 2002? State Test Score Trends Through 2006–07

Author(s): Nancy Kober, Naomi Chudowsky, Victor Chudowsky
Published: June 24, 2008

Using testing data from all 50 states, this study addresses two key questions: has student achievement increased and have achievement gaps narrowed since the No Child Left Behind Act was enacted in 2002. A comparison is also made between state test results and results from the National Assessment of Educational Progress.

View 2006-7 State Profiles and Worksheets

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State High School Exit Exams: 2008 Policy Briefs

Author(s): Dalia Zabala and Angela Minnici
Published: March 25, 2008

Policy Brief 1: A Move Toward End-of-Course Exams
Author(s): Dalia Zabala
States continue to move toward end-of-course exams. The use of end-of-course exams as a graduation requirement began with one state in 2002, four states in 2007, and an expected 12 states in 2015. This brief illustrates this shift and summarizes some of the upcoming changes.
Published: January 31, 2008 

Policy Brief 2: Patterns in Gaps in Pass Rates
Author(s): Dalia Zabala and Angela Minnici
In this brief, the Center on Education Policy highlights two patterns in state high school exit exam pass rates. States with higher percentages of white students passing exit exams also tend to report higher percentage pass rates for students of color. Furthermore, states with higher overall pass rates tend to report smaller achievement gaps between subgroups. Why do these relationships exit?
Published: February 28, 2008 

Policy Brief 3: Students with Disabilities
Author(s): Dalia Zabala
States with mandated high school exit exams consistently report low pass rates for students with disabilities. These low pass rates have led educators to implement various intervention and remediation programs. Yet these gaps persist until the end of 12th grade, even though students have had multiple opportunities to retake the exam. This brief highlights some of the most common alternative paths to graduation for students with disabilities in states that require students to achieve passing scores on exit exams to receive a high school diploma. 
Published: March 25, 2008 

Availability:  Policy Brief 1  |  Policy Brief 2  |  Policy Brief 3

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Caught in the Middle: Arizona's English Language Learners and the High School Exit Exam

Author(s): Angela Minnici, Dalia Zabala, Alice P. Bartley
Published: November 13, 2007

In this report, we present a portrait of how some Arizona educators, students, and families are faring with the state exit exam, known as Arizona’s Instrument to Measure Standards or AIMS. In particular, we examine how Arizona’s exit exam policy is influencing the education of English language learners (ELLs)—a group of students that is caught in the middle of challenges and controversy about exit exams and education in Arizona. This report also attempts to identify the effects of the exit exam on ELLs in Arizona and to understand why districts and high schools in Arizona continue to struggle to raise pass rates for ELLs. 

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Behind the Numbers: Interviews in 22 States about Achievement Data and the No Child Left Behind Act Policies

Author(s): Lisa E. Kroger, Hilary L. Campbell, Arthur A. Thacker, D.E.
Published: October 15, 2007

This report describes findings from a series of interviews with education leaders in 22 states. These interviews were conducted with the intent of providing a context for better understanding the achievement trends identified in CEP's June 2007 report, Answering the Question That Matters Most: Has Student Achievement Increased Since No Child Left Behind? Several key findings that emerged from the interviews: (1) there is limited research-based evidence that corroborates or explains achievement trends or monitors instructional impact; (2) many states have made changes in their testing systems since NCLB took effect in 2002, often in ways that have caused "breaks" in the compatibility of test data and made it invalid to track trends over several years; (3) many states are actively pursuing additional changes in their assessment systems that will continue to affect the comparability of test data in the future, and many states indicated that they intend to increase the amount of test data available to the public; and (4) almost half of the states interviewed emphasized the need for federal technical assistance (and often funding) to help states and school districts develop the capacity to collect and analyze the complex assessment and other data required by NCLB.

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State High School Exit Exams 2007 Annual Report: Working to Raise Test Scores

Author(s): Dalia Zabala, Dr. Angela Minnici, Jennifer McMurrer, Dr. Deanna Hill, Alice P. Bartley, and Jack Jennings
Published: September 6, 2007

This report looks at the new developments in the implementation of state high school exit exams in the 26 states that currently implement or plan to implement these exams. The report focuses on the efforts made at the state and local level to raise initial pass rates for all students, help students who fail on their first attempt, and close the achievement gap.

Some information on Mississippi’s profile, page 111, has been updated (December 2007).

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Answering the Question That Matters Most: Has Student Achievement Increased Since No Child Left Behind?

Author(s): CEP
Published: May 31, 2007

Using testing data from all 50 states, this study addresses two key questions in the debate surrounding the No Child Left Behind Act: has student achievement increased and have achievement gaps narrowed since NCLB was enacted in 2002?

View 2005-6 State Profiles and Worksheets 
 

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"It's Different Now": How Exit Exams Are Affecting Teaching and Learning in Jackson and Austin

Author(s): Dalia Zabala, Angela Minnici
Published: March 1, 2007

Since much of the previous research on exit exams, including CEP's own work, has looked at national patterns of implementation and passing rates, this study aimed to benefit policy and practice by focusing on the local level. In particular, we conducted case studies in Jackson and Austin that examined how classroom instruction and other initiatives are preparing students for exit exams, as well as how these exams are affecting students’ engagement in learning and their plans for postsecondary education.

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State High School Exit Exams: 2007 Policy Briefs

Author(s): Dalia Zabala
Published: January 1, 2007

Policy Brief 1: States Continue Trend Toward Higher-Level Exit Exams, More Subjects Tested
A snapshot of main features of state exit exams taken from the Center on Education Policy's August 2006 report, STATE HIGH SCHOOL EXIT EXAMS: A Challenging Year.

Policy Brief 2: Growth in High School Exit Exams Levels Off But Minority Students Affected Disproportionately
A snapshot on the number of states currently implementing or planning to implement state mandated high school exit exams, and the percentages of minority students impacted. Information taken from the Center on Education Policy's August 2006 report, STATE HIGH SCHOOL EXIT EXAMS: A Challenging Year. 

Policy Brief 3: Gaps Persist in High School Exit Exams Pass Rates
A snapshot at changes in initial pass rates for all students and each of the subgroups from 2004-05. Information taken from the Center on Education Policy's August 2006 report, STATE HIGH SCHOOL EXIT EXAMS: A Challenging Year. 

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State High School Exit Exams 2006 Annual Report: A Challenging Year

Author(s): Nancy Kober, Dalia Zabala, Naomi Chudowsky, Victor Chudowdsky, Keith Gayler, and Jennifer McMurrer
Published: August 1, 2006

This study of state high school exit exams analyzes the challenges that states faced in 2005-06 as they implemented these exams and describes the remediation services and other support that states provide to help students pass the exams.

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State High School Exit Exams: 2006 Policy Briefs

Author(s): Dalia Zabala
Published: March 1, 2006

Policy Brief 1: Basic Features
A snapshot of main or basic features of state exit exams taken from the Center on Education Policy's August 2005 report, STATE HIGH SCHOOL EXIT EXAMS: States Try Harder but Gaps Persist.
Published: December 01, 2005  Availability:  PDF 

Policy Brief 2: Effects on Traditionally Underserved Students
Snapshot of data on traditionally underserved students taken from the Center on Education Policy's August 2005 report, STATE HIGH SCHOOL EXIT EXAMS: States Try Harder but Gaps Persist.
Published: January 01, 2006  

Policy Brief 3: Special Problems Affecting English Language Learners
Snapshot of results on problems with English language learners in regard to exit exams taken from the Center on Education Policy's August 2005 report, STATE HIGH SCHOOL EXIT EXAMS: States Try Harder but Gaps Persist
Published: February 01, 2006 

Policy Brief 4: Standards Differ from the No Child Left Behind Act
Snapshot of results on differences between states' and of the No Child Left Behind Act's requirements on graduation taken from the Center on Education Policy's August 2005 report, STATE HIGH SCHOOL EXIT EXAMS: STATES TRY HARDER BUT GAPS PERSIST.
Published: March 01, 2006  

View Policy Brief


State High School Exit Exams 2005 Annual Report: States Try Harder, But Gaps Persist

Author(s): Patricia Sullivan, Margery Yeager, Eileen O'Brien, Nancy Kober, Keith Gayler, Naomi Chudowsky, Victor Chudowsky, Jana Wooden, Jack Jennings, Diane Stark Rentner
Published: August 1, 2005

Study of state exit exam results showing that despite innovations by some states and increased state funding and support to improve pass rates achievement gaps still exist.

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How Have High School Exit Exams Changed Our Schools: Some Perspectives from Virginia and Maryland

Author(s): Keith Gayler
Published: June 9, 2005

Report on the impact of exit exams in a Maryland and a Virginia school district in the winter of 2004-2005.

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State High School Exit Exams 2004 Annual Report: A Maturing Reform

Author(s): CEP
Published: August 1, 2004

Preview of findings from the 2004 CEP report, STATE HIGH SCHOOL EXIT EXAMS: A Maturing Reform.

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Pay Now or Pay Later: The Hidden Costs of High School Exit Exams

Author(s): CEP
Published: May 1, 2004

Preview of findings from the CEP's report, PAY NOW OR PAY LATER: The Hidden Costs of High School Exit Exams, looks at the extra costs of implementing the No Child Left Behind Act's mandated exit exams.

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State High School Exit Exams 2003 Annual Report: Put to the Test

Author(s): Keith Gayler, Naomi Chudowsky, Nancy Kober, Madlene Hamilton
Published: August 1, 2003

Results and findings from second year of state high school exit exams mandated by the No Child Left Behind Act.

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Measuring The Cost of State High School Exit Exams

Author(s): Douglas Rose, John Myers
Published: February 1, 2003

Using Indiana as the case study researchers examined the costs of instituting statewide exit exams.

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State High School Exit Exams 2002 Annual Report

Author(s): Naomi Chudowsky, Nancy Kober, Keith Gayler, Madlene Hamilton
Published: August 1, 2002

This report is the first in an annual series of reports on exit exams as part of the implementation of the No Child Left Behind Act.

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