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Results: 43 Documents

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State High School Exit Exams: Trends in Test Programs, Alternate Pathways, and Pass Rates (Report - Full)
Author(s): Ying Zhang
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.
Published: November 05, 2009		Availability: Full Report, updated 1/13/2010 \| Errata \| Supplemental Tables \| News Release \| Alabama \| Alaska \| Arizona \| Arkansas \| California \| Florida \| Georgia \| Idaho \| Indiana \| Louisiana \| Maryland \| Massachusetts \| Minnesota \| Mississippi \| Nevada \| New Jersey \| New Mexico \| New York \| North Carolina \| Ohio \| Oklahoma \| South Carolina \| Tennessee \| Texas \| Virginia \| Washington

How State and Federal Accountability Policies Have Influenced Curriculum and Instruction in Three States: Common Findings from Rhode Island, Illinois, and Washington (Report - Full)
Author(s): Deepa Srikantaiah
This report takes an in-depth look at how classroom practices in Rhode Island, Illinois, and Washington State have been influenced by state accountability policies and the No Child Left Behind Act (NCLB). The report, How State and Federal Accountability Policies Have Influenced Curriculum and Instruction in Three States, examines how teachers and administrators have responded to increased accountability and pressure to meet state standards. Drawing from case studies of 18 schools in the three states, CEP highlights the national implications for how accountability is impacting curriculum and instruction and provides recommendations to help mitigate some of the harmful effects of standards-based accountability systems.
Published: October 06, 2009		Availability: Full Report \| Media Advisory

Lessons From The Classroom Level: Federal and State Accountability in Washington State (Report - Full)
Author(s): Deepa Srikantaiah, Carolyn Moilanen, and Lisa Swayhoover
This report takes an in-depth look at how classroom practices have been influenced by No Child Left Behind and related state policies in Washington. Drawn from classroom observations and interviews, the report sheds new light on how teachers, principals, and administrators have responded to the federal school accountability law.
Published: July 28, 2009		Availability: Full Report \| Press Release

State Test Score Trends Through 2007-08, Part 2: Is There a Plateau Effect in Test Scores? (Report - Full)
Author(s): Naomi Chudowsky and Victor Chudowsky
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.
Published: July 21, 2009		Availability: Full Report \| Media Advisory

Conflicts Between State Policy and School Practice: Learning from Arizona’s Experience with High School Exam Policies (Report - Full)
Author(s): Ying Zhang
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.
Published: April 07, 2009		Availability: Full Report \| Press Release

Summary: Lessons from the Classroom Level about Federal and State Accountability in Rhode Island and Illinois (Report - Full)
Author(s): Center on Education Policy
In the winter of 2008, the Center on Education Policy released reports examining the impact of national and state accountability systems on curriculum, instruction, and student achievement in Rhode Island and Illinois. Using classroom observations and interviews with school administrators, instructional specialists, teachers, parents, and students, CEP developed case studies of 12 schools in the two states. This report summarizes the common findings across the two states and discusses findings that were unique to each state.
Published: February 06, 2009		Availability: Full Report

Lessons From The Classroom Level: Federal and State Accountability in Illinois (Report - Full)
Author(s): Deepa Srikantaiah, Ying Zhang, and Lisa Swayhoover
This report takes an in-depth look at how classroom practices have been influenced by No Child Left Behind and related state policies in Illinois. Drawn from classroom observations and interviews, the report sheds new light on how teachers, principals, and administrators have responded to the federal school accountability law.
Published: December 22, 2008		Availability: Full Report \| Press Release

Lessons From The Classroom Level: Federal and State Accountability in Rhode Island (Report - Full)
Author(s): Deepa Srikantaiah, Ying Zhang, and Lisa Swayhoover
This report takes an in-depth look at how classroom practices have been influenced by No Child Left Behind and related state policies in Rhode Island. Drawn from classroom observations and interviews, the report sheds new light on how teachers, principals, and administrators have responded to the federal school accountability law.
Published: November 25, 2008		Availability: Full Report \| Press Release

State High School Exit Exams: Moving Toward End-of-Course Exams (Report - Full)
Author(s): Dalia Zabala, Dr. Angela Minnici, Jennifer McMurrer, Liza Briggs
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.
Published: August 13, 2008		Availability: Full Report \| News Release \| Alabama \| Alaska \| Arizona \| Arkansas \| California \| Florida \| Georgia \| Idaho \| Indiana \| Louisiana \| Maryland \| Massachusetts \| Minnesota \| Mississippi \| Nevada \| New Jersey \| New Mexico \| New York \| North Carolina \| Ohio \| Oklahoma \| South Carolina \| Tennessee \| Texas \| Virginia \| Washington

State High School Exit Exams: Patterns in Gaps in Pass Rates -- Policy Brief 2 (Report - Full)
Author(s): Dalia Zabala and Angela Minnici, Ph.D.
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? Alternate Download
Published: February 28, 2008		Availability: Full Report


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