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Color and Money Is a College Course!
Monday, May 19, 2008
But, as reported here in The Chronicle of Higher Education, a new study of the impact of exit tests on student achievement suggests that being able to pass them does not really say much. The reason? Those states that adopted fairly tough tests soon found themselves besieged by the angry parents of children who did not pass, and responded by making the tests a lot easier. Other states felt no need to lower the bar because they had not set it very high in the first place.
One consequence of such actions is that the exit tests do little to drive schools to improve student achievement. When it comes to their scores on federal reading and math tests, students in states with high-school exit exams have not performed any better over time than those students who live in states without them.
Given that many of the students who fail the exit tests drop out of high school without ever getting their diplomas, the authors question whether the social benefits offered by the tests outweigh the costs.
The authors of the study, the results of which have been peer-reviewed and accepted for publication in the journal Educational Policy, are Eric Grodsky, an assistant professor of sociology at the University of California at Davis, Demetra Kalogrides, a graduate student in sociology at that campus, and John Robert Warren, an associate professor of sociology and a director of undergraduate studies at the University of Minnesota-Twin Cities.
In a separate study published in January in the journal Sociology of Education, Grodsky, Warren, and Jennifer C. Lee, an assistant professor of sociology at Indiana University at Bloomington, found that people who earned their diplomas in states with high-school exit tests did not earn higher incomes than people who earned their diplomas elsewhere, and were no more likely to complete college or be employed.