The Center on Education Policy released the report State High School Exit Exams: Working to Raise Test Scores.

... the Center’s findings indicate that the exams are having a major impact in influencing curriculum and instruction, especially for disadvantaged students. To develop a better understanding of this relationship, the Center recommends that states take steps to monitor the effectiveness of high school exit exams as a tool for influencing and advancing curriculum, instruction and student performance.

“States have poured valuable resources into exit exams without seemingly having a clear purpose for their use,” said Jack Jennings, president & CEO of the enter. “And regardless of the aim of the tests, they are having a major impact on classroom teaching and learning, which leads to serious questions about the rigor of state standards and tests.”

More than half of the exit exam states reported providing targeted funding or technical assistance intended to close achievement gaps in mathematics (14 states) and reading/language arts (15 states).

Programs often included funding specifically to help English language learners, disabled, and low-income students.

States reported that students with disabilities are the at-risk group whose performance is most difficult to lift.

State exams equate to 10th grade performance expectations, and do not indicate a graduate is prepared for college or for work.

The Center on Education Policy is a national, independent advocate for public education and for more effective public schools. They do not represent any special interests and try to help make sense of conflicting opinions and perceptions about public education in order to help create conditions that may lead to better public schools.

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