Looks at the use of individual high school exit exams as a result of the effect of the "No Child Left Behind" Act (NCLB) on local school districts.
# 152243 | 1,215 words | 15 sources | APA | 2013 |
Published on Jan 17, 2013 in Education (Administration) , Political Science (U.S.) , Education (Jr High/High School)
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This paper points out that a distinct feature of the American educational system is its focus on decentralized organization that is financed by the local, state and federal governments; thus, the quality of education received by students clearly is dependent upon the social and geographical area of their habitation. Next, the author stresses that, although the "No Child Left Behind" Act (NCLB) does not establish a national achievement standard, it does require that a state must meet basic performance criteria to receive funding. The paper questions the appropriateness of using high school exit exams as a tool to measure the NCLB designated performance of students and thus the school.
From the Paper:"Lawmakers in most states hope exit tests will provide an impetus to study core curriculum and boost the value of a high school education. Some education researchers, however, feel that high-stakes tests intimidate students and lead to a higher than normal drop-out rate, especially focused on low-income or minority students. One state, though, Virginia, is taking an innovative approach. Virginia lawmakers voted in 2004 to "boost services to low-income students at risk of failing the state exit exam. Extra funding helped expand a pilot program created by Virginia Gov. Mark Warner (D) that combined summer school, tutoring and online tutorials for about 2,900 high school students. Nearly three-quarters of those students eventually passed their exams and received a diploma in 2004, said Virginia Department of Education spokesperson Charles Pyle".
"However, in response to a larger than normal number of failures, retests, and drop outs, some states who gave practice tests found that even more students would fail, so they softened their standards, delayed the requirement, or added alternative paths to a diploma. "The real pattern in states has been that the standards are lowered so much that the exams end up not benefiting students who pass them while still hurting the students who fail them," said John Robert Warren, an expert on exit exams and a professor of sociology at the University of Minnesota-Twin Cities."
Sample of Sources Used:
- Abernathy, S. (2007). No Child Left Behind and the Public Schools. University ofMichigan Press.
- Bloom, A. (1988). The Closing of the American Mind. Simon & Schuster.
- Chinni, D. (May 1, 1996). "A Bad IDEA (Individuals with Disabilities EducationAct). The Washington Monthly. Cited in:http://findarticles.com/p/articles/mi_m1316/is_n5_v28/ai_18285109/
- Dee, T. and B. Jacob. (May 2006). "Do High School Exit Exams Influence Educational Attainment or Labor Market Performance?" The National Bureau of EconomicResearch. NBER Working Paper #12199. Cited in:http://www.nber.org/papers/w12199
- Dewey, J. (2008). The School and Society & The Child and the Curriculum. BN Publishing.
Cite this Analytical Essay:
Local High School Exit Exams (2013, January 17) Retrieved August 23, 2019, from https://www.academon.com/analytical-essay/local-high-school-exit-exams-152243/
"Local High School Exit Exams" 17 January 2013. Web. 23 August. 2019. <https://www.academon.com/analytical-essay/local-high-school-exit-exams-152243/>