659:, outlining a model that a new educational performance standard should be set for all students, to be met by 16. Students passing a series of performance-based assessments that incorporate the standard would be awarded a Certificate of Initial Mastery. This certificate would qualify the student to choose among going to work, entering a college preparatory program, or studying for a Technical and Professional e, which would be explicitly tied to advanced job requirements. These standards would not be intended as sorting mechanisms, but would allow multiple opportunities for success; the goal would simply be to ensure achievement of high performance standards for the great majority of the nation's workforce. The states would ensure that virtually all students achieve the Certificate of Initial Mastery. Most of the current high school examinations are also given for the first time in the 10th grade even if US students are usually not expected to have completed high school until grade 12.
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640:(NCTM) oppose high-stakes tests in general, with the NCTM saying that "placing too much emphasis on a single test or on testing can undermine the quality of education and jeopardize equality of opportunity." At the same time, almost all states that hold an exit exam for graduation allow students to take the test multiple times and further allow routes to graduation for students that fail.
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model, all students are expected to complete 12 years of public education, with some students taking primarily vocational based courses, while college-bound students taking primarily academic courses, but education reform seeks to graduate all students with some work experience and enough academic
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For work on the effects of these exams in other countries, see for example, John H. Bishop (1995), "The impact of curriculum-based external examinations on school priorities and student learning." International
Journal of Educational Research 23, no. 8:
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In states that require students to pass a high school graduation test, the students are typically given multiple opportunities to take the test each year, over several years. For example, in the State of
California, students could take the
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The specific debate on the high school exit examination can be found in: Eric
Grodsky, John Robert Warren, and Demetra Kalogrides, "State High School Exit Examinations and NAEP Long-Term Trends in Reading and Mathematics, 1971-2004,"
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is a test that students must pass to receive a diploma and graduate from school. Such examinations have been used in a variety of countries; this article focuses on their use within the United States. These are usually
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Students who are unable to pass the exit examinations given by their local public school may be able to use an alternative assessment to demonstrate mastery of the material.
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They may also be able to graduate from a private school or a school in another state by transferring their accumulated credits at the end of the last year of school.
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In 2011, 24 states required passing a high school exit examination for graduation, and three additional states had legislation instituting such exams in the future.
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have argued that scientific evidence on this is lacking and that the use of these examinations is consistent with the standards movement for educational reform.
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Over time, there has been debate about the use of exit exams. Opponents of the use of test-based accountability, as typified by the report of the
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on the subject, argue that the exams lead to more high school dropouts without increasing student performance. Others including
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High-Stakes Tests, A Position of the
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up to eight times over three years until the exam was abolished in 2018.
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Graduation examinations first appeared in the U.S. after the
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http://www.nctm.org/about/position_statements/highstakes.htm
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and tools are available to assist in formatting, such as
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Incentives and test-based accountability in education
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http://www.wrightslaw.com/info/advo.diploma.nars.htm
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List of state graduation exams in the United States
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