Exit exams harm students who fail them - And don't benefit students who pass them

Phi Delta Kappan

Volumn 90, Issue 9, 2008, Pages 645-649

  Warren, John Robert ^a   Grodsky, Eric ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70749141557     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170909000908     Document Type: Article

References (5)

1. American Educational Research Association (AERA). Position Statement on High-Stakes Testing in Pre-K-12 Education. 2000. www.aera.net/?id=378.
2. Grodsky, Eric, John R. Warren, and Demetra Kalogrides. "State High School Exit Examinations and NAEP Long-Term Trends in Reading and Mathematics, 1971-2004." Educational Policy. In press.
3. Warren, John R., Eric Grodsky, and Jennifer C. Lee. "State High School Exit Examinations and Post-Secondary Labor Market Outcomes." Sociology of Education 81, no. 1 (2008): 77-107.
4. Warren, John R., Krista N. Jenkins, and Rachael Kulick. "High School Exit Examinations and State-Level Completion and GED Rates, 1973-2000." Educational Evaluation and Policy Analysis 28 (Summer 2006): 131-152.
5. Warren, John R., and Rachael Kulick. "Modeling States' Enactment of High School Exit Examination Policies." Social Forces 86 (September 2007): 215-230.