In 23 states, members of the high school class of 2008 were required to pass a state high school exit examination (HSEE) to earn regular high school diplomas. Proponents of these policies claim that they improve student academic achievement, although critics argue that they reduce the quality of instruction without raising academic achievement.…

Background/Context: The prevailing theory of action underlying No Child Left Behind's high-stakes testing and accountability ratings is that schools and students held accountable to these measures will automatically increase educational output as educators try harder, schools will adopt more effective methods, and students will learn more. In…

The study reviewed the performance of 300 educable mentally retarded 10th graders on the Florida State Student Assessment Test which evaluates specified minimum performance standards in basic academic skills. Retarded students scored lower and were less likely than other students to attain the required level of mastery prior to graduation.…

The New Mexico High School Proficiency Examination covers five general content areas: (1) Community Resources; (2) Occupational Knowledge; (3) Consumer Economics; (4) Mental and Physical Health; and (5) Government and Law. Skills measured by the test are: Identification of Facts and Terms; Reading; Writing; Computation and Problem Solving. These…

Alabama's public high school principals support the concept of minimum competency testing for students but are reluctant to allocate time and money to this effort at the expense of other curricular endeavors, according to a recent survey. (PGD)

Examines state high school graduation requirements from the perspectives of academic effectiveness and educational equity. Predicts that minimum competency testing, which is now widespread, will gradually be replaced by further increases in academic credit requirements. (KH)

Describes the development and testing of the North Carolina minimal competency testing program. (IRT)

The summary information in this report provides teachers, school administrators, and students with an overview of results from the June 1998 administration of the Social Studies 30 Diploma Examination given in Alberta, Canada. This information is most helpful when used in conjunction with the detailed school and jurisdiction report. The report…

The summary information in this report provides teachers, school administrators, and students with an overview of results from the June 1998 administration of the Social Studies 33 Diploma Examination given in Alberta, Canada. The report first notes that the examination consists of 60 multiple-choice questions worth 60% and four writing…

This bulletin contains general guidelines on the Diploma Examinations Program required for all grade 12 students for the 1987-88 school year in Alberta, Canada. The grade 12 Diploma Examinations Program is an integral part of the high school diploma requirements and is intended to develop and maintain excellence in educational standards through…

This article discusses the fairness and legality of competency testing programs for the handicapped. The following concerns are addressed: (1) exemptions for handicapped students; (2) individual determinations; (3) differential diplomas and standards; and (4) differential assessment procedures. A discussion of the legal implications indicates…

Examines the Texas Academic Skills Program (TASP), which tests all freshmen entering Texas public colleges. Suggests shifting emphasis from the testing instrument to reasons for poor student performance, since emphasis on testing has resulted in large increases in remedial instruction. Concludes that although TASP is a valid diagnostic tool, the…

El Camino's first year as a fundamental high school is described. Students wanting to attend El Camino had to apply and agree to the new fundamental emphasis and school rules. As a result, the composition of El Camino's student body changed to one representing all ability levels. Other major changes at El Camino were: (1) academic emphasis was…

An analysis of the performance of 3,355 high school learning-disabled students on the State Student Assessment Test (part of Florida's minimum competency testing program) revealed that large numbers performed poorly on basic skills assessments. Less than half demonstrated mastery on 16 of 34 communication skills tested. (JW)