Restricted equating samples are often used to equate test results. Previously eligible students may be excluded because this group of students is not stable from year to year and their inclusion may bias the results. The present study evaluated the impact of including previously eligible students in the equating samples, where the percentage of…

The Australian Professional Standards for Teachers (APST) were devised to identify the attributes, skills and practices required of teachers at various career stages. This study investigates final-year preservice teachers' self-reported confidence against the APST at the graduate career stage. This mixed-method study used a Likert scale survey and…

Does increasing the minimum wage reduce the high school completion rate? Previous research has suffered from (1. narrow time horizons, (2. potentially inadequate measures of states' high school completion rates, and (3. potentially inadequate measures of minimum wage rates. Overcoming each of these limitations, we analyze the impact of changes in…

Educators were asked to read a description of a minimum proficiency test required for high school graduation and select a cutoff score for it. The 24 descriptions used were formed as all possible combinations of a test content, a level of student performance, a penalty for failing the test, and a community response to the test. Of the 223…

Examines relationship between higher course requirements for high school graduation and adult employability. Findings suggest positive correlation. But also finds reductions in educational attainment, especially among blacks. (PKP)

Samples of handicapped and nonhandicapped pupils were compared on the following: initial Minimum Competency Test (MCT) performance, participation in remediation, improvements in subsequent MCT, and eligibility for receiving high school diplomas. Nonhandicapped pupils generally fared better on all measures, although sharp differences were found…

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)

This study examined the perceptions of 58 special education administrators and 204 principals on the effect of requiring a minimum competency graduation examination for students with learning disabilities. Administrators felt the requirement would promote inclusive education but that without additional resources some students would experience…

The results are presented of district-wide standardized testing in the Irving (Texas) Independent School District for the 1985-86 school year. This was the first year in which the Texas Educational Assessment of Minimum Skills (TEAMS) was implemented. It was administered to students in odd-numbered grades, whereas all other students took the…

This report presents baseline findings from a 3-year study of state exit exams. The study involved data from all states with current or planned exit exams; case studies of five states; and research review. Researchers examined: why so many states are adopting high school exit exams, impacts of exit exams on students, what the exams are like, and…

In addition to stigmatizing and prejudicing the future of young people, the denial of a high school diploma based on test scores represents a waste of public funds and human resources. In recent years, however, the educational system has been increasingly concerned with testing school children rather than teaching them. (Author/GC

In December, 1977, the Kalamazoo Public Schools surveyed students (grades 10-12) to ascertain their opinions of a proposed competency-based diploma. Most supported the concept, had opinions about the form of such a program, and thought they could pass the test. Differences between Black and White respondents are noted. (Author/SJL)

The study reported indicates that despite the fact that undergraduate majors in elementary education could demonstrate attainment of a minimum standard on science content knowledge at one time, many were not able to demonstrate competence at the minimum standard at graduation time. (MK)

Minimum competency testing in American schools was examined for its effects on low-achieving high school students. Interviews with educators and results of a survey of more than 700 high school students were used. In the view of many educators, minimum competency tests were so rudimentary as to not be much of a barrier to completing school. Most…

The sources of variability in the Angoff standard-setting procedure, when applied to the Alabama High School Graduation Examination (AHSGE), were examined. The sources of variability examined are judges, rounds (replications), competencies (items), and interactions among these three sources. After training, the judges were given a statement of a…