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Dissertations / Theses on the topic 'Exit exams'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Daglis, Hayley. "High school exit exams and adolescent delinquency." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4247.

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2

Cimetta, Adriana D. "Understanding the Connection between High School Exit Exams and College Performance." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228168.

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This study examines the messages and accuracy of the messages sent to students from the Arizona Instrument to Measure Standards (AIMS) math test regarding academic preparedness for postsecondary education. Previous studies investigating messages sent to students, derived from information such as educational standards, grades, course taking policies, test material, and college admissions requirements, focused on content alignment of secondary and postsecondary content standards. However, a dearth of research exists on messages from high school performance, as measured by exit exams and college

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3

Adrian, Jennifer J. "An investigation of the impact of high school exit exams on graduation and dropout rates." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001adrianj.pdf.

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4

Eafford, Felisa R. "The Impact of High School Exit Exams and Other Predictors on College Readiness: A National Study." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449595924.

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5

Marner, Juanita. "Effects of high school exit exams on graduation and college attendance in Alabama, Minnesota, and New York." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4261.

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6

Webb, Judy W. "An Analysis of Tennessee Gateway Exams and the Variables Related to Student Results." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1064.

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The purpose of this study was to examine the variables that are associated with the percentage of students who pass Tennessee's Gateway exams in high school. Associations were examined between the Gateway exams and variables such as: socioeconomic status, ethnicity, dropout rate, graduation rate, attendance, average daily membership, per-pupil expenditure, teachers' salary, and elementary-school reading scores. Pearson correlations between school characteristics and pass rates of three Gateway exams were calculated. Schools were divided into quartiles based upon socioeconomic status and ethn

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7

Regan, Blake B. "The Relationship Between State High School Exit Exams and Mathematical Proficiency: Analyses of the Complexity, Content, and Format of Items and Assessment Protocols." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1323722647.

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8

Tan, Hui May. "Changing the language of instruction for Mathematics and Science in Malaysia: the PPSMI policy and the washback effect of bilingual high-stakes secondary school exit exams." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86622.

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This longitudinal study examines a change in the language of instruction for Mathematics and Science (M & S) subjects from Bahasa Malaysia (BM) to English in Malaysia. This policy, known by the acronym of PPSMI, has two objectives: to promote student learning of M & S, and also to increase students' proficiency in English. The Education Ministry also chose to create a washback effect by introducing a bilingual high-stakes secondary exit exam.<br>The study uses a framework which combines the perspectives offered by literature on educational change, content-based instruction (CBI) and washback

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9

Canas, Baena Daniela A. "No Child Left Behind Leaves Behind English Language Learners." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/740.

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Goals 2000 and No Child Left behind have developed a new timeline for language acquisition, have promoted the practice of teaching to the test rather than the understanding of content, and High School Exit Exams have led to the widening of the achievement gap between ELL students and their Non-ELL counterparts. In additions, the policies’ narrow definition of success leads to federal sanctions that penalize schools with ELL student populations further contributing to the widening of the gap.

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10

Whitson, Jennifer Leigh. "The Relationship Between High School Exit Exam Policies, Student Transfers, and Attainment." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615585.

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<p> High school exit exams have become a popular policy tool in states as well as districts and even schools as a means of improving student achievement and holding students accountable. Despite the extensive use of these exams, the behavioral responses to them and their impact on student outcomes are not fully understood. This study used a nationally representative longitudinal data set—the Educational Longitudinal Study of 2002—which tracked students starting in the spring of the 10th grade to explore the extent to which exit exam policies were associated with transfer behavior a

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11

Edwards, Michael Lynn Jr, and Brandon Bowman Thayn. "An assessment of foster youth and the California High School Exit Exam." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3192.

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12

Jennings, Susan Leigh, and Deborah Kay Perry. "Parents' perceptions of the California High School Exit Exam and some social implications." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2570.

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The purpose of this study was to explore the awareness and feelings of parents and their perceptions about the California High School Exit Exam (CAHSEE) and the impact on their children. Also, it looked at the social implications from an ecological perspective.

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13

Forrest, Scott N. "Making sense of exit exam policies: A phenomenological study of English language development teachers." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/828.

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There is a lack of understanding regarding how sensemaking could be incorporated into a professional development program to improve teacher quality and student achievement. The lived experiences of high school English language development teachers as they interpret English language development and one state's high school exit exam instructional policies were explored in this phenomenological study. The conceptual framework that supported this study is based on the theory of sensemaking, the processes by which educators interpret and implement policies. The participants were English language de

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14

Di, Gennaro Jason Adam. "The washback effects of an English exit exam on teachers and learners in a Korean university English program." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31599.

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Studies have shown that language tests can and often do have powerful influences on teaching, learning, and the creation and dissemination of educational materials, such as textbooks, in addition to the formation and implementation of language education policies (Au, 2007; Alderson & Wall, 1993; Bailey, 1996, 1999; Cheng, 2008). While the literature provides evidence for this influence, collectively described as ‘impact’, or more specifically, ‘washback’, the form and intensity in which it occurs differ greatly across contexts, due to the dynamic and complex nature of washback phenomena. This

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15

Rambo, James R. "Predicting student performance on the Texas Assessment of Academic Skills Exit Level Exam: Predictor modeling through logistic regression." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4577/.

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The purpose of this study was to investigate predicting student success on one example of a "high stakes" test, the Texas Assessment of Academic Skills Exit Level Exam. Prediction algorithms for the mathematics, reading, and writing portions of the test were formulated using SPSS® statistical software. Student data available on all 440 students were input to logistic regression to build the algorithms. Approximately 80% of the students' results were predicted correctly by each algorithm. The data that were most predictive were the course related to the subject area of the test the student was

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16

Coumbe, Kelly Lynn. "Effects of environmental factors present during the administration of the California High School Exit Exam on students' outcome scores." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2597.

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This study looked at the environmental factors present during testing for the spring 2004 administration of the California High School Exit Exam (CAHSEE) in an attempt to quantify some of the factors that were previously only qualitatively reported. Five factors were examined for their ability to predict passing percentages of students on the CASHSEE at the school level. The results indicated that socioeconomic status was the only significant predictor.

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17

Evans, Barbara Anne. "Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5284/.

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The Texas high school class of 2005 faced a defining test that had no precedent in Texas and little nationally. Social studies testing is a relatively new addition to the world of high stakes testing currently impacting United States high schools. Although other diploma dependent areas of mandated testing have some testing history and, therefore, related paradigms for curriculum and instructional assistance, the area of social studies largely lacks that perspective. Texas Education agency provided specific school grant monies and training for the purpose of preparation for the social studies e

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18

Stovall, Theresa A. "The efficacy in the development and implementation of the California high school exit exam and the eighth-grade algebra 1 policy." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/763.

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This case study analyzed the roles development and implementation have had in the Eighth-grade Algebra I policy and the California High School Exit Exam policy. From a political, economical, and historical perspective, the intended purposes of many education policies have been distorted due to implementation. By investigating national and California education policies, this case study describes the roles development and implementation have had education policies. In addition, this case study found that the state of education in California is reliant on many mitigating factors affecting educati

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19

Alexander, Mariko Mizuno. "The Social Organization of High School Sojourner Experiences: At the Intersection between Corporate Transnationalism and Educational Processes." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397576060.

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20

Lamare, Bruno Jacoby de. "A responsabilidade do juiz da execu??o penal na expans?o do poder punitivo : uma an?lise a partir da correla??o entre os fatores sociol?gicos que explicam as diverg?ncias entre o discurso do direito e da psicologia quanto ? exig?ncia de exame criminol?gico para progress?o de regime e os modelos dogm?ticos de justifica??o da pena." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2017. http://tede2.pucrs.br/tede2/handle/tede/7989.

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21

Baker, Olesya Nicole. "Essays on economics of education." Thesis, 2013. https://hdl.handle.net/2144/14118.

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This dissertation explores the effectiveness and consequences of three distinct education policies. The first chapter analyzes the effects of high school exit exams on graduation, employment and wage outcomes. We construct a state-graduation year cohort dataset using the Current Population Survey data, US Census data and information on the timing and difficulty of exit exams in different states. Using this dataset we analyze within-state variation in outcomes overtime. Overall, we find relatively modest effects of high school exit exams. We do not find consistent effects on graduation rates

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22

"Efficacy of a progression policy: Implementing an exit exam benchmark score as a predictor for success on NCLEX-RNRTM." CAPELLA UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3354654.

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23

Huang, Tai-Siang, and 黃泰翔. "A Study of English Exit Exam on Technological University Students'' English Learning Stress, Evaluation, Coping Strategies, and Adjustment." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/32175282597238397058.

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碩士<br>國立雲林科技大學<br>技術及職業教育研究所碩士班<br>100<br>Based on the theory of stress coping model proposed by Lazarus and Folkman, the researcher conducted multiple-group analyses and a fitness evaluation to investigate the influence of the graduate threshold policy on technological unversity students'' threat appraisal, challenge appraisal, and secondary appraisal. Based on purposive sample method, 449 students participated in this study and the data were analyzed by using Descriptive Statistics, T-test, Structural Equation Modeling(SEM). Results for the multiple-group analyses showed that the g

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