Relevant bibliographies by topics / High school exit exam

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'High school exit exam'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "High school exit exam"

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Diette, Timothy M., and Sara E. Helms. "Trading the Television for a Textbook?: High School Exit Exams and Student Behavior." B.E. Journal of Economic Analysis & Policy 14, no. 3 (July 1, 2014): 1015–36. http://dx.doi.org/10.1515/bejeap-2012-0052.

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Abstract Approximately half of the states in the United States have some form of high school exit exam. One purpose of the exit exams is to create a clear bar which students must pass in order to graduate. Effective exit exams may encourage marginal students to spend additional time on schooling in order to pass the exam. This study exploits state-level variations in timing of implementation to understand how students have responded to the state exit exams. This study uses the American Time Use Survey (ATUS). The ATUS captures, in detail, how individuals spend their day. We find that exit exams are associated with an increase in the amount of time that students spend on educational activities by almost 20 minutes per day in the months in which exams are typically given. The increase comes mainly from an increase in time spent in school and not time spent outside of school on education-related activities. The additional time for education appears to be a trade-off with time spent watching television, which shows a significant drop in exam months for students facing exams.
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D'Agostino, Jerome V., and Sarah M. Bonner. "High School Exit Exam Scores and University Performance." Educational Assessment 14, no. 1 (April 6, 2009): 25–37. http://dx.doi.org/10.1080/10627190902816223.

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Uretsky, Mathew C., and Susan Stone. "Factors Associated with High School Exit Exam Outcomes among Homeless High School Students." Children & Schools 38, no. 2 (February 6, 2016): 91–98. http://dx.doi.org/10.1093/cs/cdw007.

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Tienken, Christopher H. "High School Exit Exams andMismeasurement." Educational Forum 75, no. 4 (October 2011): 298–314. http://dx.doi.org/10.1080/00131725.2011.602467.

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Zawistowska, Alicja. "GENDER DIFFERENCES IN HIGH-STAKES MATHS TESTING. FINDINGS FROM POLAND." Studies in Logic, Grammar and Rhetoric 50, no. 1 (June 27, 2017): 205–26. http://dx.doi.org/10.1515/slgr-2017-0025.

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Abstract The present research investigates gender gaps in the results of secondary school exit exams (Matura) in mathematics in Poland in 2015. The analysis shows that, in the basic level exam, males are highly overrepresented at the upper end of the score distribution. The same pattern did not exist in the extended-level Matura. Two explanations are offered here. The differences are driven by gender self-selection in high school programs. Students who decide on maths-related tracks have more maths lessons than other students. Secondly, a student who takes the extended Matura also has to take the basic Matura exam. As a result, the population of students taking the basic Matura is highly differentiated in terms of maths competence and motivation. Additionally, the analysis of differential item functioning (DIF) shows that only a few items were flagged as having DIF.
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Yeh, Stuart S. "Limiting the Unintended Consequences of High-Stakes Testing." education policy analysis archives 13 (October 28, 2005): 43. http://dx.doi.org/10.14507/epaa.v13n43.2005.

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Interviews with 61 teachers and administrators in four Minnesota school districts suggest that, in their judgment, Minnesota's state-mandated tests were well-aligned with curricular priorities and teachers' instructional goals, emphasizing critical thinking as well as competencies needed to pass the Basic Standards exit exam, and avoiding the type of recall item that would require drill and memorization. This result, i n combination with a survey showing that 85 percent of Minnesota teachers support the exit exam, suggests that Minnesota has been unusually successful in designing a high stakes testing system that has garnered teacher support. The success of Minnesota's model suggests that unintended narrowing of the curriculum due to high stakes testing may be avoided if pressure on teachers to narrow the curriculum is reduced through well-designed, well-aligned exams.
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Shuster, Catherine. "Re-Examining Exit Exams: New Findings from the Education Longitudinal Study of 2002." education policy analysis archives 20 (January 30, 2012): 3. http://dx.doi.org/10.14507/epaa.v20n3.2012.

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Using the nationally representative, cohort-based data of the Education Longitudinal Study of 2002 (ELS:02), this study employs multiple regression to examine the effects of exit exams on student achievement and school completion. This study finds that exit exams as a whole do not have substantial effects on student achievement in mathematics, twelfth grade GPA, or school completion. Standards-based exams are a positive predictor of dropping out of school but lose their predictive power once GED recipients are coded as completing school. Exit exams do not affect GED seeking and acquisition. When exit exams are disaggregated by type and students are sorted by ninth grade GPA quartiles, end-of-course exams have some negative effects on mathematics test score gains. Students in the bottom two quartiles see reduced test score gains of 28% and 29% of a grade level equivalency (GLE). These effects disappear when students in North Carolina are coded as taking a different type of exam. Standards-based exams had a small positive effect, about 37% of a GLE, on the top quartile of students. Overall, the findings showed no results for school completion and mixed results for test score gains. The article concludes that policymakers looking to boost high school achievement would be better served by working to boost student accomplishments before high school.
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Callet, Valerie J. "TEST REVIEW: High-Stakes Testing: Does the California High School Exit Exam Measure Up?" Language Assessment Quarterly 2, no. 4 (October 2005): 289–307. http://dx.doi.org/10.1207/s15434311laq0204_3.

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Gómez Soler, Silvia Consuelo, Gloria Lucia Bernal Nisperuza, and Paula Herrera Idárraga. "Test Preparation and Students’ Performance: The Case of the Colombian High School Exit Exam." Cuadernos de Economía 39, no. 79 (January 1, 2020): 31–72. http://dx.doi.org/10.15446/cuad.econ.v39n79.77106.

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Standardized test scores play a central role in determining college admission decisions in both developed and emerging countries. For that reason, many courses are offered by schools and other educational institutions to prepare students for the exams. However, it is still unclear whether additional preparation has a positive and significant effect. The objective of this paper is to use the results of the Colombian high-school exit examination to gain a better understanding of the relationship between preparation and test results. Our results show that, on average, preparatory activities are associated with an increase of approximately 0.06 standard deviations in scores.
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Kruger, Louis J., Chieh Li, Edward Kimble, Rachel Ruah, Diana Stoianov, and Kalyani Krishnan. "Impact of Repeatedly Failing a High School Exit Exam: Voices of English Language Learners." Urban Review 48, no. 3 (May 18, 2016): 463–83. http://dx.doi.org/10.1007/s11256-016-0363-z.

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Dissertations / Theses on the topic "High school exit exam"

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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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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 and student attainment outcomes. Transfer behavior was of interest because past research has found that schools that were successful in improving student achievement outcomes were not as successful in keeping transfer and dropout rates low (Rumberger & Palardy, 2005). Transfer behavior was conceptualized as a mediator to the likelihood of earning a regular high school diploma.

The logistic regression models used to answer the study's research questions found no evidence that statewide exit exams impacted the likelihood of transfer between the 10th and 12th grades or attainment of a regular high school diploma. There was also little evidence that the intensity of the exit exam, as measured using a composite indicator developed by the author, was associated with transfer or attainment outcomes, although the intensity may be influenced by the longevity of the policies.

Using a broader identification of exit exams that incorporated statewide exit exams, school-initiated exit exams, or locally mandated exit exams identified by school administrators, there was some limited evidence that exit exams were associated with an increased likelihood of transfer and decreased likelihood of earning a regular high school diploma. These results were particularly evident for the bottom quartile of performers on an achievement test (those most likely to fail an exit exam), while having no apparent impact on the top quartile of performers. The findings of this study suggest that school-initiated or locally mandated exit exam policies may be a confounding factor in analyses of the impact of statewide high school exit exam policies. Recommendations for future research and policy are discussed.

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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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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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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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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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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 performance measured by grades, major selection, or graduation. This study addresses the need to understand and interpret messages students receive based on academic performance. Specifically, this study aims to answer three questions. First, what is the relationship between AIMS math scores and college math performance defined by the University of Arizona math requirement and college graduation? Second, to what degree do AIMS math scores predict college math performance? Third, what is the average AIMS math score and performance level for students who choose certain majors? To answer the research questions posed in this study, various statistical analyses were employed. To answer the first question, a one-way ANOVA and logistic regression analyses were used. A linear regression analysis served to analyze the second and third questions. Results indicate that the messages sent to students regarding college readiness are, in fact, well aligned and clear and consistent. Also, there is evidence that the messages vary by gender and ethnicity.
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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 education policy development and implementation: Budget cuts, achievement gaps particularly with children of color, and teacher qualification issues. However, systemic education reform requires policy makers to juggle their political affiliations and the needs of students to create policies that improve curriculum, improve student achievement, and supports teachers and administrators. When policy makers do not utilize informed constituencies to assist in policy development, mandates such as the Eighth-grade Algebra I policy are created. Well developed and researched education policies like the California High School Exit Exam, which took about six years to develop before it was implemented in California, was successful because it involved collaboration of various interest groups, educators, local education agencies, and school administrators. Policy makers must learn to work in collaboration with its constituency to develop policies that empower schools to sustain and extend greater individualization on one hand, and broaden community interest on the other. The future of California schools in regard to the Race to the Top policies remain to be seen, but if policy makers rely on the informed voices of education researchers, constituents who are willing to put students' needs before their own political conquests, school administrators, teachers, parents, and students, then California's school will have a future of systemic reform that will be bright.
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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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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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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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Books on the topic "High school exit exam"

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Bobrow, Jerry. California high school exit exam: Math. Hoboken, N.J: John Wiley, 2005.

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Bobrow, Jerry. CliffsTestPrep California High School Exit Exam. New York: John Wiley & Sons, Ltd., 2005.

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Bobrow, Jerry. CliffsTestPrep California High School Exit Exam. New York: John Wiley & Sons, Ltd., 2004.

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Jeff, Hruby, ed. CAHSEE-Math: California high school exit exam. 2nd ed. Hauppauge, N.Y: Barrons Educational Series, 2008.

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James, Flynn. Roadmap to the California High School Exit Exam. New York: Random House, 2002.

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Scheir, Wendy. Roadmap to the California High School Exit Exam. New York: Random House, 2002.

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(Firm), Princeton Review, ed. Roadmap to the California High School Exit Exam. 2nd ed. New York: Random House, 2004.

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Scheir, Wendy. Roadmap to the California High School Exit Exam. 2nd ed. New York: Random House, 2004.

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Bobrow, Jerry. CliffsTestPrep California High School Exit Exam-English language arts. Hoboken, NJ: Wiley Pub., 2005.

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Tennessee Gateway High School Exit Exam in English Language Arts. Hauppauge, N.Y: Barron's Educational Series, 2007.

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Book chapters on the topic "High school exit exam"

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Ma, Hongjia, Gavin W. Fulmer, Ling L. Liang, Xian Chen, Xinlu Li, and Yuan Li. "An Alignment Analysis of Junior High School Chemistry Curriculum Standards and City-Wide Exit Exams in China." In Chemistry Education and Sustainability in the Global Age, 157–69. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4860-6_14.

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Hernández, Ernesto M., Rubén D. Santiago, José A. Otero, and Ma de Lourdes Quezada-Batalla. "Advanced Placement Physics Exam Performance of High School Graduates in Mexico with the Aid of Online Assignments Designed in Open-EdX." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference, 41–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52538-5_5.

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Emmott, Bill. "Discovering, Developing, Teaching." In Japan's Far More Female Future, 143–58. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198865551.003.0009.

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A common gender stereotype holds that women are less suitable to be scientists than men even though there is no evidence for this proposition. In Japan, a big gender gap in STEM subjects in high school translates into low numbers of female students studying science at university and low admission rates of females to national universities for which all applicants for all degrees are required to sit an exam in science. But role models do exist to encourage the younger generation, and some national universities are trying hard to encourage more female students to study science, technology, and mathematics. Interviews with three role models who took science degrees and went on to successful careers in academia, finance, and consumer electronics, show that barriers are considerable but that they can be overcome. An interview with the president of Nagoya University, Matsuo Seiichi, examines what the university is doing to try to close the gender gap.
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Brahler, C. Jayne. "Technology Paved the Road for Students in a High-School Dropout Recovery Program to an Online College Class." In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, 585–610. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch026.

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Although there are Federal programs that are intended to assist a wide range of people with getting a college education, the educational attainment statistics confirm that these programs are not reaching the students who are the least apt to go to college. This chapter describes how technology enabled 52 inner-city high school students, 49% of whom had cumulative high school grade point averages (GPA) that were between 1.0 and 1.9 points, to be dually enrolled in an online college class and their online high school classes. The class average for the quizzes the students completed was 88% and the students who took the final exam scored, on average, 86%. There were some unexpected delays and difficulties along the way, but the students performed at a college level in a difficult class.
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D'Agostino, Susan. "Introduction." In How to Free Your Inner Mathematician, 1–8. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198843597.003.0001.

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I have a confession: I dropped out of mathematics in high school after having failed a calculus exam. At the time, I assumed that my best math days were behind me. In college, I studied anthropology and film, while working on a farm milking cows in New York’s Hudson River Valley. (No summer mathematics internships for me.) After college, I traipsed all over North and South America visiting schools and interviewing students for my ...
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Biton, Yaniv, and Ruti Segal. "Learning and Teaching Mathematics with Online Social Networks: The Case of Facebook." In Teacher Education [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.95998.

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We present here a study in which a digital-based communication platform is used for collaborative work in the learning and teaching processes. In this case, we focused on Facebook as the online social network to help motivate high-school students to become well prepared for their Bagrut (matriculation) exam in mathematics. To this end, the Center for Educational Technology (CET) established a “virtual review session” on Facebook before the exam in which 614 students and 16 teachers participated. We aimed to answer two questions: what learning and teaching opportunities can Facebook offer to prepare students for the mathematics matriculation exam? and how do students and teachers perceive learning processes via social networks? Our analysis was qualitative. The findings indicate that Facebook, for one, can offer excellent learning and teaching opportunities as a result of the interactions that evolve between the students themselves and between the students and teachers. For the students, this digital social platform helps promote peer evaluation, exposes them to a wide range of questions and solutions, and fosters the development of mathematical thinking and creativity. For the teachers, it helps expand their technological and pedagogical-mathematical knowledge.
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Jia, Jiyou, Zhuhui Ding, Yuhao Chen, and Xuemei Cui. "The Study of the Relationship among Learner-Content Interaction, Learning Performance, and Learner Satisfaction in a Blended Learning English Class in a Rural High School." In Educational Stages and Interactive Learning, 191–208. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch012.

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Learner-content interaction is one of the four interaction types in computer assisted instruction systems. “Without leaner-content interaction, little or no learning will occur” (Moore, 1993). The authors developed a web-based vocabulary and listening learning and assessment system for English instruction, which focuses on the learner-content interaction based on the behaviorisms learning theory. The authors integrated it into a normal English class weekly for a term in a high school located in a rural province in China. They analyzed the student exam scores, the student survey answers, learner-content interaction records in the learning system, and their relationship using statistical software SPSS. The research reveals that there exists almost significant positive correlation between learner-content interaction and learning performance, but there is not any correlation between the learner-content interaction and learner satisfaction. The survey results also demonstrated the learners’ satisfaction with this interactive learning system. The reasons for those findings are analyzed. Finally, limitations and further work are discussed.
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Smyth, Emer, and Selina McCoy. "School Experiences and Postschool Pathways in the Republic of Ireland." In Young Adult Development at the School-to-Work Transition, 205–21. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190941512.003.0009.

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This chapter draws on a mixed methods longitudinal study of a cohort of young adults in Ireland who were followed from their entry to secondary education to their outcomes three to four years after completing upper secondary education. In keeping with previous international research, the study findings show that the main pathways taken by young people reflect their gender, social class background, and academic performance. However, the analyses go further than previous work by indicating the way in which the nature of postschool transitions are firmly embedded in earlier school experiences. In particular, the chapter contributes to the ongoing debate on the effects of school composition to show that school social mix has a very significant impact on postschool outcomes, with those who attended middle-class schools having particularly high levels of participation in higher education. This is consistent with higher education assuming a ‘taken for granted’ quality in middle-class schools. In contrast, young people who had attended working-class schools are much more likely than those in middle-class or socially mixed schools to enter the labor market directly upon leaving school, even taking account of their exam grades. School climate plays an important role, with negative relations with teachers serving to discourage young people from remaining on in any form of education/training. The chapter concludes by highlighting the implications of the findings for our understanding of youth transitions and for policy designed to improve equity of outcomes.
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Howlett, Zachary M. "Lost and Confused." In Meritocracy and Its Discontents, 226–34. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501754432.003.0007.

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This chapter looks at a growing epidemic of lostness and confusion in China and speculates on the future of the Gaokao and similar meritocratic institutions in the rapidly changing world. It examines the momentous challenge that the architects of the Gaokao might face if the exam continues to serve as a fateful rite of passage in which people perceive it as both consequential and chancy. It also refers to China's poor rural areas that no longer see the exam as fair and middle classes that no longer perceive the examination as consequential, with parents opting to send their children abroad instead. The chapter analyzes the challenge of maintaining the fatefulness of the Gaokao, which is not intrinsic to the examination alone but also to the problem of general social and economic policy. It investigates the feeling of lostness and confusion of high-school graduates, which starts right after the Gaokao due to the existential void that accompanies the sudden relaxation of discipline after the test.
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Rivera, Nora K. "Cultural Biases in Transitional Writing Courses and Their Effect on Hispanic Students in Texas." In Teaching Practices and Language Ideologies for Multilingual Classrooms, 39–66. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3339-0.ch003.

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High school students in the United States have the option of taking advanced placement (AP) courses designed to prepare them to take AP exams that will potentially give them the opportunity to receive college credits for first-year undergraduate courses. This chapter examines the cultural biases present in the AP English Language and Composition course and exam, which focus on skills and knowledges typically learned in a first-year composition course. With culturally relevant theory in mind, this work specifically draws attention to the effects of such cultural biases on Hispanic students in Texas, a state where the number of Hispanic students surpasses the number of students from any other cultural background.
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Conference papers on the topic "High school exit exam"

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Clark, Andrea Yoder, Feng Yu, Shaoqing Yi, and Jia Shi. "Using Data Mining to Analyze High School AP Exam Pass Fail Rates." In ICBDE '18: 2018 International Conference on Big Data and Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3206157.3206179.

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Dagiene, Valentina, and Bronius Skupas. "Semi-automatic testing of program codes in the high school student maturity exam." In the 12th International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2023607.2023701.

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Ferreira, Leonardo, Felipe Schiavon de Oliveira, Ovidio Pires da Rocha, Maristela Holanda, Marcio de Carvalho Victorino, and Edward Ribeiro. "MongoDB: Analysis of Performance with Data from the National High School Exam (Enem)." In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2021. http://dx.doi.org/10.23919/cisti52073.2021.9476248.

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Poon, Anthony, Sarah Giroux, Parfait Eloundou-Enyegue, François Guimbretiere, and Nicola Dell. "Engaging High School Students in Cameroon with Exam Practice Quizzes via SMS and WhatsApp." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300712.

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Skupas, Bronius, and Valentina Dagiene. "Observations from semi-automatic testing of program codes in the high school student maturity exam." In the 10th Koli Calling International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1930464.1930468.

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Abadi, M. K., M. Yanuar, and Firdaus. "The Development of Daily Exam Question with Local Content for Mathematics Lesson Junior High School." In 1st International Multidisciplinary Conference on Education, Technology, and Engineering (IMCETE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200303.054.

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Yuliyani, Leny, Anang Kurnia, and Indahwati. "Winsorization on linear mixed model (Case study: National exam of senior high school in West Java)." In STATISTICS AND ITS APPLICATIONS: Proceedings of the 2nd International Conference on Applied Statistics (ICAS II), 2016. Author(s), 2017. http://dx.doi.org/10.1063/1.4979436.

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Pujianto, Utomo, Mei Candra Kartikasari, and Harits Ar Rosyid. "Prediction of Junior High School National Exam Results Based on Academic Report Using K-Nearest Neighbor." In 2020 6th International Conference on Science in Information Technology (ICSITech). IEEE, 2020. http://dx.doi.org/10.1109/icsitech49800.2020.9392052.

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Morfin Otero, Maria, Claudia Adriana González Quintanilla, and Héctor Manuel Rodríguez Gómez. "ONLINE STUDENTS, CHARACTERISTICS OF THOSE PREPARING TO OBTAIN THEIR HIGH SCHOOL DIPLOMA BY ONE NATIONAL EXAM." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0156.

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Negoro, Wahyu Saptha, M. Irfan Aldy Nasution, Agung Ramadhanu, Fhery Agustin, Muhatri Muhatrii, and Syahputra Amri. "Participants Evaluation of Computer-Based Writing Exam Eligibility in High School Using Simple Additive Weighting Method." In 2021 IEEE 7th International Conference on Smart Instrumentation, Measurement and Applications (ICSIMA). IEEE, 2021. http://dx.doi.org/10.1109/icsima50015.2021.9526335.

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Reports on the topic "High school exit exam"

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Dee, Thomas, and Brian Jacob. Do High School Exit Exams Influence Educational Attainment or Labor Market Performance? Cambridge, MA: National Bureau of Economic Research, May 2006. http://dx.doi.org/10.3386/w12199.

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Baker, Olesya, and Kevin Lang. The Effect of High School Exit Exams on Graduation, Employment, Wages and Incarceration. Cambridge, MA: National Bureau of Economic Research, June 2013. http://dx.doi.org/10.3386/w19182.

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Papay, John, John Willett, and Richard Murnane. High-School Exit Examinations and the Schooling Decisions of Teenagers: A Multi-Dimensional Regression-Discontinuity Analysis. Cambridge, MA: National Bureau of Economic Research, June 2011. http://dx.doi.org/10.3386/w17112.

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Papay, John, Richard Murnane, and John Willett. The Consequences of High School Exit Examinations for Struggling Low-Income Urban Students: Evidence from Massachusetts. Cambridge, MA: National Bureau of Economic Research, July 2008. http://dx.doi.org/10.3386/w14186.

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McGee, Steven, Everett Smith, Andrew Rasmussen, and Jeremy Gubman. Using Rasch analysis for determining the cut score of a computer science placement exam. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.4.

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A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.
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Busso, Matías, and Verónica Frisancho. Research Insights: Can Good Peers Hurt?: The Effect of Top Students on Girls' Educational Outcomes. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003565.

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Exposure to good peers of either sex during middle school reduces the probability that top-performing girls are placed in one of their preferred high schools. High-achieving boys have a detrimental effect on the selectiveness of the schools in which top female students are placed. These placement effects are driven by both lower admission scores and weakened preferences for selective and academic schools. Exposure to high-achieving girls improves the admission exam scores of poor-performing girls. This protective effect on scores translates into an average increase in the selectivity of the high schools in which low-performing girls are placed.
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Busso, Matías, and Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003247.

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This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.
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Teacher assessments could replace high-stake testing to improve student well-being. ACAMH, November 2019. http://dx.doi.org/10.13056/acamh.10674.

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Many students experience anxiety and distress during exams, and these emotions can have a negative effect on achievement. Notably, one of the top-reported concerns voiced by children in the UK is the stress and anxiety associated with school work and exam performance.
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