Journal articles: '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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Reardon, Sean F., Nicole Arshan, Allison Atteberry, and Michal Kurlaender. "Effects of Failing a High School Exit Exam on Course Taking, Achievement, Persistence, and Graduation." Educational Evaluation and Policy Analysis 32, no. 4 (December 2010): 498–520. http://dx.doi.org/10.3102/0162373710382655.

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Ullucci, Kerri, and Joi Spencer. "Unraveling the Myths of Accountability: A Case Study of the California High School Exit Exam." Urban Review 41, no. 2 (September 24, 2008): 161–73. http://dx.doi.org/10.1007/s11256-008-0105-y.

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Sutton, Lenford. "A Legal Overview and History of High School Exit Exams." International Journal of Educational Reform 15, no. 4 (October 2006): 493–500. http://dx.doi.org/10.1177/105678790601500404.

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Valderrama Arteaga, Jonhson, Mario Ninaquispe Castillo, Franklin Puelles Gonzales, Perpetua Alayo Meregildo, Abencia Soto Gonzales, Pilar Núñez Blas, Jube Portalatino Zevallos, et al. "Application of the Geogebra Program in the Learning of Geometry in Students of 4th grade of High School N° 86620 Santa Fe de Tumpa -Yungay, 2018 [Aplicación del Programa Geogebra en el Aprendizaje de la Geometría en Alumnos de 4to año de educación secundaria de la I.E. N° 86620 Santa Fe de Tumpa -Yungay, 2018]." Journal of Global Education Sciences 3, no. 1 (March 9, 2021): 9. http://dx.doi.org/10.32829/ges.v3i1.219.

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The objective of the research is to determine the influence of the Application of the Geogebra Program in the Learning of Geometry in students of 4th grade of High school N° 86620 Santa Fe de Tumpa - Yungay, 2018. The research is cross-sectional experimental type, quantitative method and pre-experimental design. Two instruments were applied: an entrance exam and an exit exam, to a population sample of 22 students from the 4th grade of High school N° 86620 Santa Fe de Tumpa. The results were analyzed after applying the Geogebra program to the single study group. It was found that there is a highly significant influence (p = 0.00001 <0.05) of the Application of the Geogebra program in the Learning of geometry course in High school 4th grade students. The verification of the hypothesis was done by applying the t-student.

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Daun-Barnett, Nathan, and Edward P. St. John. "Constrained Curriculum in High Schools: The Changing Math Standards and Student Achievement, High School Graduation and College Continuation." education policy analysis archives 20 (February 20, 2012): 5. http://dx.doi.org/10.14507/epaa.v20n5.2012.

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Mathematics education is a critical public policy issue in the U.S. and the pressures facing students and schools are compounded by increasing expectations for college attendance after high school. In this study, we examine whether policy efforts to constrain the high school curriculum in terms of course requirements and mandatory exit exams affects three educational outcomes – test scores on SAT math, high school completion, and college continuation rates. We employ two complementary analytic methods – fixed effects and difference in differences (DID) – on panel data for all 50 states from 1990 to 2008. Our findings suggest that within states both policies may prevent some students from completing high school, particularly in the near term, but both policies appear to increase the proportion of students who continue on to college if they do graduate from high school. The DID analyses provide more support for math course requirement policies than mandatory exit exams, but the effects are modest. Both the DID and fixed effects analyses confirm the importance of school funding in the improvement of high school graduation rates and test scores.

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Krishnan, Kalyani, Chieh Li, Louis Kruger, Edward Kimble, Gina Aki, and Rachel Ruah. "Self-regulated learning in English-language learners who are persisting despite failure on a high school exit exam." Journal for Multicultural Education 13, no. 2 (June 10, 2019): 140–54. http://dx.doi.org/10.1108/jme-03-2018-0015.

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Purpose This study aims to explore whether English-language learners (ELLs) who have struggled to pass a high school exit exam (HSEE) self-report that they are able to self-regulate their learning. It is of interest to find out whether, in addition to limited English proficiency, these students are struggling to exert control over their learning. Design/methodology/approach Using semi-structured interviews, the study sought the perspectives of eight ELLs who had repeatedly failed their state-mandated HSEE. Interviews were transcribed using a modified grounded theory approach, and thought units were coded with a focus on the following elements of SRL: self-understanding, goal directedness, flexibility and strategy use. Findings Results indicated that all interviewees demonstrated a greater, more specific awareness of their academic weaknesses than their strengths. Half the interviewees demonstrated an awareness of how they learned. Similarly, half of them verbalized that they approached learning flexibly. None of the interviewees reported using evidence-based strategies. However, all interviewees were goal-oriented. Research limitations/implications This research approach may limit the external validity of the results. The richness of the data may also be limited because interviews were conducted in English. Practical implications The findings from this study have implications for educating ELLs in an era of standards-based education and helping them pass HSEEs. Social implications These results also have implications for advancing social justice through informed educational policy. Originality/value This paper fills a gap in the literature by extending the theory of SRL, which is associated with academic success in diverse students, to ELLs, a rapidly growing demographic in US public schools that is struggling to achieve academic success.

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Meckes, Lorena, and Martín Bascopé. "Uneven Distribution of Novice Teachers in the Chilean Primary School System." education policy analysis archives 20 (September 30, 2012): 30. http://dx.doi.org/10.14507/epaa.v20n30.2012.

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This study examines the allocation of novice primary teachers in Chilean schools, looking at their characteristics and at the attributes of the schools at which they are hired after having completed their initial teacher training. The study reveals that in Chile, more qualified novice teachers are more prone to get jobs in socio-economically advantaged schools or in schools with better academic outcomes. In contrast, in disadvantaged schools, it is more likely to find novice teachers with poor results on their exit exams and who come from socioeconomic backgrounds similar to those of the school populations. These findings provide new data to inform Chilean policies. Thus, achieving a more equitable distribution of highly qualified teachers is a challenge for Chile if the aim is to reduce the achievement gap between schools attended by pupils of higher and lower socioeconomic status. Furthermore, these findings might shed some light on the current debate surrounding teacher education policies. A new law will mandate that novice teachers pass the exit exam that until now they have taken voluntarily in order to be hired in any publicly funded school. This study provides support and evidence to inform the debate that will follow in parliament, since we found that novice teachers performing at a very low level—perhaps below the minimum that will be required—have a high probability of ending up working in schools in more disadvantaged areas. On a more general scale, this research also provides a simple but complete methodology that can be used to study issues of teacher distribution elsewhere.

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Borcan, Oana, Mikael Lindahl, and Andreea Mitrut. "Fighting Corruption in Education: What Works and Who Benefits?" American Economic Journal: Economic Policy 9, no. 1 (February 1, 2017): 180–209. http://dx.doi.org/10.1257/pol.20150074.

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We investigate the distributional consequences of a corruption-fighting initiative in Romania targeting the endemic fraud in a high-stakes high school exit exam, which introduced CCTV monitoring of the exam and credible punishment threats for teachers and students. We find that the campaign was effective in reducing corruption and, in particular, that monitoring increased the effectiveness of the punishment threats. Estimating the heterogeneous impact for students of different poverty status we show that curbing corruption led to a worrisome score gap increase between poor and nonpoor students. Consequently, the poor students have reduced chances to enter an elite university. (JEL I21, I24, I28, I32)

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Caves, Katherine, and Simone Balestra. "The impact of high school exit exams on graduation rates and achievement." Journal of Educational Research 111, no. 2 (October 10, 2016): 186–200. http://dx.doi.org/10.1080/00220671.2016.1226158.

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Hemelt, Steven W., and Dave E. Marcotte. "High School Exit Exams and Dropout in an Era of Increased Accountability." Journal of Policy Analysis and Management 32, no. 2 (February 14, 2013): 323–49. http://dx.doi.org/10.1002/pam.21688.

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Toenjes, A., and A. Gary Dworkin. "Are Increasing Test Scores in Texas Really a Myth?" education policy analysis archives 10 (March 21, 2002): 17. http://dx.doi.org/10.14507/epaa.v10n17.2002.

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Pass rates by Texas tenth-graders on the high school exit exam improved from 52 percent in 1994 to 72 percent in 1998. In his article "The Myth of the Texas Miracle in Education" (EPAA, August 2000) Professor Walt Haney argued that some part of this increased pass rate was, as he put it, an illusion. Haney contended that the combined effects of students dropping out of school prior to taking the 10th grade TAAS and special education exemptions accounted for much of the increase in TAAS pass rates. Relying on the same methodology and data that Haney used, we demonstrate that his conclusion is incorrect. None of the 20 percent improvement in the TAAS exit test pass rate between 1994 and 1998 is explained by combined increases in dropout rates or special education exemptions.

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Holme, Jennifer Jellison, and Julian Vasquez Heilig. "High-Stakes Decisions: The Legal Landscape of High School Exit Exams and the Implications for Schools and Leaders." Journal of School Leadership 22, no. 6 (November 2012): 1177–97. http://dx.doi.org/10.1177/105268461202200607.

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Ou, Dongshu. "To leave or not to leave? A regression discontinuity analysis of the impact of failing the high school exit exam." Economics of Education Review 29, no. 2 (April 2010): 171–86. http://dx.doi.org/10.1016/j.econedurev.2009.06.002.

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Strang, Kenneth David. "Effectiveness of instructor-led collaborative learning in the classroom." Journal of Applied Research in Higher Education 7, no. 2 (September 14, 2015): 134–45. http://dx.doi.org/10.1108/jarhe-07-2012-0018.

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Purpose – Collaborative learning was examined as a pedagogy to determine if students could improve standardized exam scores when the professor led the sessions in class. The purpose of this paper is to design a quasi-experiment to test the predictive ability of this pedagogy using a randomly allocated treatment vs control group. An externally administered standardized exam was used as the instrument. Design/methodology/approach – A post-positivist ideology was employed, quantitative data were collected from standardized exit exams scores and from the experiment factors. Descriptive statistics, correlation analysis along with a General Linear Model (GLM) ANCOVA were applied to test the hypothesis at the 95 percent confidence level. Findings – A statistically significant model was developed using multiple regression in a Generalized Linear Model. The regression model developed in this study was able to capture 51 percent of variance on the exam score, using four predictors were (in order of importance): SAT, pedagogy, GPA, and gender. Research limitations/implications – The GLM regression model proved that collaborative learning as pedagogy could increase standardized exam scores, since the only variation between the treatment vs control group was the pedagogy. Prior ability was still the most influential factor in the model, but when it was controlled for, pedagogy (collaborative learning) was shown to help students in the test group make a significant increase in exam score. Practical implications – Business schools and other disciplines could apply the collaborative learning as a pedagogy to help students increase high-stakes exam scores, regardless of their gender, age, or prior ability. Several ideas were mentioned for replacing existing high-stakes exams. Originality/value – A high degree of experimental control was imposed and the common predictors identified in the literature were tested to control for confounding influences. The researcher reflected on what really worked as techniques within the collaborative learning pedagogy process.

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Tefera, Adai, David Hernández Saca, and Ashlee Lester. "Troubling the master narrative of “grit”: Counterstories of Black and Latinx Students with dis/abilities during an era of “high-stakes” testing." education policy analysis archives 27 (January 6, 2019): 1. http://dx.doi.org/10.14507/epaa.27.3380.

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In this study we trouble the notion of “grit” and “high-stakes” testing by focusing on the experiences and perspectives of Black and Latinx students labeled with dis/abilities with the California High School Exit Exam (CAHSEE). Through interviews, focus groups, and classroom observations with 15 Black and Latinx students labeled with dis/abilities, we utilize the power of student voice and counterstories to problematize the master narrative of a “grit”/no “grit” binary in education policy discourse. This binary has contributed to an educational culture that reinforces victim blaming, reifies inequities for Black and Latinx students with dis/abilities, and undermines students’ emotional wellbeing. Harnessing the power of the students’ experiences and perspectives, we conclude with recommendations for policy and practice.

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Huddleston, Andrew P. "Understanding Responses to High School Exit Exams in Literacy: A Bourdieusian Analysis of Poetic Transcriptions." Journal of Adolescent & Adult Literacy 55, no. 8 (May 2012): 734–44. http://dx.doi.org/10.1002/jaal.00088.

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STIKES Guna Bangsa, Gunarmi. "IMPLEMENTASI KEBIJAKAN UJI KOMPETENSI LULUSAN MAHASISWA BIDANG KESEHATAN DI REGIONAL IV WILAYAH PROVINSI SULAWESI SELATAN DAN SULAWESI TENGGARA." DIA: Jurnal Ilmiah Administrasi Publik 16, no. 2 (December 26, 2018): 19. http://dx.doi.org/10.30996/dia.v16i2.1919.

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Health workers human resources is a milestone in the success of health services. Recognition of graduate competence is competence certificate by act No. 12 of 2012. Health workers human resources have been complete national competence test obtained competence certificate which is consitute of quality skill grade for further training and guarantee the school of health science graduate. Regulation No. 12 of 2016; determine supplementary factor and inhibiting factor in national competence test implementation; and create the policy model of national competence test implementation in guarantee of health student. Design of research used qualitative descriptive approach. The respondent is school of health science in Makasar region. The primary data collected through interview, observation, and documentation. Data analysis used qualitative data analysis. Result of this research is : 1) Implementation of competence certificate policy which refers to ministerial of high school regulation No. 12 of 2016 inconsistent with mandate of act No. 12 of 2012 about high school, act No. 36 of 2014 about health workers, and ministerial of high school regulation No. 44 of 2014 about high school national standard. 2) Supplement factor of implementation competence certificate policy is the enachment of competence certificate policy in form ministerial of high school regulation, therefore must be implementing appropriate by the policy. While inhibiting factor of implementation competence certificate policy is refers to variable of Van Meter and Van Horn theory that showed low policy performance, therefore involved on disparity quality of learning has an impact on rate of re-taker increase. 3) Models of competence certificate policy which is still being centralistic implemented, therefore necessary to reconstruct competence certificate policy by exit-exam models with principle of integrated, synergistic, transparent, controlled, and accountable.

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Ameen Tayeb, Yahya, Mohd Sallehhudin Abd Aziz, and Kemboja Ismail. "Predominant Washback of the General Secondary English Examination on Teachers." International Journal of Engineering & Technology 7, no. 3.21 (August 8, 2018): 448. http://dx.doi.org/10.14419/ijet.v7i3.21.17211.

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General Secondary English Examination (GSEE) is the highest secondary school exit test run by the Ministry of Education, Yemen. Due to the significance of the exam being the foundation of the students’ future, teachers are only preoccupied with how to help students get high marks in this final examination to be eligible to join university. The aim of this study is to investigate the dominant wash back effect of the GSEE on Yemeni teachers who are highly engrossed by the test. The study focuses on four pedagogical dimensions namely teachers’ teaching methods, content assessment, attitudes and motivation. Mixed mode approach (qualitative and quantitative methods) was applied using classroom observations, semi-structured interviews, group discussions and a questionnaire of 72 items administered to 46 English teachers. NVivo10 was used to analyse the qualitative data. SPSS/V22 was used for analysing the quantitative data in which the Cronbach's Alpha reached (.88). The results revealed that the test had a great influence on teachers (P<.001) mainly on their teaching methods. Triangulation with the qualitative analysis confirmed equivalent implications. The study contributes a clear evidence of the powerful exam washback on the factors of the language learning practices and its influence on how and what teachers teach.

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Alexander, Mariko Mizuno. "Transnational English language learners fighting on an unlevel playing field: high school exit exams, accommodations, and ESL status." Language Policy 16, no. 2 (March 10, 2016): 115–33. http://dx.doi.org/10.1007/s10993-015-9390-y.

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Kaczmarczyk, Maciej. "An Analysis of Junior High School Students’ Skill in Creating Written Compositions: A Research Report." Anglica Wratislaviensia 57 (October 4, 2019): 169–80. http://dx.doi.org/10.19195/0301-7966.57.13.

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This article is a report based on a qualitative study on the skills needed for junior high school students to produce written compositions in the context of creating a short message. This kind of research has been made necessary by the implementation of an obligatory exam for junior high school graduates, including a writing part in which there are some requirements to be met in order to obtain a positive grade. Although the recent educational reforms mean that junior high schools will no longer exist, this research is useful in the diagnosis of the writing skills of Polish teenagers that will be going into high school. The results have shown that the students had no major problems with such requirements as text organization, punctuation rules and with keeping to the word limit for a given written composition. On the other hand, however, the students showed the need for improvement in formal aspects of the written English language such as grammar, vocabulary accuracy and spelling and transition signals. Additionally, the meeting of requirements mentioning and developing three elements should be practiced more. For the purpose of the study, an analysis sheet has been implemented but no hypotheses have been put forth. The research group included 33 written compositions.

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Gaumer Erickson, Amy S., Jeannie Kleinhammer-Tramill, and Martha L. Thurlow. "An Analysis of the Relationship Between High School Exit Exams and Diploma Options and the Impact on Students With Disabilities." Journal of Disability Policy Studies 18, no. 2 (September 2007): 117–28. http://dx.doi.org/10.1177/10442073070180020201.

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Dee, Thomas S., Will Dobbie, Brian A. Jacob, and Jonah Rockoff. "The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations." American Economic Journal: Applied Economics 11, no. 3 (July 1, 2019): 382–423. http://dx.doi.org/10.1257/app.20170520.

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We show that the design and decentralized scoring of New York’s high school exit exams—the Regents Examinations—led to systematic manipulation of test scores just below important proficiency cutoffs. Exploiting a series of reforms that eliminated score manipulation, we find heterogeneous effects of test score manipulation on academic outcomes. While inflating a score increases the probability of a student graduating from high school by about 17 percentage points, the probability of taking advanced coursework declines by roughly 10 percentage points. We argue that these results are consistent with test score manipulation helping less advanced students on the margin of dropping out but hurting more advanced students that are not pushed to gain a solid foundation in the introductory material. (JEL H75, I21, I28)

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Eitle, Tamela McNulty, and David James Eitle. "School commitment and alcohol use: The moderating role of race and ethnicity." education policy analysis archives 15 (December 11, 2007): 22. http://dx.doi.org/10.14507/epaa.v15n22.2007.

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Research indicates that lower levels of school commitment may be one potential outcome of policy initiatives such as high-stakes testing and exit exams. Such outcomes may lead these policy initiatives to have unintended consequences for students, particularly racial or ethnic minority students. This study examines whether race or ethnicity moderate the relationship between school commitment and alcohol use or binge drinking among a sample of Florida public middle and high-school students who were surveyed as part of the 2002 Florida Youth Substance Abuse Survey. Low school commitment was found to be associated with a greater likelihood of alcohol use in the past 30 days and a greater likelihood of binge drinking during the past two weeks for Black, Hispanic, and White students. Both the higher average levels of school commitment among Black and Hispanic than among white students and the greater association between low school commitment and the two alcohol use outcomes for Black and Hispanic students compared to White students account for some of the difference in alcohol use and binge drinking among the different groups. 1 Financial assistance for this study was provided by the National Institute on Alcohol Abuse and Alcoholism (grant number R01 AA13167) and the National Institute of Drug Abuse (grant number R01 DA018645-01A1). We gratefully acknowledge Michael French and members of the Health Economics Research Group (HERG) for their research suggestions and William Russell for editorial assistance. The authors are entirely responsible for the research and results reported in this paper, and their position or opinions do not necessarily represent those of NIAAA or NIDA.

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Fitria, Rahmah, Joserizal Serudji, and Lisma Evareny. "Persiapan Uji Kompetensi Bidan sebagai Exit Exam." Jurnal Ilmiah Universitas Batanghari Jambi 19, no. 1 (January 23, 2019): 195. http://dx.doi.org/10.33087/jiubj.v19i1.590.

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The objective of this study was to improve the quality of midwives in Indonesia through National midwife examination to answer the internal and global challenges of health higher education. Accreditation of tertiary education and the passing rate of low midwife's competency test with low minimum standard values can not answer the challenges. Researcher want to see how the phenomenon of midwife's competency test that is focused on the preparation. This research used qualitative design with a phenomenological approach. Data collection is taken through informants related to in-depth interviews, observation and document studies. Taking informants using the snowball sampling technique. The process of data analysis refers to the constant comparative method. The research shows that national midwife examination is currently not yet as the exit exam. The participant's preparation was problem resolved training and did try out. The school is contributed in early introduce the type of questions to students, tutoring, facilitation of try out and making questions but have not been carried out optimally and directed. Organizing national committees, preparation of questions, funding sources and preparation for the implementation of examinations are in accordance with the guidelines. Retaker is a problem that must be sought by all relevant parties regarding the issue of guidance and who is responsible. To answer the existing problems, it is better for national midwife examination to start as an exit exam and do “sit together” to discuss the development efforts of national midwife examination in Indonesia, including the problem of retaker.

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Van Ackeren, Isabell, Rainer Block, Esther Dominique Klein, and Svenja Mareike Kühn. "The Impact of State-Wide Exit Exams in Germany: A Descriptive Case Study." education policy analysis archives 20 (March 20, 2012): 8. http://dx.doi.org/10.14507/epaa.v20n8.2012.

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This study analyzes the possible intended and unintended impact of statewide exit exams as a governance tool used by education authorities. In a descriptive case study based on quantitative empirical research, three German states (Baden-Württemberg, Rhineland-Palatinate, North Rhine-Westphalia) with differing exit exam traditions (statewide versus school-based) are compared. Consistent with other recent research findings, the potential influences of statewide exit exams on teaching and learning processes can be detected for mathematics, but not for German or biology. In particular, these influences show in the fact that teachers whose students have to take a statewide exit exam are less responsive to students’ interests regarding the choice of topics in the classroom, perceive a tendency to narrow the delivered curriculum and increase cooperation with other teachers. In addition, both teachers and students feel a higher pressure to perform and perceive their roles to be different −they see themselves as allies preparing for an externally set exam. Teachers also tend to feel “de-professionalized”. In those areas where statewide exams do seem to affect schooling, most of the results are consistent with what was intended by the authorities when they introduced the exams, and there are only few unintended side-effects. From a governance perspective, however, a general capacity of statewide exit exams to move schooling in a desired direction remains rather doubtful, particularly considering the fact that the exam procedures that have recently been implemented in the German states are very heterogeneous and only partly standardized.

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Warren, Robert Warren, and Krista N. Jenkins. "High School Exit Examinations and High School Dropout in Texas and Florida, 1971–2000." Sociology of Education 78, no. 2 (April 2005): 122–43. http://dx.doi.org/10.1177/003804070507800202.

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In this article, the authors ask whether state high school exit examinations are associated with high school dropout rates and racial/ethnic and socioeconomic inequalities in high school dropout rates in Florida and Texas. Using data from the 1968–2000 October Current Population Surveys, they first consider the 1971–2000 graduating classes and use a measure of whether students left school without obtaining any high school credential as the outcome variable. They next consider the 1991–2000 graduating classes and use a measure that classifies students who obtained general equivalency diplomas as dropouts as the outcome variable. In neither case did the authors find evidence that state high school exit examinations are independently associated with higher dropout rates or greater inequalities in dropout rates.

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Mering, Aloysius, and Indri Astuti. "The Quality of Senior High School National School Examination Questions." Jurnal Ilmu Pendidikan 25, no. 1 (May 8, 2020): 16. http://dx.doi.org/10.17977/um048v25i1p16-26.

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The objective of this study was to obtain information about the quality of high school National Standard School Exam (USBN) questions in Pontianak in 2018/2019 academic year. To achieve this objective, the information excavated includes (a) the process of compiling questions (b) the test of the feasibility of the questions (c) the eligibility requirements of the questions (d) administering the exam (e) the examination system of the examination scripts (f) the reporting system, and (g) the correlation of values report cards and high school USBN grades in Pontianak with UN scores. This study employed a descriptive method. The selection of high school samples used as data sources was done by random sampling and purposive sampling. Data were gathered through documentation, interviews, and questionnaires. The data were then analyzed with descriptive statistics and correlational studies. The results showed that, in the high school USBN questions in Pontianak City, (1) there were still stages in the process of drafting "not done", (2) empirical tests before the compilation of the final questions "had not been done," (3) administering the "already" applied exams as UN procedures, (4) manuscript examination system is implemented manually, (5) reporting of exam results by respective subject teachers, and (6) correlation of report card grades and high school USBN scores in Pontianak with "mostly" low "UN scores "and even in certain" negative "schools. It means that report cards and USBN scores cannot be used to predict UN results.

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Rhodes, Michelle M. "A Laboratory Practical Exam for High School Chemistry." Journal of Chemical Education 87, no. 6 (June 2010): 613–15. http://dx.doi.org/10.1021/ed100200k.

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Warren, John Robert, and Melanie R. Edwards. "High School Exit Examinations and High School Completion: Evidence From the Early 1990s." Educational Evaluation and Policy Analysis 27, no. 1 (January 2005): 53–74. http://dx.doi.org/10.3102/01623737027001053.

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Holme, Jennifer Jellison, Meredith P. Richards, Jo Beth Jimerson, and Rebecca W. Cohen. "Assessing the Effects of High School Exit Examinations." Review of Educational Research 80, no. 4 (December 2010): 476–526. http://dx.doi.org/10.3102/0034654310383147.

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Gurantz, Oded, Michael Hurwitz, and Jonathan Smith. "Sibling effects on high school exam taking and performance." Journal of Economic Behavior & Organization 178 (October 2020): 534–49. http://dx.doi.org/10.1016/j.jebo.2020.07.026.

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Piotrowski, Marek. "Requiem for junior high school. Case study - lower secondary school exam 2012." Studia z Teorii Wychowania XI, no. 4(33) (December 31, 2020): 181–200. http://dx.doi.org/10.5604/01.3001.0014.6564.

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The article has critically assessed the information sent to the public, including teachers, on the results of external examinations contained in the Central Examination Board (CEB) reports. Basing on the analysis of two sources of information decoded from the CEB reports and the analysis of the database containing the results of examinations, 93% of lower secondary school students, it has been showed that about half of the population "failed" the lower secondary school exam in science and mathematics. Therefore they should not continue their high school education. The analysis of data decoded from the CEB report is in line with the results obtained from 93% of students. Therefore, it is advisable to conduct similar analyzes of contemporary CEB reports on students achievement after the new primary school which is operating in the new education system after liquidation of junior high schools.

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Bishop, John. "High School Exit Examinations: When Do Learning Effects Generalize?" Yearbook of the National Society for the Study of Education 104, no. 2 (June 2005): 260–88. http://dx.doi.org/10.1111/j.1744-7984.2005.00033.x.

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Warren, J. R., and R. B. Kulick. "Modeling States' Enactment of High School Exit Examination Policies." Social Forces 86, no. 1 (September 1, 2007): 215–29. http://dx.doi.org/10.1353/sof.2007.0114.

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Warren, John Robert, Krista N. Jenkins, and Rachael B. Kulick. "High School Exit Examinations and State-Level Completion and GED Rates, 1975 Through 2002." Educational Evaluation and Policy Analysis 28, no. 2 (June 2006): 131–52. http://dx.doi.org/10.3102/01623737028002131.

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This article investigates the extent to which state-mandated high school exit examinations are associated with state-level public high school completion rates in the United States. The authors estimate a series of state and year fixed effects models using a new measure of state-level public high school completion rates and archival information about states’ policies on high school exit examinations from 1975 through 2002. The study finds that state high school exit examinations—particularly the “more difficult” examinations that have been implemented recently in some states—are associated with lower public high school completion rates and higher rates of General Educational Development test taking. Furthermore, the study finds that the association between state policies on high school exit examinations and public high school completion grows stronger as states become more racially and ethnically diverse and as poverty rates increase.

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Harwati, Defi Sri, and Heri Yanto. "Vocational High School (SMK) Students Accounting Competence Prediction Model by Using Astin I-E-O Model." Dinamika Pendidikan 12, no. 2 (March 1, 2018): 98–113. http://dx.doi.org/10.15294/dp.v12i2.10826.

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This research aims to know the descriptive of input, environment, and outcome; analyze the influence of input to outcome; analyze the influence of environment to outcome; analyze the influence of input to environement; and analyze the role of environment in mediating the influence of input to outcome. Student previous achievement consisting of Mathematics and Indonesian National Exam at Junior High School is the educational input. Student engagement consisting of school engagement and class engagement is the educational environment and student accounting competence is the educational outcome. This research was a quantitative research. Data analysis used descriptive and path analysis technique. The total population and sample consists of 128 students of first class accounting. The results and conclusions in this study indicate that accounting competence is still good, student engagement is good, and student previous achievement is very good. There are influences of mathematics National Exam, Indonesian National Exam, school engagement, and class engagement on student accounting competence; there are influences of Mathematics and the Indonesian National Exam on school engagement and class engagement. School engagement mediates the influence of mathematics National Exam on accounting competence, but it does not mediate the influence of the Indonesian National Exam on accounting competence. Then, class engagement mediates the influences of the mathematics and Indonesian National Exam on accounting competencies.

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Lee, Wonik, Charles Spiekerman, Masahiro Heima, Hafsteinn Eggertsson, Gerald Ferretti, Peter Milgrom, and Suchitra Nelson. "The Effectiveness of Xylitol in a School-Based Cluster-Randomized Clinical Trial." Caries Research 49, no. 1 (November 21, 2014): 41–49. http://dx.doi.org/10.1159/000360869.

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Objective: The purpose of this double-blind, cluster-randomized clinical trial was to examine the effects of xylitol gummy bear snacks on dental caries progression in primary and permanent teeth of inner-city school children. Methods: A total of 562 children aged 5-6 years were recruited from five elementary schools in East Cleveland, Ohio. Children were randomized by classroom to receive xylitol (7.8 g/day) or placebo (inulin fiber 20 g/day) gummy bears. Gummy bears were given three times per day for the 9-month kindergarten year within a supervised school environment. Children in both groups also received oral health education, toothbrush and fluoridated toothpaste, topical fluoride varnish treatment and dental sealants. The numbers of new decayed, missing, and filled surfaces for primary teeth (dmfs) and permanent teeth (DMFS) from baseline to the middle of 2nd grade (exit exam) were compared between the treatment (xylitol/placebo) groups using an optimally-weighted permutation test for cluster-randomized data. Results: The mean new d3-6mfs at the exit exam was 5.0 ± 7.6 and 4.0 ± 6.5 for the xylitol and placebo group, respectively. Similarly, the mean new D3-6MFS was 0.38 ± 0.88 and 0.48 ± 1.39 for the xylitol and placebo group, respectively. The adjusted mean difference between the two groups was not statistically significant: new d3-6mfs: mean 0.4, 95% CI -0.25, 0.8), and new D3-6MFS: mean 0.16, 95% CI -0.16, 0.43. Conclusion: Xylitol consumption did not have additional benefit beyond other preventive measures. Caries progression in the permanent teeth of both groups was minimal, suggesting that other simultaneous prevention modalities may have masked the possible beneficial effects of xylitol in this trial. © 2014 S. Karger AG, Basel

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Williams, Skip M., Dan Phelps, Kelly R. Laurson, David Q. Thomas, and Dale D. Brown. "Fitness knowledge, cardiorespiratory endurance and body composition of high school students." Biomedical Human Kinetics 5, no. 1 (November 2, 2013): 17–21. http://dx.doi.org/10.2478/bhk-2013-0004.

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Summary Study aim: The purpose of this study was to determine if high school physical education seniors’ health-related fitness knowledge is related to their aerobic capacity and body composition. Material and methods: The FitSmart test assessed students (n = 171) health-related fitness knowledge. Aerobic capacity was calculated based on the students PACER score. Body Composition was measured using the Tanita TBF 300A body composition analyzer. Results: Aerobic fitness was a statistically significant predictor of exam score (β = 0.563, p < 0.001), but percent body fat was not (β = 0.185, p =0.074). Comparing the health-related fitness exam scores by the FITNESSGRAM classification system, students who were classified as Very Lean and High Risk for body composition had lower exam scores than those classified in the healthy fitness zone. Conclusions: The results confirmed previous findings that students have inadequate health-related fitness knowledge. Furthermore, the study extends these findings by identifying some associations of percent body fat and estimated VO2max to health-related fitness knowledge.

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Fatimah, Titin, and Pipin Farida Ariyani. "IMPLEMENTATION OF E-LEARNING SYSTEM TO IMPROVE THE QUALITY OF LEARNING IN VOCATIONAL HIGH SCHOOL (SMK) IN JAKARTA." ICCD 1, no. 1 (December 13, 2018): 299–304. http://dx.doi.org/10.33068/iccd.vol1.iss1.46.

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Since 2014 The Ministry of Education and Culture has implemented the National Computer Based Exam for SMU and SMK. SMK Trimulia and SMK Plus Al-Musyarrofah located in South Jakarta, both are vocational schools, have followed the UNBK. In addition to following UNBK, SMK Trimulia and SMK Plus Al-Musyarrofah with all vocational school in Pesanggrahan district held a Joint Exam by using Quantum Computer Base Test (QCBT) for Final Exam, while for Midterm Exam still done manually (not online). SMK Trimulia and SMK Plus Al-Musyarrofah have computer laboratory that connected to the internet. The Laboratory used for teaching and learning activities as well as the implementation of National Based Exam and Joint Exam. In each computer laboratory is equipped with a server, which has not optimally used, only used for National Based Exam, Joint Exam, and internet access. To maximize the utilization of information technology and to improve the quality of learning it is necessary to apply technology that can improve the quality of learning that is e-learning system. The e-learning system that will be implement are used to assist technical adjustment of National Computer Based Exam and Joint Exam by utilizing server and computer laboratory owned by SMK Trimulia and SMK Plus Al-Musyarrofah.

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Lemos, Robson Rodrigues, Alexandre Leopoldo Golçalves, César Cardoso Santos, and Maykon Carlos Freitas. "Data visualization of the brazilian national high school exam: VisDadosEnem." Encontros Bibli: revista eletrônica de biblioteconomia e ciência da informação 23, no. 53 (September 6, 2018): 124–36. http://dx.doi.org/10.5007/1518-2924.2018v23n53p124.

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Hoje em dia, a partir da quantidade de dados disponíveis surgem situações em que a visualização da informação torna-se fundamental para o entendimento e interpretação dos dados. Dentro deste contexto, este estudo tem como objetivo relacionar e explorar, através de técnicas de visualização, dados abertos educacionais em um contexto multidisciplinar. Para tal, foi desenvolvida uma aplicação web para visualização de dados do exame nacional Brasileiro do ensino médio (ENEM). Neste estudo foram utilizados os microdados do ENEM, a partir do portal Brasileiro de dados abertos. Como resultado das análises comparativas realizadas sobre os dados, por estados, regiões e tipos de escolas, foram observados quais estados obtiveram as maiores e menores médias do ENEM em relação às médias nacionais. Por exemplo, no estado de Santa Catarina os alunos oriundos de escolas particulares obtiveram 12.70% acima da média nacional para este tipo de escola e a menor média de idade dos alunos inscritos correspondendo a 21,6 anos de idade. A aplicação web de visualização possibilitou uma análise comparativa sobre o conjunto de dados do ENEM e a exploração de possibilidades de visualização que seriam dificilmente possíveis de realizar por meio de representações tradicionais.

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Journal articles on the topic 'High school exit exam'

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