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Raising the Bar and Reducing Failure on State-Mandated Exit Exams by Stuart S. Yeh — January 28, 2008A majority of students will soon be subject to exit exams that require knowledge of high school subjects such as algebra and geometry, despite evidence from employers that these topics are frequently unrelated to occupational requirements. A variety of evidence suggests that an alternative approach, involving exit exams that reward each level of student achievement with a corresponding diploma option, is more likely to promote high educational standards and improve student achievement without excessive failure rates. To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Stuart Yeh
University of Minnesota
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STUART YEH is Assistant Professor in the Department of Educational Policy and Administration at the University of Minnesota. His research focuses on improved ways of designing assessment and accountability systems. His book, Raising Student Achievement Through Rapid Assessment and Test Reform (Teachers College Press, 2006), recommends changes in federal, state, and district level testing policies.
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