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Executive Summary

Exit Strategies: How Low-Performing High Schools Respond to High School Exit Examination Requirements

by Jennifer Jellison Holme - 2013

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Cite This Article as: Teachers College Record Volume 115 Number 1, 2013, p. 1-23
https://www.tcrecord.org ID Number: 16736, Date Accessed: 10/26/2021 3:36:48 AM

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About the Author
Jennifer Holme University of Texas at Austin JENNIFER JELLISON HOLME is an assistant professor of education policy and planning in the Department of Educational Administration at the University of Texas at Austin. Her research focuses on the politics and implementation of educational policy, with a particular interest in the relationship between school reform, equity, and diversity in schools. She recently published �Assessing the Effects of High School Exit Exams� (with M. Richards, J. Jimerson, & R. Cohen) in the Review of Educational Research (2010).

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Executive Summary Exit Strategies: How Low-Performing High Schools Respond to High School Exit Examination Requirements

Executive Summary

Exit Strategies: How Low-Performing High Schools Respond to High School Exit Examination Requirements