High-Stakes Testing and the History of Graduation

dc.creator	Sherman Dorn
dc.date	2003-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:25:28Z
dc.date.available	2015-08-12T11:25:28Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/878e9225ad3b4f2194a1157a4b087c9b
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/30165
dc.description	An historical perspective on high-stakes testing suggests that tests required for high school graduation will have mixed results for the putative value of high school diplomas: (1) graduation requirements are likely to have indirect as well as direct effects on the likelihood of graduating; (2) the proliferation of different exit documents may dilute efforts to improve the education of all students; and (3) graduation requirements remain unlikely to disentangle the general cultural confusion in the U.S. about the purpose of secondary education and a high school diploma, especially confusion about whether the educational, exchange, or other value of a diploma is most important.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/229
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 11, p 1 (2003)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	High-Stakes Testing and the History of Graduation
dc.type	article