The International Observatory on Academic Achievement - Documentary search

File number :
POEE-DSC-01e

Bibliographic reference :
Warren, J.R. &, Jenkins, K.N. (2005). High School Exit Examinations and High School Dropout in Texas and Florida, 1971-2000. Sociology of Education, 78 (April), 122-143.

Abstract :

The general purpose of the high school exit examination policy introduced in the 80s’ in the United States is to assess the knowledge and skills acquired by high school graduates.

In this article, the authors examine the relationship between high school exit examinations and the high school dropout rate, as well as the relationship between this type of examination and the school dropout rate related to socio-economic and ethnic inequalities in the states of Florida and Texas.

The study dealt with two periods that correspond to time changes made to this policy. The authors first studied the period when the purpose of high school exit examinations was to assess minimal acquired knowledge and skills (1983-95 for Florida and 1987-91 for Texas) and then the period when the purpose of these examinations was to assess higher qualifications and competencies (1996-2000 for Florida and 1992-2000 for Texas). The authors hypothesized that an increase in graduation requirements can result in some students dropping out of school.

Data Used
This research project was based on survey data drawn from the Current Population Surveys (CPS) for the 1968-to-2000 period. These surveys involved more than 50,000 households each month, during which demographic data such as family structure, ethnicity, age, gender and completed school years were collected. In addition, the surveys carried out every October contained more specific information on academic engagement (i.e. current enrolment, targeted educational level, previous year enrolment, school populations).

Moreover, the authors defined a dropout as a person not currently enrolled in school in October, enrolled the previous year, but who did not complete twelfth grade.

Analysis
The quantitative analyses were twofold. Firstly, the authors related high school exit examinations to the probability of the 1971-2000 graduating classes dropping out of school prior to obtaining any high school diplomas or General Equivalency Diplomas (GEDs) (i.e., evaluation leading to the recognition of certain acquired skills and given to individuals who did not obtain a high school diploma). Secondly, they examined the relationship between high school exit examinations and the probability of the 1991-2000 graduating classes dropping out of school prior to obtaining any diplomas.

The two analyses were necessary, since high school exit examinations influence not only the decision of students to obtain a GED instead of a high school diploma, but also the type of job sought afterwards.

Main Results
The high school exit examination results (1971-2000 and 1991-2000) did not enable determining that these results increase the dropout rate or promote the gap between dropout rates according to socio-economic levels and ethnicity.

Their hypothesis invalidated, the authors suggested several explanatory leads:
1) Schools and their teachers were evaluated through the performance of their students, which could have an effect on the means used to ensure the achievement of all students;
2) Sample representativeness of the CPS for research purposes;
3) Immigrants, especially illegal ones, were less likely to respond to surveys such as the CPS and were more likely to quit school, which was not controlled in this research project;
4) Analyses were not sensitive enough to clearly establish the relationship between graduation rates (GED) and the requirements of high school exit examinations;
5) The possibility of certain state schools, including those in Florida and Texas, of exempting some students from high school exit examinations because of particular difficulties or limited English proficiency to limit the number of examination failures;
6) The studied student cohorts selected according to the changes made to the policy could have had an effect on success rates in high school exit examinations. For instance, the first versions that follow a revision of these examinations could be poorly adapted to the curriculum. The authors carried out analyses to verify this issue, but found no difference in this regard.

Links :
This journal is also available in electronic format.

Key Words :
High School Exit Examinations, Certification of Studies, Academic Assessment, Socio-economic Inequalities, Ethnic Inequalities, Quantitative Analysis, Secondary/High School, Newsletter1

Monitored Countries :
United States (Texas, Florida)