TY - JOUR
T1 - High-stakes testing and the history of graduation
AU - Dorn, Sherman
PY - 2003/1/1
Y1 - 2003/1/1
N2 - 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.
AB - 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.
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U2 - 10.14507/epaa.v11n1.2003
DO - 10.14507/epaa.v11n1.2003
M3 - Review article
AN - SCOPUS:3042698157
SN - 1068-2341
VL - 11
JO - Education Policy Analysis Archives
JF - Education Policy Analysis Archives
ER -