The Impact of Exit Exams on High School Dropout Rates - Essay Example

Running Head: Exit Exams The Impact of Exit Exams on High School Dropout Rates CollegeAbstract This essay looks, in depth, at the effects of mandatory graduation tests on dropout rates across the country. Critics don't agree whether or not graduation exams are helping or hurting, but no school system has perfect scores, so much can be done to improve testing percentages all over the country. There are two sides to every coin, and the issue of whether or not to continue mandating high school exit exams is no exception. Hence, this essay is designed to examine the current data regarding these exams, especially in correlation to high school dropout rates. A description of those affected most by the exit exams will be given, and a look at what some districts are doing to improve test scores will be worthwhile. Introduction Exits exams have many aliases, including proficiency tests, graduation exams, minimum competency exams (MCEs) and mandatory exit exams (MEEs). The bottom line to all of them is that even if a student finished the 12th grade with the minimum required grade point average, and the mandatory amount of credits, no diploma will be issued until the student passes the exit exam required by the state. As of June 2008, students in 23 states will have to pass exit exams to receive high school diplomas (Rosenthal, 2008). Some states don't require it yet, but soon will. Students in Maryland, for example, won't have to begin passing the exam until 2009 (Rosenthal, 2008). Other school districts, though, are begging out of the exam. Two years ago, "Utah pulled back from making exit exams mandatory" (No New States, 2006). In California, lawsuits were filed when students didn't receive diplomas, based solely on the inability to pass a proficiency exam, but the California Supreme Court upheld the state's decision to withhold diplomas when students failed to prove minimum competency using the exam. Decisions like that have sparked debate all over the United States. Proponents believe it is a good idea for various reasons. Opponents have an even longer list of reasons why the exit exams are unfair. Teachers claim to be tired of juggl[ing] two accountability standards (Cromer, 2007), one from the state and one from the No Child Left Behind act, and others feel that teachers have no right to complain since many of them do, or will receive "some form of incentive pay" (Cromer, 2007) when their students pass their exam. With all of this going on, it is not difficult to see why the states are in such a state of flux about the issue. Proponents Those who are for the examine take much criticism, but have valid points. Proponents claim that the exam will "encourage students to achieve basic competency in core subjects and to make the high school diploma more meaningful" (Rosenthal, 2008). There is little definition about what a meaningful diploma is, but the arguments don't stop there. They claim that dropout rates haven't declined because of the exam (Greene & Winters, 2004), as evidence that students take more pride in their high school experience. It is said, "Most students who are serious about graduating high school should be able to pass such an exam if given enough tries" (Greene & Winters, 2004). Although this opinion is biased in the opinion of some, the fact is that every state gives the students multiple chances to pass the exam. Some students even begin taking the test in Spring of the 8th grade year. Ironically, some of the biggest supporters of the exam are students who have received their diplomas by passing it. One news report reads, "They want the exams, as well, because it validates the formula that they worked so hard to achieve" (O'Reilly, n.d.). The meaning is that once students have felt the threat of not graduating if they can't pass the exam, and then they do pass it, they are more likely to feel like everyone else who works hard should pass the exam, too. The fact that people want students in high school to begin taking responsibility for themselves often comes up. An Internet essay, in part, reads, "Parents and students need to know that attendance matters, and that there are consequences to not attending school" (Student Accountability, n.d.). This argument assumes, however, that the students who aren't passing have poor attendance. There is no evidence that this is the case, but certainly it would seem that students with better attendance are more likely to do well, because they are learning more. Quite simply, this isn't always the case. Who Is Most Impacted' To start, disabled students in many areas are required to take the exit exam. Their failure, then, might have nothing to do with class attendance. Only about 1% of the disabled school population receives "alternate assessments" (Katsiyannis, Zhang, Ryan & Jones, 2007). That means that special accommodations are made for very few people, including those with cognitive impairments. The kinds of accommodations that are usually available are "changes in presentation," or the use of enlarged print or Braille; "response mode," or the use of computer assistance; extending the time frame to disabled students; and "setting," or giving disabled persons more comfortable rooms, or separate rooms from other students (Katsiyannis et. al). Believe it or not, these accommodations for the handicapped aren't always well received because it is impossible to keep everyone happy. "Elliot and Marquart (2004) found that extended time had similar effects on students with and without disabilities, and that both groups preferred the extra time condition" (Katsiyannis et. al). That is to say that some people deem it unfair that any student receives preferential treatment during testing, even if the student has a disability. In 1999, a group called Advocates for Special Kids sued the state of Oregon, claiming that the state didn't provide enough accommodations for students with special needs. This dichotomy is the reason many people remain neutral on the issue. Students who don't speak English as a first language, or English language learners, also have troubles with the exam that have nothing to do with poor school attendance. "only 12 percent of ELL students pass the reading and writing exams on the first try" (Dropouts Linked, 2008). There is other evidence that by the time of graduation, 30% of students who speak Spanish predominantly still cannot pass the exam (O'Reilly, n.d.). This is evidence that ELL students need extra help that ordinary classroom time is not addressing. Like Hispanics, African-American students don't fare well. "Dropout rates are highest for African American and Latino youths" (McNeil, Coppola, Radigan & Heilig, 2008). The same study followed a group of black and Hispanic students only to find that over 60% of them didn't finish high school. The study showed that "more seem to be leaving school and doing so at younger ages, many as early as 9th and 10th grade, generally too young for GED classes" ((McNeil et. al). While proponents of the exam are having their say, opponents have an even bigger list of complaints. The most common worry is that mandatory exams will cause students to drop out of school, which they shouldn't have to do if they complete 12th grade. "Critics see it as fundamentally unfair to deny diplomas to students who have successfully completed thirteen years of schooling. They also see it as cold-hearted, considering that possessing a high school diploma is an important predictor of future life outcomes" (Greene & Winters, 2004). Even though some of the proponents are students who have had to pass the exam, there is no evidence that employers value the high school diploma more now, than they did prior to exit exam policies. References Cromer Brock, K. (2007, October 3). Group looks at mandatory testing. Fort Worth Star- Telegram (TX). Retrieved April 22, 2008, from Newspaper Source database. Dropouts linked to exit exam. American School Board Journal, (2008, January). Greene, J.P. & Winters, M.A. (2004, May). Pushed out or pulled up' Exit exams and dropout rates in public high schools. Education Working Paper, Retrieved April 22, 2008 from http://www.manhattan-institute.org/html/ewp_05.htm. Hollman, H. (2008, March 10). Trying to clear a hurdle: Passing the exit exam is a must in Tanner senior's graduation journey. Decatur Daily, The (AL), Retrieved April 22, 2008, from Newspaper Source database. Katsiyannis, A., Zhang, D. Ryan, J. & Jones, J. (2007, Winter). High-Stakes testing and students with disabilities. Journal of Disability Policy Studies 18(3). 160-167. Retrieved April 22, 2008 from Academic Search Complete database. McNeil, L.M., Coppola, E., Radigan, J. & Heilig, J.V. (2008, Jan. 31). Avoidable losses: High-Stakes accountability and the dropout crisis. Educational Policy Analysis Archives 16(3), Retrieved April 21, 2008,from Newspaper Source database. No new states add high school exit exams: Pearson leads in number of testing contracts. (Cover Story). (2006, September 11). Educational Marketer, Retrieved April 22, 2008 from Education Research Complete database. O'Reilly, B. (n.d.). Is California exit exam discriminatory' O'Reilly Factor (FOX News), Retrieved April 22, 2008, from Newspaper Source database. Rosenthal, L. (2008, Jan.). High school exit exams: Issues to consider. Retrieved April 22, 2008 from http:www.greatschools.net/cgi-bin/showarticle/1091. Student accountability (n.d.). Retrieved April 22, 2008 from http:www.ecs.org/html/educationissues/HighSchool/highschooldb1_intro.asp'topic=sa Read More