High-Stakes Testing and the History of Graduation

Creator

Sherman Dorn

Files

Publisher

Arizona State University, University of South Florida

Publication Date

January 2003

Abstract

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.

Extent

29

Volume

11

Issue

1

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Dorn, S. (2003, January 1). High-Stakes testing and the history of graduation, Education Policy Analysis Archives, 11(1). Retrieved [date] from http://epaa.asu.edu/epaa/v11n1/.

Identifier

E11-00299

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Dorn, Sherman, "High-Stakes Testing and the History of Graduation" (2003). Education Policy Analysis Archives (EPAA). 440.
https://digitalcommons.usf.edu/usf_EPAA/440