A critical validation of high-stakes testing: Lessons from the effect of high school exit exam policy on rigorous mathematics coursework in the United States

• Published in: KEDI journal of educational policy Vol. 18; no. 2; pp. 85 - 102
• Main Authors: Kang, Chungseo, Hyunmyung Jo
• Format: Journal Article
• Language: English
• Published: Seoul Korean Educational Development Institute 01.01.2021; 한국교육개발원
• Subjects: Academic Standards; Accountability; Achievement tests; Advanced Courses; Algebra; At Risk Students; Calculus; Career Readiness; College Readiness; Controversial Issues (Course Content); Course Selection (Students); Dropout Rate; Education policy; Educational Change; Educational Development; Educational Quality; Educational Trends; English Learners; Evidence; Exit Examinations; Graduation Requirements; High Schools; High Stakes Tests; Inferences; Literature Reviews; Longitudinal Studies; Mathematics; Secondary school students; Students; Suburban Schools; 교육학; United States > US
• ISSN: 1739-4341
• DOI: 10.22804/kjep.2021.18.2.005

This study examines the impact of the exit testing policy on students’ advanced-level course-taking in mathematics in the United States. Using three cohorts of a national dataset, we conducted a difference-in-difference model to reveal whether using high school exit exam policies contributes to students’ completion of rigorous coursework in mathematics. The analysis shows no evidence that the probability of students completing Algebra II or above and Precalculus or above increased in states with high school exit exam policies. With regard to the expanding trend of rigorous high school exit exam requirements across the United States, this study suggests a need to revisit the effects of high school exit exam policies and offers critical insight into their risk.