In about half the states, graduates have also made it through
statewide graduation tests that are typically pegged to an 8th -, 9th -, or at most 10th - grade standard of actual performance.
* What happens in states (about half of them) that already have
statewide graduation tests (e.g., Massachusetts Comprehensive Assessment System and the Ohio Graduation Test) with minimum passing scores?
Today in Massachusetts, as in many states, students who fail to pass
the statewide graduation test are prevented from receiving a diploma.
Not exact matches
In Indiana, schools must administer the Indiana
Statewide Testing for Educational Progress assessment and report their
graduation rates to the states.
In Massachusetts, Romney defended
statewide graduation requirement
tests, which started during his first year as governor in 2003.
Statewide graduation requirement
tests were started during his first year as governor in 2003.
I'm convinced that much of the modest success we've enjoyed has been tied to the adoption of a
statewide graduation requirement based on our 10th - grade MCAS
test (Massachusetts Comprehensive Assessment System), beginning with the class of 2003, not the result of a national standard or ethic.
Progress in Massachusetts is also no doubt attributable in part to the state's strong system of student accountability, including a universal
graduation requirement pegged to the 10th grade
statewide test - a provision missing from the NCLB mandate.
• Even places that have clung to
statewide exit exams as a condition of high school
graduation tend to get cold feet when reality hits — and then waive, defer, or offer workarounds such that not too many kids are actually denied diplomas just because they fail the
test.
Navigio — The validity problem due to lack of appropriate implementation stems primarily from the «opportunity to learn» requirement for large scale high stakes
tests that was advanced in the late 70's for the first
statewide high school
graduation tests, with that requirement established by the courts in 1978 and having held up for more than 35 years for the design and implementation of all large scale K - 12
tests.
The results have been promising: A study of
statewide implementation of the 5Essentials across Illinois — a state that encompasses districts of diverse size and composition — found that strength on the five essential supports is positively related to higher
test scores and larger gains over time in math and reading, positive changes in attendance rates, and improved
graduation rates.
Citing data from the California Charter Schools Association, the authors argue that charter students generally score better on
statewide tests and have higher
graduation rates even though it has widely been demonstrated that not all charter schools out - perform all traditional schools.