High-Stakes Testing and the History of Graduation

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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.

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How to Cite
Dorn, S. (2003). High-Stakes Testing and the History of Graduation. Education Policy Analysis Archives, 11, 1. https://doi.org/10.14507/epaa.v11n1.2003
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Author Biography

Sherman Dorn, University of South Florida

Sherman Dorn is Associate Professor in the Department of Psychological and Social Foundations in the College of Education at the University of South Florida. He teaches social foundations courses, and his interests include how schools have historically treated marginalized populations and the construction of policy problems in educational politics.