High School Exit Exams and Hispanics
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| Title: | High School Exit Exams and Hispanics |
|---|---|
| Language: | English |
| Authors: | Adam, Michelle |
| Source: | Education Digest: Essential Readings Condensed for Quick Review. Jan 2005 70(5):52-57. |
| Availability: | Prakken Publications, 832 Phoenix Dr., P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site: http://www.eddigest.com/. |
| Peer Reviewed: | N |
| Page Count: | 6 |
| Publication Date: | 2005 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools |
| Descriptors: | Exit Examinations, Hispanic American Students, High School Students, White Students, Limited English Speaking, English (Second Language), Low Achievement, Test Bias, Culture Fair Tests, Cultural Differences |
| ISSN: | 0013-127X |
| Abstract: | This article deals with the report, entitled "State High School Exit Exams: A Maturing Reform", that addressed the achievement gaps that exist for minority and English language learner (ELL) populations. In this article, the author shows how Hispanics and ELLs lag behind Caucasians in terms of passing percentage in different subject areas. The kind of supports available to students with disabilities are many more, with more options than for ELLs. While students with disabilities are provided with additional support or exemptions from taking exit exams, ELLs have been given fewer options, and, as a result of that fact, they are failing in greater numbers. The report also addressed the financial difficulties facing schools nationwide wherein many states are facing serious budget crises that compromise their ability to support remediation and other necessary services to help students pass the exit exams. One of the challenges that remains, as documented in this report, is the lack of alignment between high school curriculum and state exit exams. |
| Abstractor: | ERIC |
| Entry Date: | 2006 |
| Access URL: | https://www.eddigest.com/index.php |
| Accession Number: | EJ741180 |
| Database: | ERIC |
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| Abstract: | This article deals with the report, entitled "State High School Exit Exams: A Maturing Reform", that addressed the achievement gaps that exist for minority and English language learner (ELL) populations. In this article, the author shows how Hispanics and ELLs lag behind Caucasians in terms of passing percentage in different subject areas. The kind of supports available to students with disabilities are many more, with more options than for ELLs. While students with disabilities are provided with additional support or exemptions from taking exit exams, ELLs have been given fewer options, and, as a result of that fact, they are failing in greater numbers. The report also addressed the financial difficulties facing schools nationwide wherein many states are facing serious budget crises that compromise their ability to support remediation and other necessary services to help students pass the exit exams. One of the challenges that remains, as documented in this report, is the lack of alignment between high school curriculum and state exit exams. |
|---|---|
| ISSN: | 0013-127X |
