multiple-measures-approaches-high-school-graduation
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multiple-measures-approaches-high-school-graduation
The School Redesign NetworkAT Stanford UniversityMultiple Measures Approaches to High School GraduationLinda Darling-Hammond, Elle Rustique-Forrester multiple-measures-approaches-high-school-graduation & Raymond L. PecheoneWith the assistance of Alethea AndreeThis report shows how the design of high school graduation policies can have important consequences for teaching, learning, and student attainment. It contrasts the results of single-test approaches to graduation with those of states using a multiple-measures-approaches-high-school-graduation broader range of measures to award a high school diploma. The report profiles the assessment systems of 27 states, describing policy strategies thatmultiple-measures-approaches-high-school-graduation
have been developed to enhance rigor in the high school program while providing diverse means for students to demonstrate their learning. These assessThe School Redesign NetworkAT Stanford UniversityMultiple Measures Approaches to High School GraduationLinda Darling-Hammond, Elle Rustique-Forrester multiple-measures-approaches-high-school-graduationchers with useful and timely information about student learning, which is essential to classroom teaching and school improvement. In general, multiple measures approaches to high school graduation have helped to raise achievement without increasing dropout rates, thus improving education for more st multiple-measures-approaches-high-school-graduationudents and addressing one of the concerns about test-only approaches to determine eligibility for graduation.© 2005 School Redesign Network All rightsmultiple-measures-approaches-high-school-graduation
reservedSchool Redesign Network Stanford University School of Education 520 Galvez Mall Stanford, CA 94305-3084Phone: 650.725.0703 Fax: 650.736.0968 The School Redesign NetworkAT Stanford UniversityMultiple Measures Approaches to High School GraduationLinda Darling-Hammond, Elle Rustique-Forrester multiple-measures-approaches-high-school-graduationerview..................................................1Issues in Testing for High School Graduation...............8Multiple Measures Approaches to Graduation................13Examples of Multiple Measures Approaches to Graduation... 17States that Include Alternative State Assessments in their Asse multiple-measures-approaches-high-school-graduationssment Systems.............................18States that Combine Local Performance Assessments with State Tests.....................................24multiple-measures-approaches-high-school-graduation
States that Rely on Local Performance Assessments....30Components of a Multiple Measures System for High School Graduation............................The School Redesign NetworkAT Stanford UniversityMultiple Measures Approaches to High School GraduationLinda Darling-Hammond, Elle Rustique-Forrester multiple-measures-approaches-high-school-graduationMeasure Approaches ..................18Appendix B: State Profiles of High School Graduation and Assessment Policies.......................................50OVERVIEWOver the last decade, virtually all states have initiated standards-based reforms that have sought to define more clearly what students multiple-measures-approaches-high-school-graduationshould know and be able to do as a result of their education. In many cases, these standards for learning have been linked to assessments, curriculummultiple-measures-approaches-high-school-graduation
frameworks, teacher education, professional development, and other investments in an attempt to create coherence and momentum for school improvement. The School Redesign NetworkAT Stanford UniversityMultiple Measures Approaches to High School GraduationLinda Darling-Hammond, Elle Rustique-Forrester multiple-measures-approaches-high-school-graduationtruction and student learning in some states.'The testing systems that have resulted from these initiatives have become more elaborate in recent years, in part as a result of the federal No Child Left Behind legislation that requires annual testing in reading, mathematics, and (soon) science in grad multiple-measures-approaches-high-school-graduationes 3 through 8 and in high school. Although the federal law does not demand a particular approach to testing, its requirements to test more students mmultiple-measures-approaches-high-school-graduation
ore frequently have required many states to rapidly add tests at various grade levels, without much opportunity to study the likely effects on teachinThe School Redesign NetworkAT Stanford UniversityMultiple Measures Approaches to High School GraduationLinda Darling-Hammond, Elle Rustique-Forrester multiple-measures-approaches-high-school-graduationrmance-oriented assessments that evaluate higher order skills and provide more evidence of student reasoning and performance.2State testing programs have become somewhat more similar because of this federal influence. However, a wide range of practices still exists, and these practices are associate multiple-measures-approaches-high-school-graduationd with different outcomes for schools and students. One area in which policymakers are seeking greater information concerns the design and outcomes ofmultiple-measures-approaches-high-school-graduation
high school graduation policies that include exit examinations, a policy strategy that has rapidly expanded in recent years.According to the Center oThe School Redesign NetworkAT Stanford UniversityMultiple Measures Approaches to High School GraduationLinda Darling-Hammond, Elle Rustique-Forrester multiple-measures-approaches-high-school-graduationAlaska. Arizona, California. Utah, and Washington) scheduled to phase in new exit exams over the next several years, such tests could affect as many as 7 in 10 public school students by 2008. The process of implementing these policies has been difficult. As the CEP noted of trends in 2003:Public res multiple-measures-approaches-high-school-graduationistance to mandatory exit exams mounted as diplomas were withheld from thousands of students and as high initial failure rates set off alarms in statemultiple-measures-approaches-high-school-graduation
s scheduled to begin withholding diplomas in the next few years. More evidence also emerged about impacts and costs of exit exams, making clearer to sThe School Redesign NetworkAT Stanford UniversityMultiple Measures Approaches to High School GraduationLinda Darling-Hammond, Elle Rustique-Forrester multiple-measures-approaches-high-school-graduationlude reduced graduation rates, especially for African American and Latino students. English language learners, and students with disabilities: reduced incentives for struggling students to stay in school rather than drop out or pursue a GED: narrowing of the curriculum and neglect of higher order pe multiple-measures-approaches-high-school-graduationrformance skills where limited measures are used: and invalid judgments about student learning from reliance on a single set of test measures, a practmultiple-measures-approaches-high-school-graduation
ice discouraged by professional testing experts.1Exit exams are used very differently from state to state, however. Although about 25 states have passThe School Redesign NetworkAT Stanford UniversityMultiple Measures Approaches to High School GraduationLinda Darling-Hammond, Elle Rustique-Forrester multiple-measures-approaches-high-school-graduationht states have implemented exit examinations as requirements that must be passed by all students who would receive a state diploma, without consideration of other information about performance. In a greater number of states, the state examination is used as one indicator of readiness to graduate alo multiple-measures-approaches-high-school-graduationng with alternative measures that provide a broader range of methods for students to demonstrate their learning. In these states, no single set of tesmultiple-measures-approaches-high-school-graduation
ts is used to deny a diploma: Instead, a combination of indicators is used by local districts to determine what2The School Redesign NetworkAT Stanford UniversityMultiple Measures Approaches to High School GraduationLinda Darling-Hammond, Elle Rustique-Forrester The School Redesign NetworkAT Stanford UniversityMultiple Measures Approaches to High School GraduationLinda Darling-Hammond, Elle Rustique-ForresterGọi ngay
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