This report identifies the states with current or pending state-level end-of-course assessment (EOC) programs, the subjects in which EOCs are administered in the states, and the EOCs (if any) students must pass to graduate from high school. Twenty-two states currently administer one or more EOCs to all students in an EOC course. This number will…

The report draws from Center on Education Policy's eight-year study of high school exit exams to identify long-term trends in state policies and student performance. It highlights a growing trend among states to establish alternate pathways to graduation for students who are struggling to pass exit exams. The report also analyzes exit exam pass…

The tenth annual report on student assessment in the Oklahoma State System of Higher Education is presented as required by the State Regents' "Policy Statement on the Assessment of Students for Purposes of Instructional Improvement and State System Accountability." Each institution must evaluate students at four levels (graduate student assessment…

The 1993-94 school year was a transition year for the Nevada Proficiency Examination program in that it marked the year in which proficiency examinations were first mandated for grades 4, 8, and 11. Because the change from assessment at grades 3, 6, 9, and 12 would leave one class untested between grades 6 and 11, a requirement was passed for…

This study compared tenth grade scores on the Indiana Statewide Testing for Educational Progress (ISTEP) assessment in the Lafayette School Corporation in mathematics and language arts. The sample was taken from a high school with a total enrollment of 1,990 students, 296 of whom were considered special needs students. Data were gathered for the…

This report presents Texas Assessment of Academic Skills (TAAS) performance results and results on the Texas Educational Assessment of Minimum Skills (TEAMS) in October 1990. This volume is comprised of the following sections: (1) Section I, an executive summary of TAAS performance for each grade level; (2) Section II, an overview of the program…

This report presents the Texas Assessment of Academic Skills (TAAS) performance results to state officials and the public as required by state law. Compiled in two volumes, TAAS results are aggregated and reported for the state as a whole, for education service centers and individual districts, and in district demographic groupings. This volume…

This report of the Texas Assessment of Academic Skills (TAAS) Student Performance Results lists performance results on the TAAS and the Texas Educational Assessment of Minimum Skills (TEAMS), an exit examination, alphabetically by school district for each grade level tested (grades 3, 5, 7, 9, 11 for the TAAS and grades 11 and 12 for the initial…

By 2008, according to this policy brief, half the states are likely to have adopted high-school exit exams. These exams, which students must pass to graduate, are part of state accountability systems and are above and beyond the requirements of the No Child Left Behind Act. This brief discusses high-school exit exams. It begins with answers to…

The method used for assessing German language majors and minors at Bradley University (Illinois) is described. The method uses multiple assessment techniques, and has seven parts: (1) a re-taking of the German entry placement examination; (2) review of results of a two-part exit survey (questionnaire appended), designed to obtain information about…

The South Carolina Basic Skills Assessment Program (BSAP) measures 16 basic skills objectives as mandated by legislation enacted in 1978. The BSAP Reading and Mathematics Tests were administered April 17 through 21, 1989. The tests for grades 1, 2, 3, 6, and 8 consisted of 6 multiple-choice questions for each of the 11 objectives in reading and…

This document is the annual report on the South Carolina Basic Skills Assessment Program (BSAP) established by legislation in 1978. In 1988, the tests and the monitoring of the instructional components were completed on time. The tests include: (1) first grade readiness; (2) tests for grades 1, 2, 3, 6, and 8; and (3) the Exit Examination required…

The North Carolina End-of-Course Testing Program is based on the assessment of higher level skills in the context of specific subject-area content. These tests inform students, parents, the community, and educators about the achievement of North Carolina students in given areas. This report describes the development and psychometric properties of…

This report examines absenteeism and its relationship to performance on the California Achievement Tests (CAT) and the Graduation Exit Examinations (GEE) administered in the New Orleans (Louisiana) public schools in the spring of 1993. It also focuses on the need to report test data in a manner that more accurately reflects a district's…

This report presents the Texas Assessment of Academic Skills (TAAS) performance results to state officials and the public as required by state law. Compiled in two volumes, TAAS results are aggregated and reported for the state as a whole, for education service centers and individual districts, and in district demographic groupings. Section 1…