This booklet presents the social studies test required for graduation in Alberta, Canada. The grade 12 diploma examination consists of multiple-choice questions (70 percent of the total mark) and written response questions (30 percent). Time for the examination is expected to be two-and-one-half hours with an additional one-half hour given to…

This booklet presents the social studies test required for graduation in Alberta, Canada. The grade 12 diploma examination consists of multiple-choice questions (70 percent of the total mark) and written response questions (30 percent). Time for the examination is expected to be two-and-one-half hours with an additional one-half hour given to…

This paper explores common concerns about competency testing as they relate to the certification of high school graduates seeking a diploma in the United States. Competency testing is widespread in the United States, with 40 states engaged in competency testing in at least one grade. In general, and particularly for graduation requirements, the…

Issues in requiring community service for high school graduation are addressed in this document. The debate is not whether community service is valuable, but whether making it mandatory lessens its positive effects. Proponents of mandating student volunteerism argue that it provides a valuable learning experience; gets all students involved;…

A study was made of the impact of Chapter 5 and 6 Regulations and Chapter 339 Standards, which increase graduation requirements, on vocational education in Pennsylvania. The target group for the 1987 follow-up mail survey was the vocational director or administrator in each of the 73 area vocational-technical schools (AVTSs) and 60 randomly…

The changing economic and social situation, the rapid expansion of technology, and the explosion of available knowledge are fundamentally altering the world economy. Today, our nation's students need not only basic skills, but higher level reasoning and communication and thinking ability, as well. In Connecticut, a committee was formed to…

The Center for Policy Research in Education (CPRE) studied the background, implementation, and effects of curriculum policies, including graduation requirements, student testing, curriculum controls, and indicators. This document examines the findings about curriculum policy in the school context. A total of 188 interviews were conducted at the…

This guide to Alberta's French 30 standardized test describes the testing program and administration, the test parts, and test scoring for both teachers and students anticipating taking the test. Dates and times of test administration and scoring dates in 1990 are charted. The two parts of the test are described in some detail, including their…

This handbook is designed to help Utah educators implement student assessment procedures that are in harmony with the State graduation requirements of 1984, which identify implementation and assessment of student achievement as the responsibilities of local boards of education. The State graduation requirements and programs of study allow…

When the Mesa, Arizona Public Schools initiated an ambitious writing instruction program in 1978, two assessments based on student writing samples were developed. The first is based on a ninth grade proficiency test. If the student does not pass the test, high school remediation is provided. After 1987, students must pass this test in order to…

The purpose of the bulletin is to provide information to teachers and students about the Social Studies 30 Diploma Examination for 1987. The information includes: (1) a description of the examination; 70 multiple-choice questions worth 70% of the total score and one essay worth 30%; (2) an outline of the objectives to be tested including…

Lane Community College's Computer Assisted Advising Tool (CAAT) is used by counselors to assist students in developing a plan for the completion of a degree or certificate. CAAT was designed to facilitate student advisement from matriculation to graduation by comparing degree requirements with the courses completed by students. Three major sources…

Minimum competency testing in American schools was examined for its effects on low-achieving high school students. Interviews with educators and results of a survey of more than 700 high school students were used. In the view of many educators, minimum competency tests were so rudimentary as to not be much of a barrier to completing school. Most…

The study surveyed the 50 states and the District of Columbia to identify current state policies that regulate graduation requirements and to determine how these policies have been applied to programs for high school special education students. Survey results produced four major findings: (1) all but three states have legislation or state board of…

A study was conducted to determine the effects of implementing the Ohio policy of permitting credit-deficient students to enroll in two-year vocational education job training programs. At issue were the perceived benefits to 16-year-old students permitted to enroll in two-year vocational job training programs, even though the students have not…