Effects of High School Exit Exams on Math Course-Taking Patterns

• In Event: 75.042 - MTCC Roundtable Session 34
  In Roundtable Session: 75.042-7 - Educational Assessments and Equity in U.S. Schools

Abstract

We evaluate the effects of high school exit exams on math course-taking patterns using the High School Longitudinal Study of 2009. We employ multilevel modeling and propensity score matching. Results reveal that students in states with exit exams are less likely to scaffold their mathematics learning with upward moves during high school. Exit exams have a negative effect on the number of mathematics credits earned. However, we find no consistent effects of exit exams on the highest level of math students completed. Exit exams have a positive effect on the likelihood of completing precalculus or above, while no effect on completion of Algebra 2 or above. Findings are robust in a subset of 10 state representative samples in HSLS:09.

Authors

• Seong Won Han, University at Buffalo - SUNY

• chungseo kang, University at Buffalo - SUNY

• Lois Weis, University at Buffalo - SUNY

• Rachel Fix Dominguez, University at Buffalo - SUNY

• Kriti Singh, University at Buffalo - SUNY