High School Exit Exams and Educational Attainment: Are Students With Disabilities Differentially Affected in Massachusetts? (Poster 5)

• In Event: Division H Graduate Student Poster Session: Fresh Perspectives on Research, Evaluation, Assessment, and Accountability in Schools

Abstract

Despite 41% of pupils required to pass high school exit exams (HSEE), it remains unclear whether these exams are consequential for future academic success as existing work has yet to focus on students with disabilities (SWDs), a vulnerable student group accounting for half of the students on the precipice of failing. I fill this gap using longitudinal multi-cohort data from Massachusetts to determine whether SWDs are differentially affected by these exam policies compared to general education students. I estimate whether marginally failing the ELA/mathematics test is consequential for graduation, dropout, and college enrollment. Preliminary analysis suggests no consistent evidence on failing either HSEE on graduation or drop-out overall, nor do I find effects stratifying by disability status or urban-by-poverty status.

Author

• Zachary McDermott, New York University