Do High School Exit Exams Influence Educational Attainment or Labor Market Performance

By Thomas S. Dee, Brian A. Jacob. 2006

142 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/71bf502741390ceb8192d91f8a47e0ed98d5beb2

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In Education

In Sociology and Political Science

Citations in the corpus

Incentives and Test-Based Accountability in Education (2011, background): “SOURCE: National Research Council, Incentives and Test-Based Accountability in Education, available on the National Academies Press web site (www.nap.edu) 4 EDUCATION NEXT / S P R I N G 2 0 1 2 www.educationnext.org By that more appropriate standard of judgment, the committee’s own data indicate tha”
Who Really Cares? The Disenfranchisement of African American Males in PreK-12 Schools: A Critical Race Theory Perspective (2008, background): “Delgado and Stefancic (2001) state that the concept of the differend is much needed in critical research.”
Assessing the Effects of High School Exit Examinations (2010, methodology): “Dee and Jacob (2006), for example, examined PUMS Census selfreported data and found no significant impact—positive or negative—of either more or less difficult exit exams on the probability of college attendance.”
The Effects of Reducing Tracking in Upper Secondary School (2012, background): “For example, Lillard and DeCicca (2001) find that higher graduation requirements in the US led to increased dropout rates, and Dee and Jacob (2006) that the use of exit exams reduced the probability of graduating among disadvantaged students.”
NCLB and English Language Learners: Challenges and Consequences (2010, result): “This finding is consistent with national data, as the dropout rates are higher and graduation rates lower in states requiring high school exit exams (Dee & Jacob, 2006; Warren, Jenkins, & Kulick, 2005).”
Does School Tracking Affect Equality of Opportunity? New International Evidence (2007, unknown): “The mere existence of final examination can induce self-selection by ability (Dee and Jacob 2006).”
The Labor of Division: Returns to Compulsory High School Math Coursework (2019, unknown): “Imposing stricter graduation requirements, such as exit exams, can make it harder for students, particularly disadvantaged ones, to complete high school (Dee and Jacob 2007).”
The Signaling Value of a High School Diploma (2014, background): “This point was made by Dee and Jacob (2006) in their discussion of the e ects of expanding high school graduation requirements to include high school exit exams.”