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Factors that Contribute to Pass Rates on the California High School Exit Exam

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dc.contributor.advisor Borba, John
dc.contributor.author Harris, Dianne Terese
dc.contributor.other Jensen, Chet
dc.contributor.other Sweeney, Patrick
dc.date.accessioned 2012-02-28T19:47:03Z
dc.date.available 2012-02-28T19:47:03Z
dc.date.created 2011 December
dc.date.issued 2012-02-28
dc.identifier.other Educational Leadership
dc.identifier.uri http://scholarworks.csustan.edu/handle/011235813/54
dc.description.abstract This study analyzed factors that may increase pass rates on the California High School Exit Exam (CAHSEE). Four research questions were analyzed: (a) What are students' perceptions regarding the effectiveness of preparation that may contribute to passing the California High School Exit Examination (CAHSEE), (b) Do preintervention programs affect student achievement on high school exit exams, (c) Do intervention programs have an effect on passage rates of students who fail the first administration of a high school exit exam, and (d) How much of student performance on the CAHSEE can be explained by the following variables: gender, ethnicity, socioeconomic status, advanced level courses, years of teaching, CST scores, and parent education level? This study collected and analyzed data from 6 high schools in California that were located in rural, suburban, and urban counties. Data was collected and analyzed from the 2010 and 2011 administrations of the CAHSEE. Discrepancies in pass rates were identified between minorities, English language learners (ELLs), and Special Education (SPED) students, a result that was broadly consistent with the theory of Social Darwinism. en_US
dc.language.iso en_US en_US
dc.title Factors that Contribute to Pass Rates on the California High School Exit Exam en_US
dc.type Dissertation en_US

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