Abstract
Increases in high school graduation requirements are prompting interest in the consequences for students, taxpayers, and educators. This study examines the experiences of New York State school districts that increased student participation between 1992 and 1996 in a statewide testing program that historically has been designed for college-bound students. The study includes statistical comparisons based on the universe of school districts in the State as well as the results of an intensive set of selective case studies. The results show that many different types of districts moved to increase participation levels during the study period and that increases in participation levels were associated with (a) modest declines in the percentage of students passing the exams; (b) unchanged drop-out rates; (c) increases in spending that were similar in magnitude to increases found in districts with little or no increase in participation; and (d) increases in professional staffing levels in core instructional areas. Implications for policy are explored.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 319-331 |
| Number of pages | 13 |
| Journal | Economics of Education Review |
| Volume | 19 |
| Issue number | 4 |
| State | Published - Oct 1 2000 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Economics and Econometrics
- Education
Cite this
}
Accounting for the effects of increased high school graduation expectations on pupil performance and resource allocation : Results from New York State. / Monk, David H.; Hussain, Samid; Miles, William.
In: Economics of Education Review, Vol. 19, No. 4, 01.10.2000, p. 319-331.Research output: Contribution to journal › Article
TY - JOUR
T1 - Accounting for the effects of increased high school graduation expectations on pupil performance and resource allocation
T2 - Results from New York State
AU - Monk, David H.
AU - Hussain, Samid
AU - Miles, William
PY - 2000/10/1
Y1 - 2000/10/1
N2 - Increases in high school graduation requirements are prompting interest in the consequences for students, taxpayers, and educators. This study examines the experiences of New York State school districts that increased student participation between 1992 and 1996 in a statewide testing program that historically has been designed for college-bound students. The study includes statistical comparisons based on the universe of school districts in the State as well as the results of an intensive set of selective case studies. The results show that many different types of districts moved to increase participation levels during the study period and that increases in participation levels were associated with (a) modest declines in the percentage of students passing the exams; (b) unchanged drop-out rates; (c) increases in spending that were similar in magnitude to increases found in districts with little or no increase in participation; and (d) increases in professional staffing levels in core instructional areas. Implications for policy are explored.
AB - Increases in high school graduation requirements are prompting interest in the consequences for students, taxpayers, and educators. This study examines the experiences of New York State school districts that increased student participation between 1992 and 1996 in a statewide testing program that historically has been designed for college-bound students. The study includes statistical comparisons based on the universe of school districts in the State as well as the results of an intensive set of selective case studies. The results show that many different types of districts moved to increase participation levels during the study period and that increases in participation levels were associated with (a) modest declines in the percentage of students passing the exams; (b) unchanged drop-out rates; (c) increases in spending that were similar in magnitude to increases found in districts with little or no increase in participation; and (d) increases in professional staffing levels in core instructional areas. Implications for policy are explored.
UR - http://www.scopus.com/inward/record.url?scp=0040182868&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0040182868&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0040182868
VL - 19
SP - 319
EP - 331
JO - Economics of Education Review
JF - Economics of Education Review
SN - 0272-7757
IS - 4
ER -