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The Effect of Curriculum-Based External Exit Exam Systems on Student Achievement

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  • John H. Bishop

Abstract

Two presidents, the National Governors Association, and numerous blue-ribbon panels have called for the development of state or national content standards for core subjects and examinations that assess student achievement of these standards. The Competitiveness Policy Council (1993, 30), for example, advocated that "external assessments be given to individual students at the secondary level and that the results should be a major but not exclusive factor qualifying for college and better jobs at better wages." It is claimed that curriculum-based external exit exam systems (CBEEESs) based on explicit content standards will improve the teaching and learning of core subjects. What evidence is there for this claim? Outside the United States, such systems are the rule, not the exception. What impacts have such systems had on school policies, teaching, and student learning?

Suggested Citation

  • John H. Bishop, 1998. "The Effect of Curriculum-Based External Exit Exam Systems on Student Achievement," The Journal of Economic Education, Taylor & Francis Journals, vol. 29(2), pages 171-182, June.
    • Handle: RePEc:taf:jeduce:v:29:y:1998:i:2:p:171-182
    DOI: 10.1080/00220489809597951
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    Citations

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    Cited by:

    1. Ou, Dongshu, 2010. "To leave or not to leave? A regression discontinuity analysis of the impact of failing the high school exit exam," Economics of Education Review, Elsevier, vol. 29(2), pages 171-186, April.
    2. Brian Jacob & Jens Ludwig, 2008. "Improving Educational Outcomes for Poor Children," NBER Working Papers 14550, National Bureau of Economic Research, Inc.
    3. Kristian Koerselman, 2009. "Anticipatory effects of curriculum tracking," Discussion Papers 47, Aboa Centre for Economics.
    4. Marianne Ferber, 1999. "Guidelines For Pre-College Economics Education: A Critique," Feminist Economics, Taylor & Francis Journals, vol. 5(3), pages 135-142.
    5. Bishop, John H. & Moriarty, Joan Y. & Mane, Ferran, 2000. "Diplomas for learning, not seat time: the impacts of New York Regents examinations," Economics of Education Review, Elsevier, vol. 19(4), pages 333-349, October.
    6. Koerselman, Kristian, 2011. "Incentives from Curriculum Tracking: Cross-national and UK Evidence," Working Paper Series 3/2011, Stockholm University, Swedish Institute for Social Research.
    7. Liang Choon Wang, 2016. "The effect of high-stakes testing on suicidal ideation of teenagers with reference-dependent preferences," Journal of Population Economics, Springer;European Society for Population Economics, vol. 29(2), pages 345-364, April.
    8. Leschnig, Lisa & Schwerdt, Guido & Zigova, Katarina, 2022. "Central exams and adult skills: Evidence from PIAAC," Economics of Education Review, Elsevier, vol. 90(C).
    9. Brian A. Jacob, 2002. "Accountability, Incentives and Behavior: The Impact of High-Stakes Testing in the Chicago Public Schools," NBER Working Papers 8968, National Bureau of Economic Research, Inc.
    10. Brunello, Giorgio & Kiss, David, 2022. "Math scores in high stakes grades," Economics of Education Review, Elsevier, vol. 87(C).
    11. Jacob, Brian A., 2005. "Accountability, incentives and behavior: the impact of high-stakes testing in the Chicago Public Schools," Journal of Public Economics, Elsevier, vol. 89(5-6), pages 761-796, June.

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