High School Diploma Status AWS
CEC's DCDT FAST FACTS: Exit Exam Requirements/High School Diploma Status Prepared by the DCDT Publications Committee The National Secondary Transition Technical Assistance Center has identified 16 evidencebased predictors of post-school success for students with disabilities based on a systematic correlational literature review (Test et al., 2009). Findings indicated that students who earned a high school diploma were more likely to have higher rates of job satisfaction, be engaged in post-school employment and education, and have higher GPAs in college (Harvey, 2002; Heal & Rusch, 1994; 1995; Rabren et al., 2002; DaDeppo, 2009). Recently, Rowe et al. (2013) conducted a Delphi study to add specificity to the existing predictor definitions identified by Test et al. (2009) and operationally defined the predictors so local educators understand the components necessary to develop, implement, and evaluate secondary transition programs based on predictor research. Exit exam requirements have been operationally defined as “standardized state tests, assessing single content area (e.g. Algebra, English) or multiple skill areas, with specified levels of proficiency that students must pass in order to obtain a high school diploma.” High school diploma status has been defined as “completing the requirements of the state awarding the diploma including the completion of necessary core curriculum credits. “(Rowe et al., 2013). Exit exams requirements/high school diploma status should include the following essential program characteristics as identified by Rowe et al., 2013: • Teach test-taking strategies and study skills instruction. • Assist students to plan for and use appropriate accommodations when taking the test. • Administer standardized practice tests periodically to monitor progress towards benchmarks. • Provide exit exams at the end of targeted courses designated by the state or at the end of a specific grade level (e.g. 11th). • Offer students, meeting criteria, appropriate accommodations, alternate, or alternative assessment procedures. • Provide student remediation assistance if they fail the test. • Provide students with multiple opportunities to take the test as allowed by the school/district for all students. Application to Teachers • Evaluate exit exam/high school diploma status requirements for students to ensure essential program characteristics are included. • Become familiar with the high school diploma options and exit exam requirements within your state. Your state Department of Education website can provide this information. For general and state specific information see http://www.cehd.umn.edu/nceo/OnlinePubs/Tech62/TechnicalReport62.pdf http://www.ncset.org/publications/related/ncsetgradreport.pdf or http://www.cehd.umn.edu/NCEO/Onlinepubs/Tech49/default.html or
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http://www.eed.state.ak.us/tls/assessment/HSGQE/HSExitExams/2011_2012StateHighSc hoolExitExams_Nov2011.pdf Understand your states current graduation requirements, including any curriculum requirements. http://www.cehd.umn.edu/NCEO/TopicAreas/Graduation/StatesGrad.htm Offer parent events to families promote involvement and disseminate information regarding exit exam requirements and high school diploma options. Ensure students receive the needed accommodations and modifications to be successful in the specified course of study (Mazzotti, Test, & Mustian, 2012)
Application to Administrators • Use the Predictor Self-Assessment to evaluate exit exam/high school diploma status located here: http://psocenter.org/content_page_assets/content_page_3/Predictor_SelfAssessment.final_06_24_13.pdf • Understand the consequences and implications of graduation policies and practices for
students with disabilities, particularly the use of tests to determine graduation status or type of diploma, are not well understood, and little research has been conducted to date to document their impact (Johnson et al., 2012).
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http://www.cehd.umn.edu/nceo/OnlinePubs/Tech62/TechnicalReport62.pdf Research up to date state specific graduation requirements, encourage and support staff to do the same. http://www.cehd.umn.edu/NCEO/TopicAreas/Graduation/StatesGrad.htm Familiarize yourself with the Common Core Standards initiative and understand how its development, adoption, and implementation will affect your state policy. http://www.ccsso.org/Resources/Programs/The_Common_Core_State_Standards_Initiati ve.html Be sure school personnel have knowledge of exit exam requirements and high school diploma options in order to make the appropriate decisions about course of study options for students with disabilities (Mazzotti et al., 2012)
Application to Families • Find out what resources are available in your district and state in regards to high school completion, exit exams requirements, and diploma options. Consider the steps that you can take to improve your student’s chances of graduating from high school and staying on track to meet post-school goals. http://www.pacer.org/publications/possibilities/your-childs-education/174-planning-andfunding-your-childs-ed-elementary-and-secondary-school-part4.html • Become familiar with your students post-secondary options and how you can prepare for the transition out of high school. http://www.pacer.org/publications/possibilities/your-childs-education/176-planning-andfunding-your-childs-ed-elementary-and-secondary-school-part3.html
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Where to go for Additional Information Websites • •
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National Center on Educational Outcomes http://education.umn.edu/nceo/ National Secondary Transition Technical Assistance Center (2009). Predictors of PostSchool Success. http://www.nsttac.org/sites/default/files/assets/pdf/pdf/ebps/InSchoolPostSchoolPredictor sSuperTable.pdf Parent Advocacy Coalition for Educational Rights www.pacer.org
Books, Newsletters, and Research Articles Johnson, D. R., Thurlow, M. L., & Schuelka, M. J. (2012). Diploma options, graduation requirements, and exit exams for youth with disabilities: 2011 national study (Technical Report 62). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Mazzotti, V. L., Test, D. W., & Mustian, A. L. (in press). Evidence-based practices and predictors: Implications for policy makers. Journal of Disability Policy Studies.. National Secondary Transition Technical Assistance Center (2010). Evidence Based Practices and Predictors in Secondary Transition: What We Know and What We Still Need to Know. Charlotte, NC, NSTTAC. Rabren, K., Dunn, C., & Chambers, D. (2002). Predictors of post-high school employment among young adults with disabilities. Career Development for Exceptional Individuals, 25, 25-40. Rowe, D. A., Alverson, C. Y., Unruh, D., Fowler, C., Kellems, R., & Test, D. W. (2013). Operationalizing evidence-based predictors in secondary transition: A Delphi study. Manuscript in preparation. Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L. J., & Kohler, P. H. (2009). Evidence-based secondary transition predictors for improving post-school outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160-181. While permission to reprint this publication is not necessary, the citation should be: Council for Exceptional Children’s Division of Career Development and Transition Publications Committee (August, 2013). Fast Facts: Exit Exam Requirements/High School Diploma Status. Retrieved from http://www.dcdt.org/publications/
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http://www.eed.state.ak.us/tls/assessment/HSGQE/HSExitExams/2011_2012StateHighSc hoolExitExams_Nov2011.pdf Understand your states current graduation requirements, including any curriculum requirements. http://www.cehd.umn.edu/NCEO/TopicAreas/Graduation/StatesGrad.htm Offer parent events to families promote involvement and disseminate information regarding exit exam requirements and high school diploma options. Ensure students receive the needed accommodations and modifications to be successful in the specified course of study (Mazzotti, Test, & Mustian, 2012)
Application to Administrators • Use the Predictor Self-Assessment to evaluate exit exam/high school diploma status located here: http://psocenter.org/content_page_assets/content_page_3/Predictor_SelfAssessment.final_06_24_13.pdf • Understand the consequences and implications of graduation policies and practices for
students with disabilities, particularly the use of tests to determine graduation status or type of diploma, are not well understood, and little research has been conducted to date to document their impact (Johnson et al., 2012).
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http://www.cehd.umn.edu/nceo/OnlinePubs/Tech62/TechnicalReport62.pdf Research up to date state specific graduation requirements, encourage and support staff to do the same. http://www.cehd.umn.edu/NCEO/TopicAreas/Graduation/StatesGrad.htm Familiarize yourself with the Common Core Standards initiative and understand how its development, adoption, and implementation will affect your state policy. http://www.ccsso.org/Resources/Programs/The_Common_Core_State_Standards_Initiati ve.html Be sure school personnel have knowledge of exit exam requirements and high school diploma options in order to make the appropriate decisions about course of study options for students with disabilities (Mazzotti et al., 2012)
Application to Families • Find out what resources are available in your district and state in regards to high school completion, exit exams requirements, and diploma options. Consider the steps that you can take to improve your student’s chances of graduating from high school and staying on track to meet post-school goals. http://www.pacer.org/publications/possibilities/your-childs-education/174-planning-andfunding-your-childs-ed-elementary-and-secondary-school-part4.html • Become familiar with your students post-secondary options and how you can prepare for the transition out of high school. http://www.pacer.org/publications/possibilities/your-childs-education/176-planning-andfunding-your-childs-ed-elementary-and-secondary-school-part3.html
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Where to go for Additional Information Websites • •
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National Center on Educational Outcomes http://education.umn.edu/nceo/ National Secondary Transition Technical Assistance Center (2009). Predictors of PostSchool Success. http://www.nsttac.org/sites/default/files/assets/pdf/pdf/ebps/InSchoolPostSchoolPredictor sSuperTable.pdf Parent Advocacy Coalition for Educational Rights www.pacer.org
Books, Newsletters, and Research Articles Johnson, D. R., Thurlow, M. L., & Schuelka, M. J. (2012). Diploma options, graduation requirements, and exit exams for youth with disabilities: 2011 national study (Technical Report 62). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Mazzotti, V. L., Test, D. W., & Mustian, A. L. (in press). Evidence-based practices and predictors: Implications for policy makers. Journal of Disability Policy Studies.. National Secondary Transition Technical Assistance Center (2010). Evidence Based Practices and Predictors in Secondary Transition: What We Know and What We Still Need to Know. Charlotte, NC, NSTTAC. Rabren, K., Dunn, C., & Chambers, D. (2002). Predictors of post-high school employment among young adults with disabilities. Career Development for Exceptional Individuals, 25, 25-40. Rowe, D. A., Alverson, C. Y., Unruh, D., Fowler, C., Kellems, R., & Test, D. W. (2013). Operationalizing evidence-based predictors in secondary transition: A Delphi study. Manuscript in preparation. Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L. J., & Kohler, P. H. (2009). Evidence-based secondary transition predictors for improving post-school outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, 160-181. While permission to reprint this publication is not necessary, the citation should be: Council for Exceptional Children’s Division of Career Development and Transition Publications Committee (August, 2013). Fast Facts: Exit Exam Requirements/High School Diploma Status. Retrieved from http://www.dcdt.org/publications/
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