Do Curriculum-Based External Exit Exam Systems Enhance Student Achievement?

dc.contributor.author	Bishop, John H.
dc.date.accessioned	2020-11-25T14:50:57Z
dc.date.available	2020-11-25T14:50:57Z
dc.date.issued	1997-11-01
dc.description.abstract	[Excerpt] It is claimed that 'curriculum-based external exit exam systems', CBEEES, based on world class content standards will improve teaching and learning of core subjects. What evidence is there for this claim? New York's Regents Exams are an example of such a system. Do New York students outperform students with similar socio-economic backgrounds from other states? 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?
dc.description.legacydownloads	Do_Curriculum_Based_External_ExitWP97_28.pdf: 4007 downloads, before Oct. 1, 2020.
dc.identifier.other	125515
dc.identifier.uri	https://hdl.handle.net/1813/77025
dc.language.iso	en_US
dc.subject	national
dc.subject	standard
dc.subject	student
dc.subject	school
dc.subject	teach
dc.subject	achievement
dc.subject	exam
dc.subject	incentive
dc.subject	standards
dc.subject	state
dc.subject	subject
dc.title	Do Curriculum-Based External Exit Exam Systems Enhance Student Achievement?
dc.type	preprint
local.authorAffiliation	Bishop, John H.: jhb5@cornell.edu Cornell University

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