Prediction Indicators for Students Failing the State of Indiana High School Graduation Exam

Abstract

The project explored information that might predict and describe those students who have failed to meet the state of Indiana high school graduation requirements by failing to pass state proficiencies in English/language arts and mathematics. Research was based on data collected for the graduation classes of 2000 (n = 2000), 2001 (n = 2056), and 2002 (n = 2364), students take the exit exam initially in their tenth grade year. The data explored includes earlier test results from tenth, eighth, sixth, and third grade years, when these students were first identified as being below state proficiencies; history of school attendance; and grade point averages Some data categories were explored on the basis of gender, ethnic status, and socioeconomic status. Implications for continued norm-referenced testing are also discussed.

Key Words:

• assessment
• at-risk students
• english/language arts
• testing standards

Additional information

Notes on contributors

Joe D. Nichols

Joe D. Nichols is a professor in the School of Education at Indiana-Purdue University, Port Wayne. Author's Note: An earlier version of this article was presented at the annual meeting of the American Educational Research Association, April 10, 2001, Seattle, WA.