STUDENT READINESS

The Implementation of the California High School Exit Exam

In Conjunction with Student Readiness

Laura Ramos

National University

In partial fulfillment of the requirements for the

Master of Science in School Counseling

National University

Los Angeles

TABLE OF CONTENTS

Foundation1

Annotated Bibliography2

Background of the study4

Problem Statement5

Significance of the Study6

Conceptual Framework7

Literature Review7

Past and Current Educational Policies8

Research Question9

Research Design9

Action Strategy or Intervention11

Site/Setting11

Subjects / Population11

Sample11

Instruments12

Data Analysis12

Findings13

The CAHSEE Exam Survey for Administrators/Teachers13

The CAHSEE Exam Students Perception20

Discussion30

Limitations32

Conclusion32

Implications for Further Research33

REFERENCES35

THE IMPLEMENTATION OF THE CALIFORNIA HIGH SCHOOL EXIT EXAM

Foundation

A new era of education in our nation's history began when the No Child Left Behind (NCLB) Act became the law of the land (U.S. Department of Education, 2003). President George W. Bush viewed NCLB as the cornerstone of his administration. The act has led to more accountability for states and the implementation of high school exit exams in accordance with NCLB (U.S. Department of Education, 2003). The California High School Exit Exam (CAHSEE) was California's response to NCLB. In order to earn a high school diploma, high school seniors must complete all graduation requirements and pass an exit exam. The current CAHSEE passing rates have been disappointing to educational leaders, school administrators, parents, and students (Warren Grodsky 2009).

For the first time in the history of public schooling in California, students have had to meet all high school requirements and pass a California High School Exit Exam (CAHSEE) to receive a high school diploma. The CAHSEE was developed to ensure that students graduating from high school can demonstrate competency in reading, math, and writing. The CAHSEE requirement became law with the passing of Senate Bill (SB) 2X in 1999, with implementation starting with the class of 2004. After several appeals, the State Board of Education suspended the exam requirement in the summer of 2003 once it was determined that a large majority of students in the class of 2004 did not pass both components of the exam. The exam requirement went into effect, after being revised, for the graduating class of 2006 and currently applies to all public schools, including alternative schools such as adult education programs and charter schools that serve at-risk students and high school dropouts (Shen 2009).

Annotated Bibliography

Kenny, M. C., & McEachern, A. (2009).Children's self-concept: A multicultural comparison. Professional School Counselor, 12, 207-212.

In this article the authors asserted that self-concept is a major factor effecting students success in school. Self-concept is shaped by interactions with the environment, as well as cultural and biological factors. They emphasized that more information on the correlation of ethnicity and self-concept could guide school counselors in how to positively affect their particular students' overall positive development. The Piers-Harris Children's Self-Concept Scale (1963) was administered to 214 fourth and fifth grade students. This was done in class with a research assistant reading each question aloud both in English and Spanish. Other assistants were in the room to assist any student that wanted help. The study revealed differences on self-concept among ethnic groups both in the total score and sub-scales. Among other implications the authors suggested that cooperative learning activities ...