id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
epaa-229	Dorn, Sherman	High-Stakes Testing and the History of Graduation	2003	29	.pdf	application/pdf	13905	741	56	Retrieved [date] from http://epaa.asu.edu/epaa/v11n1/. Abstract An historical perspective on high-stakes testing suggests that tests required for high school graduation will have mixed results for the putative value of high school diplomas: (1) graduation requirements are likely to have indirect as well as direct effects on the likelihood of graduating; (2) the proliferation of different exit documents may dilute efforts to improve the education of all students; and (3) graduation requirements remain unlikely to disentangle the general cultural confusion in the U.S. about the purpose of secondary education and a high school diploma, especially confusion about whether the educational, exchange, or other value of a diploma is most important. In the past two years, the failure of a federal court case against the Texas graduation test requirements, the publication of one expert witness's research on Texas, and two RAND Corporation studies that analyzed test scores from Texas have increased academic and civil-rights scrutiny of high-stakes testing as a gatekeeper for high school graduation (GI Forum v. Texas Education Agency, 2000;	cache/epaa-229.pdf	txt/epaa-229.txt