High School Exit Examinations and NAEP Long-term Trends in Reading, Mathematics and Science, 1970-2004

This project will investigate the relationship between long-term trend [LTT] NAEP achievement data and external information about states' high school exit examination [HSEE] policies. The project will answer three research questions: Is there a positive association between state HSEE policies and LTT NAEP achievement levels; does the independent association between state HSEE policies and LTT NAEP achievement levels vary across students from different socioeconomic, academic and race/ethnicity backgrounds; and which attributes of states' HSEE policies are most strongly associated with student achievement?