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An analysis of the effects of traditional versus alternative educational assessment programs on student attitudes and post secondary outcomes
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Keeton, Vincent André. An analysis of the effects of traditional versus alternative educational assessment programs on student attitudes and post secondary outcomes. Retrieved from https://doi.org/doi:10.7282/T32B8Z51

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TitleAn analysis of the effects of traditional versus alternative educational assessment programs on student attitudes and post secondary outcomes
NameKeeton, Vincent André (author); Sadovnik, Alan (chair); Lew , Jamie (internal member); Backstrand, Jeffrey (internal member); Vesey, Bonita (outside member); Rutgers University; Graduate School - Newark
Date Created
Other Date2010-01 (degree)
SubjectUrban Systems, Educational tests and measurements--Evaluation, High School Proficiency Test
Extentxi, 253 p. : ill.
DescriptionThis dissertation examines the effects different types of assessments play on the post secondary lives of students graduating high school in Newark, New Jersey. It is grounded in theories dealing with the impact of graduating via high-stakes versus alternative assessment programs. Analyzing two quantitative databases, this study examines the differences in post secondary outcomes, perceptions and attitudes of those students graduating via the state mandated high stakes HSPA (High School Proficiency Assessment) examination and the alternative SRA (Special Review Assessment) examination.
The data indicate that a majority of students tracked in this study graduate via the SRA as compared to the HSPA. Analysis found that blacks and Latinos graduate more often via the SRA than whites and women graduate via the HSPA assessment program slightly more often than men. The data indicate that magnet school students graduate more often via the HSPA than traditional neighborhood comprehensive schools; HSPA graduates attend college at greater rates than do SRA graduates; SRA graduates are more likely to attend 2-year community colleges compared to HSPA graduates and are more likely to attend public schools and vocational/technical schools than HSPA graduates.
Multivariate analysis found that, controlling for other factors, women are more likely to go on to post-secondary study as compared to men, blacks are more likely to go on to post-secondary study as compared to whites and Hispanic/Latinos, women, blacks and Hispanic/Latinos are more likely to graduate SRA than whites and HSPA graduates and magnet school graduates are more likely to go on to post secondary study and attend 4-year colleges/universities than SRA graduates.
Many educators and policy makers continue calls for elimination of the SRA. As a significant percentage of urban "Abbott Districts" graduates exit high school via the SRA, this study provides evidence against such a policy direction. This study suggests that eliminating the SRA might result in many students dropping out. Given that almost half of the SRA graduates studied here attended some form of postsecondary educational institution, sound policy dictates that the assessment be strengthened, not eliminated.
NotePh.D.
NoteIncludes bibliographical references (p. 224-233)
Noteby Vincent André Keeton
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T32B8Z51
Languageeng
CollectionGraduate School - Newark Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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