High-Stakes Decisions: The Legal Landscape of Exit Exams Required to Graduate
High school exit exam requirements are impacting a growing number of U.S. students, particularly low-income students and students of color. This peer-reviewed article examines policy and legal landscape of exit testing policy in order to shed light on some of the key issues facing local school leaders charged with implementing these policies. The article first analyzes federal and state-level court cases related to exit testing, and examines the conditions under which courts have permitted and bounded their use. The article then discuses the broader legal and legislative environment that has affected the ability of leaders to respond to exit testing requirements.
We conclude in the article that the persistent resource inequalities and growing segregation in many contexts means that the issue of “opportunity to learn” will remain a significant problem in the implementation of high-stakes exit testing. We proffer these problems will pose the most significant challenges to educators and leaders working in high poverty schools and school districts. In the paper High stakes decisions: The legal landscape of gatekeeping exit exams and the implications for schools and leaders, we propose several recommendations for state policymakers and educational leaders seeking to raise standards and improve outcomes for the most at-risk youth facing exams required for graduation.
First, state policymakers seeking to adopt exit tests should focus on ensuring students have access to the learning conditions necessary to meet the new requirements. This means not only providing on-going, stable and significant funding for remediation as suggested by the state settlements described above; it also means ensuring greater equality in resources more broadly both in terms of per pupil funding and also in terms of access to high quality
