TY  - JOUR
AU  - Dee,Thomas S.
AU  - Jacob,Brian A.
TI  - Do High School Exit Exams Influence Educational Attainment or Labor Market Performance?
JF  - National Bureau of Economic Research Working Paper Series
VL  - No. 12199
PY  - 2006
Y2  - May 2006
UR  - http://www.nber.org/papers/w12199
L1  - http://www.nber.org/papers/w12199.pdf
N1  - Author contact info:
Thomas Dee
Frank Batten School of Leadership and Public Polic
and Department of Economics
University of Virginia
235 McCormick Road
P.O. Box 400893
Charlottesville, VA 22903
Tel: 434/243-3731
Fax: 434/243-6858
E-Mail: dee@virginia.edu

Brian Jacob
Gerald R. Ford School of Public Policy
University of Michigan
735 South State Street
Ann Arbor, MI 48109
Tel: 734-615-6994
Fax: NA
E-Mail: bajacob@umich.edu
M2  - featured in NBER digest on 2006-05-08
AB  - State requirements that high school graduates pass exit exams were the leading edge of the movement towards standards-based reform and continue to be adopted and refined by states today. In this study, we present new empirical evidence on how exit exams influenced educational attainment and labor market experiences using data from the 2000 Census and the National Center for Education Statistics' Common Core of Data (CCD). Our results suggest that the effects of these reforms have been heterogeneous. For example, our analysis of the Census data suggests that exit exams significantly reduced the probability of completing high school, particularly for black students. Similarly, our analysis of grade-level dropout data from the CCD indicates that Minnesota's recent exit exam increased the dropout rate in urban and high-poverty school districts as well as in those with a relatively large concentration of minority students. This increased risk of dropping out was concentrated among 12th grade students. However, we also found that Minnesota's exit exam lowered the dropout rate in low-poverty and suburban school districts, particularly among students in the 10th and 11th grades. These results suggest that exit exams have the capacity to improve student and school performance but also appear to have exacerbated the inequality in educational attainment.
ER  -