Teachers' Interpretations of Exit Exams and College Readiness

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dc.contributor.advisorEarley, Penelope M.
dc.contributor.authorMcIntosh, Shelby
dc.creatorMcIntosh, Shelby
dc.date.accessioned2014-08-28T03:08:23Z
dc.date.available2014-08-28T03:08:23Z
dc.date.issued2013-08
dc.description.abstractThis study examined teachers' interpretations of Virginia's high school exit exam policy through the teachers' responses to a survey. The survey was administered to teachers from one school district in Northern Virginia. The teachers selected for the survey taught a subject in which students must pass a Standards of Learning (SOL) test in order to receive a high school diploma. The purpose of the study was to better understand how teachers interpret their students' performance on SOL tests related to college readiness, as well as to better understand how teachers thought their students interpret their own performance on SOL tests related to their college readiness. The study findings show that only 34% of survey respondents said they interpret an advanced score on the SOL test in the subject they teach to mean a student is prepared for college. However, 52% of the responding teachers said that they think their students interpret an advanced SOL test score to mean they are prepared for college. Implications of these findings for both policy and practice are discussed, as well as suggestions for future research.
dc.format.extent152 pages
dc.identifier.urihttps://hdl.handle.net/1920/8764
dc.language.isoen
dc.rightsCopyright 2013 Shelby McIntosh
dc.subjectEducation policy
dc.subjectEducational tests & measurements
dc.subjectCollege Readiness
dc.subjectExit Exams
dc.subjectHigh School
dc.subjectSurvey
dc.subjectTeachers
dc.titleTeachers' Interpretations of Exit Exams and College Readiness
dc.typeDissertation
thesis.degree.disciplineEducation
thesis.degree.grantorGeorge Mason University
thesis.degree.levelDoctoral

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