Report faults focus on exit exams

WASHINGTON, March 7 (UPI) -- Exit exams at U.S. schools may lead to increased instructional time in tested subject areas at the expense of other learning experiences, a report says.

The non-profit Center for Education Policy looked at exit exams at high schools in Jackson, Miss., and Austin, Texas, as part of an effort to monitor the impact of exit exams that will soon determine the graduation status of students in 25 states.

Teachers in both districts said the tests led to increased teaching time on tested material, leaving less time for electives and other learning experiences. The impact was greatest in Austin schools with large numbers of low income and minority students, the report said.

"Like the assessments required by No Child Left Behind, exit exams seem to be driving increased energy on mastering tested content, which may have both positive and negative effects," said Jack Jennings, president and CEO of the Center on Education Policy.

Educators in both Austin and Jackson said the intense focus on tested subject matter "has helped to increase consistency in instruction across schools in the district by ensuring that teachers are accountable and adhere to the prescribed curriculum," the report said.