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Adult school student achievement on ...

Willenberg, Corey David.

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Adult school student achievement on the California High School Exit Examination: Are adult schools ready for the challenge?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Adult school student achievement on the California High School Exit Examination: Are adult schools ready for the challenge?/
Author:	Willenberg, Corey David.
Description:	77 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2096.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180326
ISBN:	0542203839

Adult school student achievement on the California High School Exit Examination: Are adult schools ready for the challenge?
Willenberg, Corey David.

Adult school student achievement on the California High School Exit Examination: Are adult schools ready for the challenge? - 77 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2096.

Thesis (Ed.D.)--University of Southern California, 2005.

The purpose of this study was to identify factors that interfere with adult student achievement on the California High School Exit Examination (CAHSEE). This study looked at California adult education students, specifically adult students attending California adult schools with an average daily attendance between 400 and 700 and their success and/or lack of success on the CAHSEE. For this study, 27 California adult schools with an average daily attendance between 400 and 700 were selected. The CAHSEE data from the California Department of Education for adult schools for the 2002--2003 school year were analyzed. Several adult education administrators throughout California were interviewed about the CAHSEE and their schools preparation for the examination.

ISBN: 0542203839Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Adult school student achievement on the California High School Exit Examination: Are adult schools ready for the challenge?
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100 1 $a Willenberg, Corey David. $3 1906151
245 1 0 $a Adult school student achievement on the California High School Exit Examination: Are adult schools ready for the challenge?
300 $a 77 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2096.
500 $a Adviser: Dennis Hocevar.
502 $a Thesis (Ed.D.)--University of Southern California, 2005.
520 $a The purpose of this study was to identify factors that interfere with adult student achievement on the California High School Exit Examination (CAHSEE). This study looked at California adult education students, specifically adult students attending California adult schools with an average daily attendance between 400 and 700 and their success and/or lack of success on the CAHSEE. For this study, 27 California adult schools with an average daily attendance between 400 and 700 were selected. The CAHSEE data from the California Department of Education for adult schools for the 2002--2003 school year were analyzed. Several adult education administrators throughout California were interviewed about the CAHSEE and their schools preparation for the examination.
520 $a The main finding of this study was that most of the adult schools studied did not adequately prepare students for the CAHSEE and many did not even offer the CAHSEE. Of the few schools who were taking the CAHSEE seriously, all had unacceptable pass rates on both the language arts and math CAHSEE subtests.
520 $a In order for adult schools to improve student performance on the CAHSEE, the following is recommended: adult schools need to (a) publish disaggregated data regarding adult school performance on the CAHSEE; (b) share successful strategies, particularly strategies that will help close the achievement gap; (c) petition Educational Testing Services (ETS) to test multiple times during a test administration day and to test more often throughout the school year; (d) mandate that students earn their Algebra and English credits in a direct instruction classroom, rather than independent study; (e) use disaggregated data to drive instruction and to implement remedial strategies; (f) have high expectations for all students; (g) provide the instruction necessary for all student to successfully pass both portions of the CAHSEE; (h) hire and retain administrators who have strong instructional leadership skills; and (i) establish visions for their schools that guarantee the instructional programs that will prepare students to be successful on the CAHSEE.
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