High school exit exams: The attitudes and perceptions of superintendents

In the U.S. 25 states operate from an assessment based frame of reference that includes some form of high school exit examination. Enhancements for existing assessment and accountability systems need to be explored according to the findings of Elizabeth Towles. The problem addressed in this study was that little research had been conducted to determine the views of educational leaders in a northeastern state regarding the validity of current high school exit exams. The research questions that guided this qualitative study focused on the perspectives of superintendents concerning the use of the high school exit assessment, including their beliefs about the viability of an alternative exit assessment. Twelve superintendents from a county of over twenty school districts served as the study's sample. Data were collected using an open-ended survey and interviews. Data were then analyzed into common typologies and summarized to demonstrate the attitude and beliefs of the superintendents. It was determined that superintendents supported alternative assessments when used as high stakes assessments and it was also concluded that this sample of superintendents did not support the current high school exit exams. These superintendents supported other alternative assessments in lieu of current school exit examinations. Findings in this study could be the catalyst for changing the exit examinations used in this state. This research also documented a high graduation rate in this northeastern state that leads to a generalized concern that any change to the current exit examination assessment process could result in an unanticipated reduction of these rates. This study contributes to social change by introducing new information to ongoing decision making related to high stakes assessment practices and their potential effects on core performance metrics upon which funding revenues are based.