CAHSEE at a Glance
February 2006
California is not alone in requiring an exit exam. Over two dozen other states offer or are developing exit exams, according to the Center on Education Policy. The impetus for the exam came from:
- complaints from employers, colleges, and universities that high school graduates were not prepared for work or higher education;
- the standards movement and its drive to ensure that all students master rigorous academic content;
- the need for an incentive to help motivate students to learn.
Debates continue on the merits and drawbacks of the exit exam requirement. EdSource’s California High School Exit Exam two-page question and answer publication (Q&A: The California High School Exit Exam) provides general information on the exam as well as arguments for and against the exam requirement.
Opinions differ on the exam’s rigor. Some think it tests minimum competencies, since questions cover up to 8th grade math and 10th grade English language arts standards. Others point out that some questions—in areas such as statistics and probability—could stump even a college graduate. How Hard is the Exit Exam? provides sample test questions and describes the areas covered on the exam.
The Human Resources Research Organization (HumRRO) conducted multiple evaluations of the CAHSEE for the state and found that Special Education and English learner populations as well as African American, Hispanic, and economically-disadvantaged students were less likely to pass the exam than white or Asian students. More specific data on passing rates is available through High School Performance on the Exit Exam (2004-05) or by accessing the complete HumRRO reports at www.cde.ca.gov/ta/tg/hs/evaluations.asp.
Given the high-stakes nature of the exit exam requirement, some argue that the state should offer students other ways to show that they have mastered high school material. Suggestions include offering an alternative to the CAHSEE–for example, requiring students to assemble a portfolio demonstrating their competencies in various subjects; using a compilation of measures such as teacher recommendations, grades, and attendance records; or offering a state-developed assessment in a format different from the CAHSEE. Alternatives to the CAHSEE describes more about the options the state considered. The state has not indicated that it will offer any of these.
Alternatives or not, it is predicted that certain students will still fail and, consequently, not graduate from high school. Other options are available to these students, including attending adult school or a community college to obtain a diploma or taking the General Educational Development Test to receive a GED.
For a more in-depth look at the CAHSEE, see
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