GHSGT

AcronymDefinition
GHSGTGeorgia High School Graduation Test
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(4) Given the policymakers' stated objectives, Advanced Degree should exert positive and significant influence on GHSGT pass rates.
The data available is school district average GHSGT pass rates, and the percentages of K-12 teachers possessing better-than-bachelor's credentials.
Based on our evidence, this would result in no increase in GHSGT pass rates.
More than $200,000 extra spending per school system with no impact on GHSGT pass rates hardly sounds like a bargain for taxpayers.
The insignificant (or negative!) coefficients on Advanced Degree from Table 3 argue that relying on teachers' formal qualification certification as an instrument to improve GHSGT pass rates will be very expensive and impractical.
(2) The state's policy regarding initial administration of the GHSGT is that students take the test for the first time as juniors.
During the 2006-2007 school year, 38.7% of African-American students who were also first-time test takers met or exceeded the objectives for the Enhanced Math section of the GHSGT and 74.2% of this population met or exceeded the objectives set for the Enhanced English Language Arts section (see Table 2).
AYP results from the 2007-2008 school year revealed that African-American students fared notably better on the Enhanced Math and English Language Arts sections of the GHSGT. The results from this reporting period indicate that African-American students performed at comparable rates with their White peers on the English Language Arts section with 84.2% of African-American students meeting or exceeding minimum performance rates as compared to 84.3% of White students.
All of the students (100%) who participated in the study met or exceeded minimum passing scores on the Language Arts and Math sections of the GHSGT and 80% of students received passing scores on all four sections of the Georgia High School Graduation Test during the spring 2008 test administration.
Therefore, school leaders approved several schoolwide initiatives to improve GHSGT scores during the year in which the research took place.
At the beginning of the 2007-2008 school year, 45 African-American students were classified as 11th-grade students and eligible to take the GHSGT for the first time during the 2007-2008 school year.
Regardless of this phenomenon, results of students' academic performance on the English Language Arts and the Enhanced Math sections of the GHSGT were significant enough to impact the overall achievement rates of all African-American student test takers during the research period.