Thesis (M.A.)--California State University Channel Islands, 2006. / Chairperson of the Supervisory Committee: Professor Lillian Castaneda. Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Principal Leadership Specialization. Title from PDF t.p. (viewed August 26, 2008).

Thesis (M.A.)--California State University Channel Islands, 2006. / Chairperson of the Supervisory Committee: Professor Lillian Castaneda. Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Education. Title from PDF t.p. (viewed August 26, 2008).

The purpose of this study was to explore the awareness and feelings of parents and their perceptions about the California High School Exit Exam (CAHSEE) and the impact on their children. Also, it looked at the social implications from an ecological perspective.

This study looked at the environmental factors present during testing for the spring 2004 administration of the California High School Exit Exam (CAHSEE) in an attempt to quantify some of the factors that were previously only qualitatively reported. Five factors were examined for their ability to predict passing percentages of students on the CASHSEE at the school level. The results indicated that socioeconomic status was the only significant predictor.

This case study analyzed the roles development and implementation have had in the Eighth-grade Algebra I policy and the California High School Exit Exam policy. From a political, economical, and historical perspective, the intended purposes of many education policies have been distorted due to implementation. By investigating national and California education policies, this case study describes the roles development and implementation have had education policies. In addition, this case study found that the state of education in California is reliant on many mitigating factors affecting education policy development and implementation: Budget cuts, achievement gaps particularly with children of color, and teacher qualification issues. However, systemic education reform requires policy makers to juggle their political affiliations and the needs of students to create policies that improve curriculum, improve student achievement, and supports teachers and administrators. When policy makers do not utilize informed constituencies to assist in policy development, mandates such as the Eighth-grade Algebra I policy are created. Well developed and researched education policies like the California High School Exit Exam, which took about six years to develop before it was implemented in California, was successful because it involved collaboration of various interest groups, educators, local education agencies, and school administrators. Policy makers must learn to work in collaboration with its constituency to develop policies that empower schools to sustain and extend greater individualization on one hand, and broaden community interest on the other. The future of California schools in regard to the Race to the Top policies remain to be seen, but if policy makers rely on the informed voices of education researchers, constituents who are willing to put students' needs before their own political conquests, school administrators, teachers, parents, and students, then California's school will have a future of systemic reform that will be bright.

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