The IMRDC Research Paper
(Introduction, Methodology, Results, Discussion, Conclusion)
By Binly Phounsiri
Period 3 Pre AP English 10
Mr. Domingo 6/2/04
Table of Contents
Introduction 1
Methodology 2
Results 3
Discussion 9
Conclusion 10
Appendix 13
Works Cited List 25
Introduction
The California High School Exit Exam is a standard test for High School students to test what they have learned vs. what they should have learned in their 4-year commitment in school. Recently a bill has been passed in which the test directly affects the class of 06. The students of sophomore year who took it have mixed feelings about it. The reason why is because the California High School Exit Exam was passed in 2006 stating that students who do not pass the test will have to stay in High School until they do pass. Many sophomores at Eastlake High believe that the California High School Exit Exam test is not a fair test to take because it did not reflect the minimum learning criteria. Although this is declared, other sophomores at Eastlake High school believe that the test was easy and a waste of time. On the other side, some truly believe that the California High School Exit Exam is a good test to view what should be learned during school. The objective of this paper is the question of what are the sophomore students at EHS perception of the California High School Exit Exam. Was it a fair test? The paper will also answer the following questions?
· What do EHS sophomore males think about the CAHSEE?
· What do EHS sophomore females think about the CAHSEE?
· What are the perspectives of Honor/AP students at EHS vs. the regular students at EHS?
· What were the students’ reflections on –The Writing, English, and Math portion of the test?
· Overall perception on CAHSEE.
· Was the test fair?
The paper will answer these questions.
Methodology
In order to acquire all the information needed, there is a requirement of creating surveys and an interview. The surveys are used to gather a concrete amount of information from the target group in an efficient way. They were distributed to the target group in various class periods ranging from different varieties of students. The target group is the sophomore class because they are the ones directly affected by the California High School Exit Exam and the purpose of the paper is to view and put their perspectives to statistics. The results will be put into statistical data. There will be approximately 60 surveys handed out so there will be a more accurate reading of students and percentages. The high number will give a more specific reading of opinions. The number of surveys will be divided equally and distributed randomly among the 06’ students. There are 30 surveys for male and female because the readings will be more accurate. The reason why it is distributed randomly is to avoid surveying a minority group that is ranked the top ten of the sophomore class. The surveys are all optional to do (all surveys are). They are distributed in the classes and will be collected after the surveyors are done.
As for the interview, it will be based on one student and his/her feelings towards the California High School Exit Exam. The time and place will be arranged conveniently. The interview questions will be open-ended, straightforward and not intimidating. Relaxing the person is the main goal. So before the interview, there will be reassurance that the questions on the interview are all subject to rejection of the interviewee. The method to doing this is to loosen up and be informal at times between the core interview questions. There the interviewee will be able to relax and be freer in the response. All of the information will be used in order to fully answer the research question. The people who I will be interviewing are Gloria Fernandez and Al Sison. The reason I am choosing these two people is because I am trying to get the overall Male and Female perspective of the test. This will supplement my results and my statistics because the interviews with them will be more specific and free responded. They are both Eastlake High School sophomores so they further fit my specific target group.
Results
These results are a compilation of a total of 60 surveys and 2 interviews. These surveys contain much needed data in answering the main research question. The questions that are needed to be answered in the introduction section will be answered here. To start things off, the results will be separated into the statistics of Females and the Statistics of Males. This is significant in organizing and analyzing results coming from both genders. The results will also exemplify the needed background information of the student’s academic level to makes the results more concrete. Before reading further into the results section, remember that there were 60 surveys total and they were divided up into 30 male and 30 female so each result and calculation is based on that number unless told otherwise.
So what is the perception of females about the California High School Exit Exam test? Before getting into more detail, their academic level was surveyed. There was a need to find out how many sophomore students at Eastlake High are taking accelerated, honors, and advanced courses. Out of 30 females that were surveyed, six were not in any higher courses, 18 were in one-two classes, five were in three-four classes, and one female was in five-six classes. The percentages are: 20 percent 0, 60 percent one-two, 17 percent three-four, and 3 percent five-six (A1, 18). Out of those 24 who were in a higher course, they were asked to see if they were in an elevated Math or English course. Out of those 24, three were only in a Math course, 12 were only in an English course, and nine were in both. The percentages are: 12.5 percent are only in a higher Math, 50 percent are in high English, and 37.5 percent are in both. Gloria Fernandez was one of the females were took part in this category. She makes this statement about her classes in which she claims her honors classes like Chemistry and her AP European class as well as other classes are “higher standards” so it is “hard to balance”. (Fernandez, 14) Because the regular student classes are needed to evaluate the research questions, the students were also asked about their regular courses. 30 were used to survey and out of those 30; there was not anyone who was in zero regular classes because they all had had at least one regular class. Four were in one-two regular classes. 14 were in three-four regular courses, and 10 were in five-six regular courses. That is about 0% in 0, 13.3 percent in one-two, 46.7 percent in three-four, and 40% in five-six (A3, 18). With this information, it was time to move on with further statistics. But first, the Males of sophomore class had to be surveyed the same way as well.
The males also had 30 that were randomly surveyed and they were asked the same question. Out of 30 males nine were not in any higher classes, ten were in one-two regular classes, eight were in three-four higher classes, and 3 were in five-six higher classes. That is about 30 percent being in zero, 33.3 percent being in one-two, 26.7 percent being in three-four, and 10 percent being in five-six elevated classes (B1, 20). Because there are 21 out of the 30 that are accelerated, honors, and/or AP classes, they were further asked if one or two of the classes were in Math and/or English. Out of those 21, two were only in math, eight were only in English, and 11 were in both courses. That is about 9.52 percent in only Math, 38.7 percent in only English, and 52.38 percent in both. Al Sison is one of these who are part of the statistic. He stated all of accelerated and honors courses are well suited for him because he had “the right amount of time and work to go along with my schedule” (Sison, 16). For regular classes, the same 30 students were asked about their regular courses. Out of those 30, one was not in any regular courses, six were in one-two regular courses, ten were in three-four regular courses, and 13 were in five-six regular courses. The percentages are: 3.4 percent in zero regular courses, 20 percent were in one-two regular courses, 33.3 percent were in three-four, 43.3 percent were in five-six regular courses (B3, 21).
Now with this information in check there is a chance to proceed into the main core of the survey. There were questions being asked about three portions of the California High School Exit Exam which was the Writing, English, and Math portion of the California High School Exit Exam. According to the calculations regarding the female surveys, zero out of thirty thought that the writing portion was extremely difficult. 6.6 percent believed the writing portion was difficult. 26.7 percent believed the writing portion was about their grade level standard. 66.7 percent believed that the writing portion was easy. Another question was what females thought about the English portion of the California High School Exit Exam. In those 30 surveys given to them, zero out of 30 believed the English was extremely difficult. Two out of 30 believed that the English was difficult. 11 out of 30 believed the English portion was about their grade level. 17 out of 30 females believed the English portion was easy. The third part of the three part mid section of the survey was asking about the females’ opinion on the Math portion. According to the surveys results, 3.3 percent believed the test was extremely difficult, 6.7 percent believed the test was difficult, 33.3 percent believed the math was about their level, and 56.7 percent believed the math was easy. Those females who believed the math portion was easy had eight out of 17 females in advanced math. There were nine females out of 17 who were not in advanced math that believed the test was easy. The same three mid-sectioned questions were asked to the males.
There were three main questions that were needed to be researched, and that was what the males though about the Writing, English, and Math portions of the California High School Exit Exam. Answering these questions rely on the survey calculations. According to the surveys, one out of 30 believed the writing portion was extremely difficult. Three of out 30 believed that the writing portion was difficult. 14 out of 30 believed the test was about their grade level. 12 believed that the writing portion was easy. The English portion came next; the question was how males felt about the English portion. This question was answered by showing in the surveys that 0 percent believed the English portion was extremely difficult. 13.3 percent believed that the English portion was difficult. 40% believed that the English portion was about their grade level. 46.7 percent believed the English portion was easy. The last part was the question of math. In that category, one out of 30 male students believed the test math was extremely difficult. Five out of 30 believed the test was difficult. Seven out of 30 believed the math was about their grade level standard. 17 out 30 believed the math was easy. There were 17 males who believed the Math portion was easy. Out of those 17, 11 were in an advanced math class and six were not.
So next question that comes into mind is how were the teachers playing a part in this? How did the students feels about California High School Exit Exam overall? Was the test a fair test? Females were being surveyed about this and the results come as shown. Out of 30 females being surveyed, three believed the teachers really prepared for the California High School Exit Exam, 18 believed their teachers helped them prepare for the California High School Exit Exam, seven believed their teachers poorly prepared for the California High School Exit Exam, and two believed their teachers did not prepare them at all (A7, 19). The overall opinion on the California High School Exit Exam was then asked to the females. For the females, 3.3 percent believed the California High School Exit Exam was an extremely difficult test, 46.7 percent believed the test was the average test for high school learning, and 50 percent believed it was a waste of time (A8, 19). Gloria Fernandez was one of the 46.7 percent that believed the test was an average test for high school learning. She replied “yes” to if the test was the minimum a high student should be tested on because the questions they are asked were for “middle school and some for elementary school”. She opinionated that there are exceptions to this but that is why the “CAHSEE portrays the minimum of learning pretty well” (Fernandez, 15). After this question was dealt with, the overall question of was the test fair or not was asked. The outcome of the survey and its calculations showed that 25 out of 30 people believed the test was fair. Five out of 30 believed the test was unfair (A9, 20). The question was asked in the same place of males so there would be equal opinion for both sides.
The males answered the same questions the females were asked. The first part concerned whether the teachers prepared them well enough for the test. According to the surveys, 16.7 percent believed their teachers really prepared them for the test, 43.3 percent believed their teachers prepared them for the test, 20 percent believed their teachers poorly prepared them for the test, and 20 percent believed their teachers did not prepare at all for the test (B7, 21). Looking at the CAHSEE overall, there was a need to know what males though about the California High School Exit Exam. Three out of 30 wrote that the California High School Exit Exam was an extremely difficult test. 12 out of 30 believed the test was an average test for high school learning. 15 out of 30 believed that the test was a waste of time. (Refer to B8 appendix). Al Sison believed that the test was a waste of time. In an interview with him showed that he believed anyone who was prepared will “pass the test without a doubt” (Sison, 16). Al also believed that the test was not a fair test because it did not represent high school learning. He claimed that the test had questions he was studying in middle school and not high school (Sison, 16). The overall question was being asked whether the CAHSEE was a fair or unfair test. There were 73.3 percent that thought it was a fair test. 26.7 percent believed the test was unfair (B9, 22).
The surveys were then further used to calculate other types of answers to the “what to know” questions. There was a need to find out if females that were in advanced classes believed the test was a waste of time. There were 15 out of the 30 that applied to this category. Out of those 15 people, one of the females were only in a higher math course, eight were only in a higher English course, five were in both, and one was not in either advanced Math or English courses. For males, zero percent of the 15 were only in a math course. 26.7 percent of the males were only in an English advanced course. 53.3 percent were in both high classes and 20% were in neither (C1, 23 for female opinion) (C2, 23 for male opinion). Out of those five females who were in both Math and English high learning classes, four of them believed the test was fair and one believed the California High School Exit Exam was not fair. For the eight males that were put into this category, six believed the test was fair and two believed the test was unfair. These answers came from male and female students who were in both advanced Math and English classes.
Discussion
The majority of male and female sophomore students at Eastlake High School believe the test was fair no matter what academic background they had. It did not matter whether the students were in an advanced course or not because both had a high number believing the test was easy and a waste of time. There were very few that had exceptional answers like those who think that the test was unfair but it was really easy. In fact the majority of both male and female students all had the attitude that the California High School Exit Exam was a fair test but a waste of time. The attitude differences between those in higher classes and those who are not simply are not a difference because most of it is the same. Those who believed the California High School Exit Exam is an average test for high school learning have the same classes as those who think that it is waste of time.
The Writing, English, and Math portions of the test are also titled as easy. The difference is really small here as well. The only exception is one student who has all regular classes and thinking that the portions are extremely difficult. The students who reflect on the Writing, English, and Math portions in at least one of them being difficult show that they are not one of the top ranking students at EHS. Also, many of the results prove that the teachers prepared the students for the Exit Exam. Those were didn’t think the test is fair did not believe their teachers prepared them at all.
The surveys that were administered showed that the males took both sides of the extremes. There were males that were very smart and involved in five or six advanced classes including accelerated, honors, and A.P. courses. These males all believe that the test is fair and is very easy. They thought this way to think about the lower academic students in their class. At least they thought about them. These males who take no high classes and thought that the three portion parts of the California High School Exit Exam are hard all came into the lowest extreme. About half of the males consider the California High School Exit Exam to be an average test for their high school learning so their opinions became very similar. So the males take both sides of being the lowest in the sophomore class and the highest in the sophomore class.
As for the females, they are a different story. They also exemplified the extremes but not as much as the males. Whether or not they were in any tough classes, almost everyone that took a survey consider the California High School Exit Exam as a fair test and easy. The only difference here from the males is that the females mostly consider the test to be a waste of time while the males believe it to be an average test for high school learning. The perspectives of the genders can be analyzed as different from one sex to another.
Conclusion
From reading the analysis over again, it is true that most Eastlake High School sophomores believe the test California High School Exit Exam is a fair test but males and females differ on whether it is a waste or time or an important test for high school. It can be concluded that males think it is an important test while females opinionate that it is a waste of time. The analysis of the survey inaugurates the feelings of sophomore students the majority did not even take this survey seriously. There are more questions that are needed to be asked in the initial research and what to know questions.
The main question is how can there be improvements to the California High School Exit Exam if there are any? That could have been a strong question to ask. It can be concluded that the research could have been more effective if there is more background information about the California High School Exit Exam put onto the survey itself. But there is a debate on whether that should be put in or not because the survey’s main objective is to measure the sophomore student’s feelings about the California High School Exit Exam and simply not for them to just merely complain. But it can be certain that many students did complain mainly from the female side who think of it as a waste of time. But there are males as well who certainly think this way.
Reflecting with the inconsistency of the research results, there is a need to look back into the survey questions. The interviews indicate that students in higher level classes did not take the test seriously and still passed. Al believed the California High School Exit Exam should have been harder. Gloria is an exception to the majority of females because she believed the test accurately reflects the minimum a high school student should learn. These two students represent the top rankings of the 06’ class. The unanimous opinion of this tank believes the California High School Exit Exam is too easy, a burden not needed, but a fair test. There should have been interviews based on the opinions of the lower rankings of the sophomore class.
Although the survey did give out a lot of information, many of it did not go into further detail. There were many things that should have been done in the survey that would have given better answers to the research questions. The survey should have asked whether students had a 7th period. P.E. and Language do not count as an academic course therefore there should have been specifications on that part. There should have been more surveys distributed because the minorities of the survey results would have been more strong and concrete if there is more proof that students actually felt this way about the California High School Exit Exam. What this means is, instead of having one or two students being really small exceptions, there should have been more surveys so the minority number will increase in percentages and analyzing the surveys will be much more effective. There should have also been a question to ask if there were any solutions to the California High School Exit Exam if they think it is unfair, but that is already covered in the interviews. But although the survey had faults that needed to be improved, it did answer the question of whether the California High School Exit Exam is a fair test or is it unfair.
The overall perception of the California High School Exit Exam based on 06’ students at Eastlake High School have opinions that are varied from student to student. The ratio is very wide from one another and the reason to this gap is because of the educational gaps between those students. The California High School Exit Exam is vital for the High School student to graduate but there are needed improvements with education to being everyone in a much needed average learning level.
Appendix Section
Survey Questions
The California High School Exit Exam (CAHSEE) regarding the students’ opinions about the Exit Exam.
~Are you
Male / Female
~How many Accelerated, Honors, AP Classes do you take this year?
0 / 1-2 / 3-4 / 5-6
~If you take any of above, circle whichever you take. (It can be both)
Math and/or English
~How many Regular classes do you take this year?
0 / 1-2 / 3-4 / 5-6
~I felt that the writing portion of the CAHSEE was _____
Extremely Difficult / Difficult / About my level / Easy
~The English portion of the CAHSEE was _____
Extremely Difficult / Difficult / About my level / Easy
~The Math portion of the CAHSEE was _____
Extremely Difficult / Difficult / About my level / Easy
I felt that my teachers _____ for the CAHSEE.
Really prepared / Prepared / Poorly prepared / Did not prepare at all
~The CAHSEE was a(n)
[] Extremely difficult test [] Average test for High School [] A waste of time
~The CAHSEE was a
[] Fair test [] Not a fair test
Interview Questions:
~Please describe your academic level. What type of classes are you taking?
~Do tough classes like these give you’re a hard time? Explain.
~What do you know about the CAHSEE?
~Were you aware that the CAHSEE affected the Sophomore Class?
~How did you feel about this test?
~Do you think the CAHSEE is the right test to reflect the minimum a student should learn in high school? Why or Why not?
~Please give me your overall opinion about the test.
~If you think the test is unfair, what do you think are the solutions to modifying the test?
Interview with Gloria Fernandez
Binly: Hello and Good Day to you Gloria Fernandez.
Gloria: Hehe hello Binly
Binly: Please describe your academic level.
What type of classes are you taking?
Gloria: I take Chemistry Honors, AP European History, pre AP English, Math analysis Honors, Spanish 4, Band, and District Orchestra for my Sophomore Year.
Binly: I see. Do tough classes like these give you a hard time? If so tell me why.
Gloria: I'm doing well in all of them
Binly: That is great to hear.
Gloria: Well yeah, first of all because they have much higher standards and because I'm taking so many of them at the same time it's hard to balance
Binly: So it is a time consuming thing?
Gloria: yeah
Binly: Good luck with that
Gloria: Ha-ha thanks
Binly: Do you know about the CAHSEE?
Gloria: yes
Binly: What do you know about it? Are there rumors or facts that you hear from sources of people or news etc.?
Gloria: Well I know we have to pass it in order to graduate high school.
Binly: Yes,
Gloria: Because if they work so hard and they still don't pass then all that work is nothing and they still don't graduate. I think that's true, but if they work really hard I'm sure they'll pass. The CAHSEE was really easy.
Binly: Yes, because are you are aware that this could have happened to you because it does affect the sophomore class?
Gloria: yeah
Binly: I see.
Gloria: But in my situation I'm not worried about it.
Binly: How did you feel about the test?
Gloria: Well yeah I think it's really easy. I think more than most of everyone can pass it.
Binly: I see, was there any pressure at all given to you? Were you affected by this pressure?
Gloria: I mean if u can’t pass it you get 3 chances and if u still can't then I don't think it's not fair. The only thing was time, but they let us have the day off practically. We could work on homework or other things. Even though it takes time, I know people aren't complaining because we did nothing that whole week.
Binly: So you weren't really busy during the week of the test correct?
Gloria: Um I can't remember but I don't remember it affecting me in a negative way.
Binly: That is good to hear
Binly: Do you think the CAHSEE is the right test to reflect the minimum a student should learn in high school? Why or why not?
Gloria: Yeah because it was so easy! The questions they ask are for people in middle school and some for elementary school. But then again there are some people who are exceptions so then it fits them well. So I think the CAHSEE portrays the minimum of learning pretty well.
Binly: That is true. Is this your overall opinion of the test? If not, is there anything else that you want to say about the CAHSEE?
Gloria: No that's pretty much it even if there are people who don't pass it they'll say it's hard and then it'll get easier so I don't think the CAHSEE isn't fair in any way.
Gloria: That's all.
Binly: Thank you for your time. I really appreciate it Gloria.
Gloria: No problem Binly!
End of interview.
Interview with Al Sison
Binly: Hello to you Al Sison
Al: Hello there Binly
Binly: Please describe your academic level. What type of classes are you taking?
Al: At the moment, I am taking all Accelerated/Honors classes. I feel they are well suited for me and have just the right amount of work that goes along with my schedule.
Binly: I see good luck with that.
Al: Thank you.
Binly: Do tough classes like these give you a hard time? Explain
Al: Yes they do, but only occasionally. Such times would be when there is much due from multiple classes or if the time given to complete a task isn't enough. For example, just recently I had two major projects due near the same date. Both were time consuming and used up my weekend. Another example is right now. I have two more projects from different classes and in each one I must memorize long portions of writing. Other than these, my tough classes give the usual work any other class would.
Binly: What do you know about the CAHSEE?
Al: I know that the CAHSEE stands for California High School Exit Exam. Everyone in high school is required to take it and pass in order to graduate. I also know that if one fails, then he/she will be given another opportunity at another time.
Binly: Were you aware that the CAHSEE affected the sophomore class?
Al: Yes I was aware of this. My teachers told us of this in advanced, and prepared us for it.
Binly: How did you feel about the test?
Al: I felt that it was extremely easy and almost a waste of time. Anyone who does their work and studies can pass this test without a doubt.
Binly: Do you think the CAHSEE is the right test to reflect the minimum a student should learn in high school? Why or why not?
Al: Definitely no, because most of the material in the CAHSEE was stuff that I had learned long ago. A lot of the questions were fairly simple, basic and common sense. This standard or minimum that a student should know is too little and should be brought up a bit more.
Binly: Please give me your overall opinion about the test.
Al: I feel that the test is horrible and shouldn't be given out until more difficult questions are integrated into it. It is pointless to give out this test.
Binly: If you think test is unfair, what do you think are the solutions to modifying the test?
Al: In my opinion, the solutions for modifying the test are simply to have more challenging questions.
Binly: thank you for your time
Binly: have a nice day. Good bye.
Al: you're very welcome
End of interview.
Graphs
Works Cited List
Interviews:
~ Fernandez, Gloria. Internet Interview. 29 May 2004
~ Al Sison. Internet Interview. 29 May 2004
Surveys:
~ CAHSEE Survey. Eastlake High School, CA. Personal Survey by Stacey Labio. 17 May 2004
~ CAHSEE Survey. Eastlake High School, CA. Personal Survey by Al Sison. 17 May 2004
~ CAHSEE Survey. Eastlake High School, CA. Personal Survey by Judea Warner. 17 May 2004
~ CAHSEE Survey. Eastlake High School, CA. Personal Survey by Miyuki Wantanabi. 17 May 2004
~ CAHSEE Survey. Eastlake High School, CA. Personal Survey by Kirk Acayan. 19 2004
~ CAHSEE Survey. Eastlake High School, CA. Personal Survey by Jinhee Lee. 19 May 2004
~ CAHSEE Survey. Eastlake High School, CA. Personal Survey by Lauren Alana. 19 May 2004
Second Hand Resources for Background information:
~ California High School Exit Exam (CAHSEE) Results for Math and English Language Arts (ELA) by Program (Combined 2003) Eastlake High – 3730843. 1 January 2004. California Department of Education. 13 May 2004 < http://cahsee.cde.ca.gov/2002/ExitProg4.asp?cSelect=EASTLAKE^HIGH -- SWEETWATER^UNIO -- 3768411-3730843&cYear=2002-03&cAdmin=C&tDate=000000&Pageno=1>
~ The California High School Exit Exam. August 2003. Edsource, Inc. 13 May 2004 < http://www.edsource.org/pdf/QA_hseefinal.pdf>
~ California High School Exit Exam. 2002. Score Inc. 14 May 2004 < http://score.rims.k12.ca.us/sub_standards/standards6.html>
~ Washington (AP). “States Stick with High School Exit Exams.” Cnn.com/Education. 20 August 2003. CNN news. 14 May 2004 < http://www.cnn.com/2003/EDUCATION/08/13/high.school.exams.ap/>
