阅读下面短文，根据其内容写一篇60词左右的内容概要。
High school exit tests are
tests that students must pass to graduate from high school. In the last few
years. However, a number of states in America have dropped them. Although some
states still use them for diplomas, the number is down from a high of 27 states
during the testing craze promoted by No Child Left Behind (NCLB).
The appearance of this phenomenon is small
wonder. Researches clearly show that exit tests have little positive effects on
students. A 2014 report found exit testing was associated with lower graduation
rates, negatively affected labor market outcomes, and, most alarmingly,
produced a 12.5 percent increase in incarceration (监禁) rates. Exit exams, the study concluded, had tended to add little
value for most students.
Exit testing relies on the following
assumptions. One is that standardized testing can serve as a kind of
"quality control" for high school graduates, guaranteeing that
graduates are college ready. The other is that they have predicting value for
future success in academic situations.
But there is little evidence. The tests
don't exactly measure what they pretend to measure. For example, qualities such
as intelligence, academic ability, college readiness are not determined. Those
that should be developed in all young people, like responsibility, critical
thinking, and empathy (移植), are not measured, either.
Even supporters of exit tests have acknowledged that they don't offer reliable
data.
Thus, more and more people are suggesting
that exit test scores ought to be just one component of the high school
diploma. Schools should consider many other records including credits earned,
courses taken, activities, service, projects and other elements of academic
accomplishment so that students can be evaluated flexibly. In other words, exit
test scores should never be the only criterion for high school diplomas.
