Programs; *State Standards IDENTIFIERS *California

The purpose of this study was to determine the extent to which the institution of content standards-driven curriculum in secondary English language arts and mathematics has led to student success on the California High School Exit Exam. The study tested the hypothesis that the increased focus on the alignment of English language arts and mathematics curriculum has had a positive impact on the passing scores of students who have been increasingly instructed with standards-based curriculum. Data were collected through survey questionnaires completed by English and Algebra teachers at two comprehensive and four alternative secondary schools and from school district and state records. A majority of site principals and the teachers surveyed concur that teachers are well prepared for the task of readying students for the California High School Exit Examination. Principals at the comprehensive sites agree that students have adequate knowledge of the exit exam and that the school sites and the district office are providing adequate knowledge of such facets as test components and testing dates to both students and parents. Alternative site principal