Abstract
This study obtained data from 1,633 students who took the Collegiate Assessment of Academic Proficiency (CAAP) to evaluate whether the English, math, and critical thinking exams should be used as performance funding measures in the state. Analysis of Covariance (ANCOVA) was utilized to demonstrate that the use of the exams was problematic because students failed to give the assessments their best effort. Other variables in the analysis included level of English and math completed, grade point averages for English and math, cumulative grade point averages, and student characteristics. Policy implications for performance funding are also addressed in the study.
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