Analysing highschool entrance examination in terms of administrators, teachers and students' parents

With this research,depending on the justification, the objectives of the LGS, realization rates are determined according to the administrators, students and parents in the schools of different groups and types in the rankings according to the central exam results and these rates are evaluated by comparing with the group and the type in which the school is ranked. In the study, which is a screening study in a mixed model where quantitative and qualitative research models are used as a method have beeen involved a total of 456 participants including 2 administrators, 2 councelor, 10 branch teacher, 508 students and 50 parents from each school. Data collection tools were applied to the participating groups consisting created paper pencil tests, structured and semi-structured and different degrees of attitude and opinion with open ended survey question. The data collection tools used in the assessment of the leveling test(MEB 2010) were adapted according to LGS with expert and consultant opinions. Datas obtained at the end of the application were applied percentage (%), frequency distributions (f), arithmetic mean, t-Test, Mann-Whitney U Test and one-way analysis of variance. At the end of the research, it was determined that the students participated DYK courses given in the public schools and in the private schools the students participated in the studies after the lectures. When we look at the number of students taking private courses, it is determined that the ratio of students taking private lessons from private schools is higher than the proportion of students taking private lessons from public schools. In addition,the higher the achievement results of students studying at public schools gets, the more students take private courses. The parents stated that the most important reasons for their children's regular schoolwork and their children's time to evaluate their time outside the school for the LGS were directed to their children. Students expressed their need to study regularly, to know how to work for LGS, and to ask their parents to evaluate their time outside the school for LGS. When we look at the results, it was found that central examinations increased the level of stress in general. The differences in the application have been shown as the reason why TEOG decreases exam stress and anxiety according to other central examinations. With the change of the examination system, it has been determined that students' fears of failing, feeling of fatigue, sleeping problems, fears of disappointing their families have increased, and parents have increased stress and tensions in the family. It is determined that with LGS exam, students will increase their participation in social, sportive and cultural activities does not really come into existence. Contrary, participation to these activities has decreased with LGS. It has been revealed that LGS's prediction that parents will increase their participation in social, sportive and cultural activities with their children doesn't come to existence. In addition, it was determined that LGS had a negative effect on the family budget and did not reduce the education expenditures of the children. It was determined that there was a moderate, positive and significant relationship between the rankings of the state schools according to the central exam results and the monthly education expenditures of the parents.In addition, according to the success in the central examinations, it was determined that there was a significant difference between the monthly education expenditures of the families of the 8th grade students in the lower and upper groups. The importance of the students that gave to the school, the importance of the students that gave to the teachers and the level of enjoyment of the studying, the decrease in the active participation in the lesson is also the other results obtained as a result of the research. Key Words: Education, Central Exams, Entrance Exam For High School, EEHS, Stress, Anxiety, Student, Teacher, Guardian, Administrator