The Impact of Participation in the Advanced Placement Program on Students College Admissions Test Scores PDF Download

Author: Russell Warne
Publisher:
ISBN:
Category : Faculty contributions
Languages : en
Pages :

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Book Description
The Advanced Placement (AP) program is an educational program that permits high school students to take introductory college-level courses and receive college credit by passing a standardized end-of-course exam. Data were obtained from a statewide database of 2 high school graduating cohorts (N = 90,044). We used a series of propensity score analyses and marginal mean weighting through stratification to examine the impact of the AP program on students' academic achievement as measured by ACT scores. Results indicate that merely enrolling in an AP course produces very little benefit for students. Students who take and pass the AP exam, however, obtain higher ACT scores, even after controlling for a wide variety of academic, socioeconomic, and demographic variables. The authors conclude the article by discussing aspects of the AP program that remain unanswered.

Author: Philip Michael Sadler
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 314

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Book Description
Draws together the most recent and rigorous research on the strengths and weaknesses of the Advanced Placement program. Examines closely the differences between AP and other high school courses, as well as variations among AP courses. In-depth studies gauge the impact of AP coursework on student performance in college. Finally, researchers examine the use of AP information in college admissions. From publisher description.

Author: Jonathan A. Plucker
Publisher: Harvard Education Press
ISBN: 1612509940
Category : Education
Languages : en
Pages : 263

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Book Description
2017 Texas Association for Gifted and Talented Legacy Scholar Book Award 2017 National Association of Gifted Children Scholar Book of the Year Award In Excellence Gaps in Education, Jonathan A. Plucker and Scott J. Peters shine a spotlight on “excellence gaps”—the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different racial, ethnic, or socioeconomic backgrounds by bringing all students up to minimum levels of proficiency. Yet issues related to excellence gaps have been largely absent from discussions about how to improve our schools and communities. Plucker and Peters argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential among our fastest growing populations. Drawing on the latest research and a wide range of national and international data, the authors outline the scope of the problem and make the case that excellence gaps should be targeted for elimination. They identify promising interventions for talent development already underway in schools and provide a detailed review of potential strategies, including universal screening, flexible grouping, targeted programs, and psychosocial interventions. Excellence Gaps in Education has the potential for changing our national conversation about equity and excellence and bringing fresh attention to the needs of high-potential students from underrepresented backgrounds.

Author: Donald E. Fennoy (II.)
Publisher:
ISBN:
Category :
Languages : en
Pages : 98

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Book Description
The purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced Placement participation and closing the academic achievement gap between African American and other ethnic/racial groups. A significant difference was found to exist in the mean SAT Reasoning Test scores among different ethnic/racial groups during the 2010-2011 school year. African American student mean scores were significantly lower on the SAT Reasoning Test when compared to all ethnic/racial groups identified in this study, regardless of the independent variable (no AP participation, one AP course, two or more AP courses). However, the results did indicate that African American participation in AP courses was significantly lower than all other ethnic/racial groups in this school district. Additionally, information was provided for school leaders regarding the development of a systematic approach to creating equity and access for African American students to fully engage in a college going culture through participation in Advanced Placement courses.

Author: Chelsea Goodly
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 88

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Book Description
As the number of would-be first-generation college students increases in high schools across the United States, policymakers must look for more ways to increase rates of postsecondary enrollment for this often vulnerable group of students. Among the many strategies that have been explored to increase postsecondary access is the expansion of Advanced Placement programs in high schools. These programs expose high school students to college level course work and provide students the opportunity to potentially earn college credit. Because of their rigorous academic nature and favorably among highly-selective colleges, participation in these courses are thought to enhanced students' affinity and preparation for college. While research that affirms this belief has been mixed, the majority of these studies have focused on student samples in which would-be first-generation college students have been largely absent or underrepresented. This study seeks to fill this gap in the literature by exploring how and if participation in Advanced Placement courses increases the likelihood of college enrollment among would-be first-generation college students. The analysis suggests that AP course participation exerts a significant degree of influence over students' college going decisions independent of other key factors, consistent with the primary hypothesis of the study.

Author: Samia Merza Luo
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 102

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Book Description
This study compared student academic achievement in two college readiness programs, Advanced Placement (AP) and International Baccalaureate (IB) and attempted to determine how well program participation predict student performance compared to variables such as SES, parent education level, GPA, gender, and SAT II scores. Finally, the research investigated AP and IB students' perceptions of program effectiveness. Data were collected from 97 AP and 102 IB high school students who were seniors during the 2009-2012 academic year. All of the participants took the SAT II in English literature and SAT IIC mathematics. A survey was used to gather information about senior students' perception of the two programs. Findings indicated that students in AP and IB did not differ substantially when it came to academic achievement and program participation was not determined to be a predictor of performance on the SAT. Students in the two programs reported positive perceptions of how participation prepared them for college success.

Author: Chester E. Finn, Jr.
Publisher: Princeton University Press
ISBN: 0691216916
Category : Education
Languages : en
Pages : 292

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Book Description
"More than three million high-school students take five million Advanced Placement exams each May, yet remarkably little is known about how this sixty-year-old, privately-run program, has become one of U.S. education's greatest successes. From its mid-century origin as a tiny option for privileged kids from posh schools, AP has also emerged as a booster rocket into college for hundreds of thousands of disadvantaged youngsters. It challenges smart kids, affects school ratings, affords rewarding classroom challenges to great teachers, tunes up entire schools, and draws vast support from philanthropists, education reformers and policymakers. AP stands as America's foremost source of college-level academics for high school pupils. Praised for its rigor and integrity, more than 22,000 schools now offer some-or many-of its thirty-eight subjects, from Latin to calculus, art to computer science. But challenges abound today, as AP faces stiffening competition (especially dual credit), curriculum wars, charges of elitism, misgivings by elite schools and universities, and the arduous work of infusing rigor into schools that lack it and academic success into young people unaccustomed to it. In today's polarized climate, can Advanced Placement maintain its lofty standards and overcome the hostility, politics and despair that have sunk so many other bold education ventures? Advanced Placement: The Unsung Success Story of American Education is a unique account-richly documented and thoroughly readable-of the AP program in all its strengths and travails, written by two of America's most respected education analysts"--

Author: David William Christiansen
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 137

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Book Description
The purpose of this study was to investigate two research questions concerning: (a) the relationship between the percentage of students within a high school who participated in the Advanced Placement program and the school-wide student achievement of a high school and (b) the relationship between the percentage of students within a high school who successfully performed in the Advanced Placement program and the school-wide student achievement of the high school. It was determined in this study that there was a statistically significant relationship between Advanced Placement (AP) student participation and school-wide student achievement and there was a statistically significant relationship between AP student performance and school-wide student achievement in public high schools in the state of Florida in the 2007-2008 school year. Additionally, information was provided for policymakers and practitioners regarding the impact of Advanced Placement on school-wide achievement and the impact on students outside the AP program. While AP participation and AP performance correlated with school-wide achievement, when the population and data were disaggregated into the most affluent, middle-income, and poorest schools, the results changed. For the poorest schools, there was no relationship between AP participation and school-wide student achievement. In the middle income and most affluent schools, however, there was a statistically significant relationship between AP participation and school-wide student achievement. Additional confirmation that Advanced Placement, as part of the overall curriculum, had a significant impact on school-wide student achievement was provided. Further research is necessary to understand the implications of the AP program on schools of various socioeconomic levels.

Author: National Research Council
Publisher: National Academies Press
ISBN: 030917080X
Category : Education
Languages : en
Pages : 588

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Book Description
This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.

Author: Lena Showers-Lewis
Publisher:
ISBN:
Category : Advanced placement programs (Education)
Languages : en
Pages : 135

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Book Description
This study examined student enrollment and achievement in Advanced Placement classes. Teacher perceptions regarding reasons why students enrolled or did not enroll in Advanced Placement classes, teacher perceptions of effects of course admissions criteria on student motivation and achievement, and student achievement outcomes data were collected using an online survey and a focus group. Teachers from 12 schools across four counties in southcentral Pennsylvania participated in this study. Results of this study indicated that teachers believed that earning college credit was the top reason why students took Advanced Placement courses, followed by increased probability of college admissions, and exemption from entry-level college courses. Teachers reported that the primary reason why students did not take Advanced Placement courses was the time commitment and amount of work involved. The availability of easier course options as well as time conflicts with other academic and extra-curricular activities were cited as additional deterrents to enrollment. The majority (86.7%) of teachers felt that prerequisites worked to ensure that students were academically prepared for Advanced Placement classes and 63.3% reported using at least one prerequisite. Teacher recommendations were believed to be the most effective screening tool. Overall, students performed well on both measures of Advanced Placement achievement. The median of all Advanced Placement class grades was B and the average of all Advanced Placement exam scores was 3.51 with a participation rate of 80.3%. In schools using prerequisites and in schools using no prerequisites to enroll in Advanced Placement classes, students achieved at similar levels in class grades and exam scores, supporting open enrollment.