The Impact of High School Advanced Placement Course Participation on College Enrollment Among Would-Be-First-Generation College Students PDF Download
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Author: Chelsea Goodly Publisher: ISBN: Category : Education Languages : en Pages : 88
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: Chelsea Goodly Publisher: ISBN: Category : Education Languages : en Pages : 88
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: Philip Michael Sadler Publisher: ISBN: Category : Education Languages : en Pages : 314
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: Gerald S. Edmonds Publisher: Syracuse University Press ISBN: 0815653549 Category : Education Languages : en Pages : 398
Book Description
Concurrent enrollment programs offer high-achieving high school students the opportunity to take college credit-bearing courses taught by college-approved high school teachers. This low-cost, scalable model brings accelerated coursework to urban, suburban, and rural students. In this book, scholars explore the function of concurrent enrollment programs in addressing the gap between high school preparation and readiness for the academic and social demands of college. Experts in the education field map out the foundation for programs offering concurrent enrollment courses, including best practices and necessary elements for a sustainable, viable program that contributes to student success in higher education. Providing research-based evidence of the overwhelming benefits of such partnerships between high schools and colleges, this book is a vital tool for all educators considering adopting a concurrent enrollment program.
Author: Russell Warne Publisher: ISBN: Category : Faculty contributions Languages : en Pages :
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: Terence Hicks Publisher: Rowman & Littlefield ISBN: 0761871217 Category : Education Languages : en Pages : 160
Book Description
First-Generation College Student Research Studies brings together research from a group of dynamic scholars from a variety of institutions across the United States. This extraordinary edited volume examines the first-generation college student population and analyzes topics such as college choice, social experiences, dual credit on academic success, lifestyles and health status, and professional identity/teaching practices. The empirical studies in this book contribute greatly to the research literature regarding the role that educational leaders have in educating first-generation college students.
Author: Judith L. Meece Publisher: Routledge ISBN: 1135283877 Category : Education Languages : en Pages : 534
Book Description
Children spend more time in school than in any social institution outside the home. And schools probably exert more influence on children’s development and life chances than any environment beyond the home and neighbourhood. The purpose of this book is to document some important ways schools influence children’s development and to describe various models and methods for studying schooling effects. Key features include: Comprehensive Coverage – this is the first book to provide a comprehensive review of what is known about schools as a context for human development. Topical coverage ranges from theoretical foundations to investigative methodologies and from classroom-level influences such as teacher-student relations to broader influences such as school organization and educational policies. Cross-Disciplinary – this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. Chapter Structure – to ensure continuity, chapter authors describe 1) how schooling influences are conceptualized 2) identify their theoretical and methodological approaches 3) discuss the strengths and weaknesses of existing research and 4) highlight implications for future research, practice, and policy. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
Author: Jason Burns Publisher: ISBN: 9781392148341 Category : Electronic dissertations Languages : en Pages : 226
Book Description
The Advanced Placement (AP) program is often touted as an opportunity for academically talented high school students to be exposed to a rigorous, college-level classroom setting. Components of the AP program include a range of courses and corresponding standardized assessments. According to the College Board, which administers the AP program, students who take AP courses have an opportunity to gain advanced knowledge and skills, to improve the quality of their college applications, and earn college credits (College Board, 2017b). Based on this reputation, AP participation has increased dramatically in recent years. In the spring of 2017, over 2.7 million students took an Advanced Placement (AP) exam, a more than three-fold increase over the spring of 2001 (College Board, 2017a). While AP enrollment has expanded dramatically, AP participation varies significantly across student groups. Relative to White students, Hispanic students are approximately 25% less likely to participate in the AP program and Black students are just half as likely. Low-income students, compared to their non-economically disadvantaged peers, are over sixty percent less likely to be an AP student (Theokas & Saaris, 2013). These patterns have led to calls to increase AP participation, especially amongst students from disadvantaged groups. Some, however, have expressed concerns that expanding AP enrollment without considering students' ability may set some up for failure (Finn & Winkler, 2011). Because high school students typically have significant agency in the courses they take, I argue that understanding AP participation requires an understanding of students' decision-making around whether to take an AP course. In this dissertation, I investigate students' AP enrollment decisions by answering the following research questions: 1) What are the patterns in AP enrollment for the overall student population and for the sub-population of academically talented students?; 2) How do student characteristics vary by AP enrollment status?; 3) What student-level factors or characteristics predict enrollment in AP classes?; and 4) How do perceptions of AP classes and students vary across student groups? To answer these research questions, I use the conceptual frameworks of judgment and decision-making, social-emotional skills, and identity in a mixed-methods explanatory case study of two high schools in Michigan that includes student-level administrative data (n = 16,939 student-year observations), student surveys (n = 389), and student interviews (n = 19) in 2018. Results show: (1) disadvantaged students participate in AP at lower rates, but that the size of the participation gap is sensitive to how AP participation is defined, and that many academically talented students do not take an AP class; (2) students who enroll in AP classes are, compared to their peers, less diverse, higher-achieving, wealthier, have more developed social-emotional skills, a stronger academic identity, and make decisions more deliberatively; (3) achievement is the strongest and most reliable predictor of AP enrollment, though constructs related to identity, social-emotional skills, and decision-making tendencies also appear to be related to enrollment; and (4) students generally perceive AP classes as difficult and AP students as academically talented, students of color are acutely aware of the lack of diversity in AP classes, and some students link their course selections to their future. I interpret these findings using the conceptual frameworks employed in this study and develop a conceptual model of students' AP enrollment decisions. Implications for researchers, educators, and policymakers are discussed.
Author: Laura W. Perna Publisher: American Educational Research Association ISBN: 0935302905 Category : Education Languages : en Pages : 358
Book Description
Also known as free tuition and free college programs, college promise programs are an emerging approach for increasing higher education attainment of people in particular places. To maximize the effectiveness of their efforts and investments, program leaders and policymakers need research-based evidence to inform program design, implementation, and evaluation. With the goal of addressing this knowledge need, this volume presents a collection of research studies that examine several categories and variations of college promise programs. These theoretically grounded empirical investigations use varied data sources and analytic techniques to examine the effects of college promise programs that have different design features and operate in different places. Individually and collectively, the results of these studies have implications for the design and implementation of promise programs if these programs are to create meaningful improvements in attainment for people from underserved groups. The authors efforts also provide a useful foundation for the next generation of college promise research.
Author: Jermaine Francias Williams Publisher: ISBN: Category : Languages : en Pages : 128
Book Description
This quantitative study examined the impact of Advanced Placement (AP) and Dual Enrollment (DE) on early college academic performance by analyzing and comparing first year and sophomore year persistence rates and grade point averages (GPAs) of four student cohorts who began their education at a large urban research I university in fall 2007. These cohorts of fall 2007 first year and first time college admits comprise students who earned college credits in high school by participation in Credit Based Transition Programs (CBTPs), specifically AP and DE, and students who did not earn college credits during high school. This study has contributed to literature examining the relationship between earning college credits in high school and early college academic performance. CBTPs were created for the benefit of high school students and the K-16 educational system. These programs were specifically created and implemented to introduce students to the rigors of college and ease the academic and social transition from high school to college. Student AP and DE participation increases yearly (The Fifth Annual, 2009; Kleiner & Lewis, 2005) and the first year of college is pivotal in terms of student retention (Astin, 1984; Bailey & Karp, 2003; Bailey, Hughes, & Karp, 2002; Cohen & Brawer, 1996; Coomes & Debard, 2004; Klekotka, 2005; Kuh, 2005; Light, 2001; Pascarella & Terenzini, 2005; Plucker, Chien, & Zaman, 2006; Tinto, 1987). These are the two primary impetuses for studying this phenomenon. This study utilized multiple chi-square, Pearson correlation, multiple regression, oneway ANOVA, and ANCOVA statistical analyses. These analyses provided ample data for answering the research questions. The sample comprised four cohorts of first year, first time college, students entering a large urban research institution in fall 2007. 1) students entering with only Advanced Placement (AP) credits ("AP" cohort), 2) students entering with only Dual Enrollment (DE) credits ("DE" cohort), 3) students entering with both AP and DE credits ("AP and DE" cohort), and 4) students entering with no college credits ("Non AP and/or DE" cohort. Statistical analyses presented results showing no statistically significant difference in early college academic performance amongst the cohorts in the study.
Author: Chelsea Goodly
Author: Chelsea Goodly
Author: Philip Michael Sadler
Author: Anne-Marie Nuñez
Author: Gerald S. Edmonds
Author: Russell Warne
Author: Terence Hicks
Author: Judith L. Meece
Author: Jason Burns
Author: Laura W. Perna
Author: Jermaine Francias Williams