Access to Success:Patterns of Advanced Placement Participation in U.S. High Schools. Policy Information Report

Autor/inn/en	Handwerk, Philip; Tognatta, Namrata; Coley, Richard J.; Gitomer, Drew H.
Institution	Educational Testing Service, Policy Information Center
Titel	Access to Success:Patterns of Advanced Placement Participation in U.S. High Schools. Policy Information Report
Quelle	(2008), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Advanced Placement Programs; Access to Education; Student Participation; Eligibility; Public Schools; High Schools; Academic Achievement; Institutional Characteristics; Multivariate Analysis; High School Students; Equivalency Tests; Gender Differences; Racial Differences; Socioeconomic Status; Low Income Groups; Minority Groups; Advanced Placement Examinations (CEEB) + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Eignung; Public school; Öffentliche Schule; High school; Oberschule; Schulleistung; Multivariate Analyse; High schools; Student; Students; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Ethnische Minderheit
Abstract	Providing high school students access to advanced coursework has long been considered an important means of preparing students for success after high school. This study merges data from College Board's Advanced Placement (AP) program for the 2003-2004 school year with data from the U.S. Department of Education for all U.S. public high schools to determine availability of the AP program in the nation's high schools, participation patterns in AP, and AP grade information for public schools with different socioeconomic, racial/ethnic, and geographic characteristics. Study findings include: (1) School types vary in the degree to which they offer AP; (2) Once differences among schools in AP program intensity are taken into account, public high schools are similar with regard to AP exam participation and student performance; (3) Few students are participating in AP programs and scoring well enough on AP exams to potentially earn college credit and/or placement; (4) Low-income students are consistently lagging behind more-advantaged peers; (5) Although there has been some success in introducing the AP program into diverse schools, there continues to be a lack of underrepresented minorities among AP examinees; and (6) Gender differences are evident for each of the measures used in this study. Six recommendations for further research suggest focus on: (1) Identifying and providing the educational experiences that students need in order to be prepared for advanced coursework; (2) Policies for student placement into academic tracks or programs; (3) Ways to encourage students to prepare for and participate in advanced academic programs, particularly underrepresented students; (4) Identifying the issues keeping low-income students from AP participation even when opportunities and fee-reduction opportunities are present; (5) Providing the resources necessary to ensure that AP courses are available for all students who wish to take them; and (6) Identifying teacher quality issues and staff development needs to ensure that students have access to appropriate instruction. The report concludes that unless the opportunity for advanced coursework is made available to growing segments of underserved student populations, many students will be unable to avail themselves of opportunities for higher education and for successful participation in the workforce. Two appendixes are included: (1) Cluster Analysis Methodology; and (2) School Type Codes and Definitions. (Contains 9 tables, 13 figures, and 29 footnotes.) (ERIC).
Anmerkungen	Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10