Advanced Academic Participation: A Longitudinal Analysis of Ethnicity Gaps in Suburban Schools

Autor/inn/en	Kettler, Todd; Hurst, Luke T.
Titel	Advanced Academic Participation: A Longitudinal Analysis of Ethnicity Gaps in Suburban Schools
Quelle	In: Journal for the Education of the Gifted, 40 (2017) 1, S.3-19 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353216686217
Schlagwörter	Suburban Schools; Advanced Placement Programs; Student Participation; Longitudinal Studies; High School Students; African American Students; Hispanic American Students; White Students; College Readiness; Minority Group Teachers; Institutional Characteristics; Public Schools; Statistical Analysis; Correlation; Multiple Regression Analysis; Texas + Suchen Sie Ihr Suchwort? Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Public school; Öffentliche Schule; Statistische Analyse; Korrelation
Abstract	Participation in advanced academic programs such as Advanced Placement (AP) and International Baccalaureate (IB) has been associated with higher student achievement and college readiness. In addition, AP and IB are widely recommended and implemented as services for gifted and talented students. Students who participate in these programs tend to be more successful in college admissions, scholarships, college grade point averages, and college completion rates. Black and Hispanic students do not generally participate in AP and IB programs at the same rate as same-school White students, leaving White students to benefit disproportionately in the transition from high school to college. This study analyzed ethnicity gaps in AP and IB programs longitudinally from 2001 to 2011 in 117 suburban high schools. Results indicated that AP/IB participation increased for all students over time (d = 0.74). There were ethnicity gaps in 2001 and again in 2011 between Black and Hispanic student AP/IB participation and White student AP/IB participation, and the gaps neither increased nor decreased substantially over time. This study also examined school factors associated with AP/IB ethnicity gaps and found that overall schoolwide college readiness and the proportion of minority faculty at each school were moderately associated with changes in the magnitude of the gaps. Teacher experience and changing student demographics in schools showed little to no association with changes in the magnitude of the ethnicity gaps. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01