Download or read book The Relationship Between Advanced Placement Course Completion and College Readiness written by John Novak and published by . This book was released on 2017 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to investigate the relationship between completion of Advanced Placement courses and college readiness, defined by enrolling in a postsecondary remedial course. Further, the study investigated whether or not the student characteristics of gender, race, socioeconomic status, motivation, and high school grade point average had any moderating effect on any relationship discovered. Finally, the type of postsecondary institution attended, four-year or two-year or less, was examined to determine if the findings differed for these two groups of students. The conceptual framework for this study is based upon Conley's College Readiness Theory, which outlines cognitive and noncognitive skills necessary for a student to enroll and succeed, without remediation, in a credit-bearing general course at a postsecondary institution. In order to attain these skills and avoid postsecondary remediation, a rigorous course of study is imperative for high school students. One pathway to this rigorous course of study is through the Advanced Placement Program. Data from the Educational Longitudinal Study of 2002 were obtained from the National Center of Educational Statistics for use in the study. ELS:2002 followed a national sample of the Class of 2004 throughout their secondary and postsecondary years to gather information as students transitioned to adulthood. These data were used to construct of a series of random-intercept two-level hierarchical generalized linear models to answer each of the research questions. These models indicated a positive relationship between completing one or more AP Carnegie units and college readiness. Completing more AP Carnegie units was related to college readiness, as those students completing more AP courses were less likely to enroll in a postsecondary remedial course. Race, socioeconomic status, and high school GPA all had moderating effects on the strength of the AP completion college readiness relationship. There was no difference in this relationship for students who attend a four-year university and those that attend a two-year or less institution.

Download or read book AP written by Philip Michael Sadler and published by . This book was released on 2010 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book The Completion of Advanced Placement Courses as an Indicator of Academic Success in First year College Students written by Sean Michael Preston and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if Advanced Placement (AP) courses were an indicator of academic success in first-year college freshmen. A quantitative analysis of a twenty-one question survey was conducted in order to understand how AP classes create a successful high school graduate for the academic rigors of a postsecondary institution. The survey was administered to one-hundred first-year college freshmen at a large suburban state university in Georgia. The results of the quantitative survey yielded information in support of the research hypothesis and rejected the null hypothesis. The researcher was mindful of threats to both internal and external validity and implemented validation methods. A number of experts in the field of quantitative educational research determined the instrument, the data, and findings were valid and reliable.

Download or read book Effects of Advanced Placement Courses on College Academic Success written by Stephen L. Brown and published by . This book was released on 2019 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: The principal objective of high school learning is to prepare students for college success, even if they choose an alternative path of post-high school education or the workforce. Ideally, the most rigorous courses offered by high schools would provide students the greatest opportunities for collegiate academic success. The purpose of this study was to develop an understanding of how advanced placement courses affect college readiness and ultimately college academic success. This study investigated how advanced placement curricula affected college learning. The mixed method study used a Likert scale survey that collected demographic, perception, and open-ended responses. In addition to the survey, interviews were conducted to further clarify survey responses. Fifty-three college students participated in the survey and four of those students chose to partake in an interview. The researcher used the networking features of Facebook to procure participants and Facebook profile pages to help diversify the participant pool. Data from the study presented strong correlations to AP course enrollment and college academic success. This study found students who enrolled in AP courses, regardless of the number of courses taken and their college GPA, perceived their AP courses to have supported their college success through the development of college readiness skills. When analyzing survey data for each of the college readiness skills studied, the three skills the greatest percent of all participants believed affected their college success were problem solving, supporting arguments with evidence, and research writing.

Download or read book Learning and Understanding written by National Research Council and published by National Academies Press. This book was released on 2002-08-06 with total page 588 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Reaching the Goal of Readiness for College written by Southern Regional Education Board. Commission for Educational Quality and published by . This book was released on 1989 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Stories of Resilience written by Michelle Drumright and published by . This book was released on 2021 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students populating AP programs in urban communities do not reflect schools’ demographic makeup. Many underrepresented students with the potential to succeed do not access or complete AP programs. However, some have participated and done well. This study employed a narrative inquiry qualitative design to explore underrepresented students' educational experiences who have successfully accessed college readiness opportunities through AP participation in high school. Narrative inquiry allowed me to examine students' lived experiences and their perceptions of the influence of school protective factors, including caring relationships, high expectations, and opportunities for meaningful participation. Academic Resilience was selected as the Theoretical framework because it attempts to explain why some students perform better and achieve academic success despite having experienced adversity and risk while others do not. The students in this study experienced caring relationships and high expectations within their home and school environments. The students exhibited a strong belief in themselves and their future orientation. The students were intrinsically motivated and driven to succeed in school. Overall, experiences with risk and adversity in school did not play a significant role in these students' lives. It is suggested that educators pay attention to what was revealed from the narratives of this study and begin building on them: 1) underrepresented students can access and succeed in AP program; 2) access and opportunity gaps exist for students in AP participation; 3) relationships with teachers matter; 4) students exhibited the ability to adapt; and 5) students demonstrated academic resilience through COVID-19 pandemic. By highlighting students' experiences and academic success stories in this study, underrepresented students in other urban school districts may experience similar academic opportunities.

Download or read book The Relationship Between Advanced Placement and College Graduation 2005 AP Study Series Report 1 written by Chrys Dougherty and published by . This book was released on 2006 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the relationship between college graduation rates and student participation and success in Advanced Placement (AP) courses and exams. We reviewed three approaches to examining this relationship: 1) comparing the college graduation rates of AP and non-AP students; 2) comparing the college graduation rate of AP and non-AP students after controlling for students' demographics and prior achievement and the demographics of their high schools; and 3) examining the relationship between percent of students from a given high school graduating from college, and the school's percent of students in Advanced Placement. We conclude that the percent of a school's students who take and pass AP exams is the best AP-related indicator of whether the school is preparing increasing percentages of its students to graduate from college. The importance of AP exam results indicates the need for schools and districts to pay close attention not only to the quality of teaching in Advanced Placement courses but also to improving the academic preparation of students prior to their enrollment in those courses. Appendices include: (1) Cohort Definitions and Descriptive Statistics; (2) Hierarchical Linear Modeling Analysis; (3) Ordinary Least Squares Analysis With School-Level Data; and (4) Differences in College Graduation Rates Compared with Students Not Participating in Advanced Placement. A bibliography is included. (Contains 16 tables, 6 figures and 30 footnotes.).

Download or read book The Ecology of College Readiness written by Karen D. Arnold and published by John Wiley & Sons. This book was released on 2012-12-27 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite extensive research, policies, and practical efforts to improve college readiness in the United States, a large proportion of low-income students remain unprepared to enter and succeed in higher education. This issue draws on the human ecology theory of Urie Bronfenbrenner (1917–2005) to offer a fresh perspective that accounts for the complexity of the interacting personal, organizational, and societal factors in play. Ecological principles shift the focus to individual differences in the ways that students engage environments and to the connections across students’ immediate settings and relationships. Viewing college readiness within an ecological system also reveals how the settings where development occurs are in turn shaped by more distant environments. The aspirations and behaviors that affect students’ college preparation originate in opportunities, resources, and hazards beyond their immediate environments. The ecological lens illuminates the need for coordinated, comprehensive efforts that affect students across the various levels of their environment and provides a framework for advancing college readiness research, policy, and educational practice. This is the 5th issue of the 38th volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

Download or read book An Analysis of the Relationship of the AVID Program on the Educational Outcomes Attributed to College Ready Graduates written by Sandra Lu Gann Franklin and published by . This book was released on 2011 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Advancement Via Individual Determination (AVID) program is designed to increase student performance through a college readiness system which provides students access to college preparatory curriculum. The beliefs sustained within the AVID philosophy maintain that when high student standards are upheld and academic and social support is provided, students will excel. The purpose of this study was to compare campus college readiness rates of students participating in the AVID program with non-AVID students. The study analyzed the college readiness rates of ninth through twelfth grade students in 77 public high schools by 1) comparing AVID to non-AVID students, 2) determining the relationship between college readiness and attendance, Advanced Placement, and type of graduation plan, and 3) calculating the correlation between attendance, Advanced Placement participation, and Recommended High School Program or Distinguished Achievement Program graduation plans between college readiness Language Arts and Mathematics. The analysis included independent samples t -tests, multiple regression and third order partial correlations. The results of this quantitative study revealed attendance, participation in Advanced Placement course enrollment, and college readiness Language Arts and Mathematics rates of AVID students were higher than non-AVID students. The study indicated non-AVID attendance, AVID attendance, and non-AVID Advanced Placement were the strongest predictive variables of college readiness in the area of Language Arts. Non-AVID attendance, non-AVID participation in Advanced Placement and AVID graduation plans were the strongest predictive variables of college readiness in the area of Mathematics. Results revealed disparity between Advanced Placement enrollment rates of AVID and non-AVID students. T -test results indicated a greater percentage of AVID students enrolled in and completed Advanced Placement courses than non-AVID students. In contrast, the multiple regression analysis identifying the variables most predictive of college readiness Language Arts and Mathematics exposed non-AVID Advanced Placement as a more potent predictor than the AVID Advanced Placement variable. This suggested that when all college readiness variables were considered, non- disadvantaged students had the greatest propensity to reach college readiness levels. Schools must take purposeful action to ensure students without the proclivity for academic success have the supportive learning environment needed to achieve college readiness levels.

Download or read book College Completion written by Kelly Godfrey and published by . This book was released on 2014 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study presented here is an investigation and comparison of the relationships between the Advanced Placement Programʼ (APʼ) and dual-enrolled high school courses and college outcomes. Previous research provides evidence that participation in AP, and subsequent success on AP Exams, is positively related to various college outcomes including an increased likelihood of graduating from college and better preparation for the academic rigor of the college classroom. This study aims to contribute to the understanding of the value of advanced course work in high school in preparing students for higher education success by investigating the relationships between participation and performance in AP courses and exams, dual enrollment courses, and regular courses and four different college outcomes including first-year subject-specific GPA, final subject-specific GPA, calendar time to bachelor's degree, and credit hours attempted. Results indicated that higher performance on AP Exams was related to higher college performance in the subject area, as well as fewer credit hours taken to bachelor's degree. Most dual enrollment course grades were at a C or higher, and students taking these courses tended to graduate from college in fewer calendar terms than other groups. The following are appended: (1) English Regression Results; (2) Math Regression Results; (3) Science Regression Results; and (4) History Regression Results.

Download or read book Voices of Social Education written by Bernardo E. Pohl and published by IAP. This book was released on 2021-02-01 with total page 377 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey—an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world. Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice. Voices of Social Education: A Pedagogy of Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter--a common space-- where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.

Download or read book Advanced Placement Courses and College Student Success written by Jinhai Zhang and published by . This book was released on 2011 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is, based on the application of Tinto's student persistence theory, to explore whether AP course taking, as one pre-collegiate student background characteristic, impacts college students' persistence, academic achievements, and college completion. This study used the national Beginning Postsecondary Study 96/01 longitudinal data set collected by the National Center of Education Statistics (NCES), which includes 12,100 first-time postsecondary beginners over a period of 6 academic years from 1995/96 to 2000/01. In this study, students were categorized into three groups by their SAT scores. Logistical regression analysis indicated that overall students who took any AP course in high school were more likely to persist in college than their non-AP peers in most SAT categories. Students who took more AP courses were more likely to persist in college than those who took fewer. Multiple regressions analysis suggested that students who took any AP course and more AP courses were more likely to have higher GPAs at different points of time in college. Multiple regressions indicated that the AP taking, and the number of AP course taken contributed significantly to the prediction of time to graduate in most SAT categories. The AP course taking, and the number of AP courses taken are two critical factors in students' college persistence, academic achievements, and time to graduation. On the other hand, it was found that, at certain SAT categories, AP did not contribute significantly to the regression model of students' time to graduation. This study adds to the literature regarding Tinto's college persistence theory that students' academic integration greatly influences their persistence, college academic performance, and college completion.

Download or read book The Problem of College Readiness written by William G. Tierney and published by SUNY Press. This book was released on 2015-03-30 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines how states, schools, and postsecondary institutions might best help improve college readiness and completion. Though more students are entering college, many drop out, especially those who are low income and/or of color. To address this problem, educational stakeholders have focused on the concept of “college readiness,” or the preparation a student needs to succeed in college. However, what it means to be college ready and how to help more students become ready are questions without clear answers. By way of historical and contemporary analyses, this book uses California as a case study to demonstrate how the state has endeavored to make postsecondary opportunity accessible for all students. The contributors also explore the challenges that remain and address what states and schools can do to improve college readiness and completion. “This book adds important information to the debates and discussions around this critical topic.” — Caroline Sotello Viernes Turner, coeditor of Understanding Minority-Serving Institutions

Download or read book The State of College Access and Completion written by Laura W. Perna and published by Routledge. This book was released on 2013-07-18 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite decades of substantial investments by the federal government, state governments, colleges and universities, and private foundations, students from low-income families as well as racial and ethnic minority groups continue to have substantially lower levels of postsecondary educational attainment than individuals from other groups. The State of College Access and Completion draws together leading researchers nationwide to summarize the state of college access and success and to provide recommendations for how institutional leaders and policymakers can effectively improve the entire spectrum of college access and completion. Springboarding from a seminar series organized by the Advisory Committee on Student Financial Assistance, chapter authors explore what is known and not known from existing research about how to improve student success. This much-needed book calls explicit attention to the state of college access and success not only for traditional college-age students, but also for the substantial and growing number of "nontraditional" students. Describing trends in various outcomes along the pathway from college access to completion, this volume documents persisting gaps in outcomes based on students’ demographic characteristics and offers recommendations for strategies to raise student attainment. Graduate students, scholars, and researchers in higher education will find The State of College Access and Completion to be an important and timely resource.

Download or read book The Toolbox Revisited written by Clifford Adelman and published by . This book was released on 2006 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Toolbox Revisited is a data essay that follows a nationally representative cohort of students from high school into postsecondary education, and asks what aspects of their formal schooling contribute to completing a bachelor's degree by their mid-20s. The universe of students is confined to those who attended a four-year college at any time, thus including students who started out in other types of institutions, particularly community colleges.

Download or read book College Readiness and the Impact of a Skills Based Advanced Placement Program written by Abby Lea Stotsenberg and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: