Download or read book A Phenomenology of Student Perceptions about the Impact of Participation in the Advanced Placement Program on College Readiness written by Leah Kliewer and published by . This book was released on 2022 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to understand college undergraduate perceptions about preparedness to meet the demands and expectations of college-level coursework based on their experiences with the AP program in high school. Previous quantitative research regarding the AP program has shown students who participated in AP courses in high school do have an edge in college admissions. However, through this study the researcher sought to qualitatively understand the level of confidence and preparedness that former AP students feel when encountering college-level coursework during their undergraduate college experience, using Schlossberg’s transition theory for theoretical guidance. This phenomenological qualitative study interviewed 13 college undergraduates who attended one of three private high schools in southwest Florida and successfully completed a minimum of two AP courses in high school. This study’s data collection included individual interviews, focus group interviews, and a narrative reflection to investigate the following central research question: What are the perceptions of college undergraduates who have participated in their high school’s AP program regarding their preparedness to meet the demands and expectations of college-level coursework? Memoing, coding, and phenomenological reduction were used for data analysis to develop rich descriptions of participants’ experiences with the AP programs in their respective high schools. From these descriptions, three key themes emerged: the participants’ motivation for taking AP courses was varied and impacted by personal benefits, participants see a need for more autonomy being granted in the high school setting, and participants have strong opinions about the specific needs of a successful AP program.

Download or read book Students Perceptions of the Social written by Regan Clark Foust and published by . This book was released on 2009 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using qualitative methods, the researchers explored student perceptions of the social and emotional advantages and disadvantages of Advanced Placement (AP) and International Baccalaureate (IB) program participation, differences between the AP and IB programs in those perceptions, and whether or not students report experiencing a "forced-choice dilemma" between academic success and social acceptance. The results suggested AP and IB students perceived experiencing both positive and negative social/emotional consequences of their participation in these programs. The benefits AP and IB students attributed to their participation in AP and IB versus general education courses were a better class atmosphere, a special bond among participants, and pride and self-confidence derived from completing the more challenging work, but they lamented the perception of unflattering stereotypes assigned to AP and IB students, the socially limiting workload, and the stress and fatigue. Student perceptions of the social/emotional consequences of AP and IB participation also differed by program. IB students were more likely than AP students to complain about the rigidity of their program because of the reported limitations it placed on class choice, extracurricular activities, and interactions with non-participants; cite differences between themselves and non-participants; perceive a negative stereotype associated with the program; and report experiencing great exhaustion they attributed to the workload. Finally, AP and IB students did not consider academic success a choice and felt that they could maintain both a social life and their academic success; however, "having it all," both social and academic success, required them to sacrifice something. For many students, that something was sleep. Key Terms are appended. (Contains 1 table and 1 figure.).

Download or read book The Impact of Participation in the Advanced Placement Program on Students College Admissions Test Scores written by Russell Warne and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

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:

Download or read book Investigation of Teachers Perceptions Regarding Advanced Placement Course Content Fidelity and Student Participation in AP Courses and Examinations written by Megan Z. Ament and published by . This book was released on 2014 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigated teachers' perceptions regarding reasons students enrolled in Advanced Placement (AP) Courses, why students took, or opted out of, the corresponding Advanced Placement Examinations, and whether or not teachers taught the required Advanced Placement Course content with fidelity. Teachers from four public high schools in southeastern Pennsylvania completed the researcher-developed online survey and participated in face-to-face interviews. Results of this study indicated that although students chose Advanced Placement Courses for a variety of reasons, participants perceived their students as being aware of the role that Advanced Placement Courses play in the college admissions process. The perceptions of teachers also revealed that the cost of the Advanced Placement Exam was not a deterrent unless students took three or more Advanced Placement Courses in a given year. Advanced Placement Exam participation rates in the four study sites were found to be 7.6% higher than the College Board's estimate. Regarding course content fidelity, data analysis indicated that while 100% of the survey participants agreed that the content taught in their classrooms and the content covered on the Advanced Placement Exams were fully aligned, participants still supplemented College Board-approved content or substituted other content in its place. Since Advanced Placement Courses and Exams play a major role in both the college-preparatory process and the college admissions process, these findings may offer direction to high school administrators who wish to increase their Advanced Placement Course enrollments and their Advanced Placement Exam participation rates.

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 Closing the Advanced Placement Opportunity Gap for Traditionally Underrepresented Students written by Jennifer Roberts and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Exposure to rigorous curriculum is a significant predictor of college persistence and success. Traditionally underrepresented students, those who are African American, Hispanic, and identified as economically disadvantaged often do not engage in Advance Placement (AP) courses. There are several factors that lead to decreased participation of underrepresented students in AP courses including lack of information and education of the benefits of engaging in the AP curriculum. The purpose of this study was to examine the social capital of students and the students' perceptions of their high school experiences related to college readiness. This study examined student perspectives in the areas of attitude toward college, teacher expectations and interactions, college readiness, school-wide support, and parental engagement. Additionally, student perspective was examined related to their high school experiences in terms of preparation for college and support from school faculty. Data were collected from a purposeful sample of seniors enrolled in English IV. The participants were individually matched by enrollment or non-enrollment in AP courses, gender, and ethnicity. The matched sample consisted of 123 students in AP courses and 123 students not in AP courses. Nine students participated in a focus group to obtain a deeper understanding of their high school experiences. The findings in this study show overall students in AP courses and those not in AP courses have comparable perspectives of their high school experiences as it relates to attitude toward college, teacher expectations and interactions, school wide support, and parental engagement. Only in the area of college readiness do students not enrolled in AP courses perceive they are not as prepared as their counterparts enrolled in AP courses. The focus group data revealed students felt their teachers and the College and Career Advisor were instrumental in assisting them with college planning and course selection. The students in the focus group spoke to the influence of their peers in selecting courses. The students also pointed to the importance of participating in extracurricular activities as a way to round out their high school experiences.

Download or read book Impact of the Advancement Via Individual Determination Program on Students Perceptions of College Readiness written by Ronda Kouba and published by . This book was released on 2011 with total page 526 pages. Available in PDF, EPUB and Kindle. Book excerpt: For high school students who are deemed at risk, the aspirations of attending college can be met with challenges that can leave them easily defeated. The necessary skills and dispositions needed to be successful at the college level are purposely provided through the nationally acclaimed program Advancement Via Individual Determination (AVID). This qualitative study investigated the impact of the program on student perceptions of college readiness through the actual voices of the students as participants in the AVID program, and then as participants in the college/university setting. Particular attention was given to those students characterized as first generation college students. The study also filled a specific need at the high school where the research was conducted to bring the school in line with educational practice with regard to college readiness, especially with the growing population of first generation college students. Grounded theory was utilized through an empirical analysis of qualitative data sources. Focus group and individual interviews were conducted with AVID participants and administrators to determine the impact of the AVID program on students' perceptions of college readiness. These interviews, along with the researcher's reflective journal, allowed for the triangulation of data regarding perceptions of college readiness academically, emotionally, and personally. Recommendations were provided for educators as they focus on preparing students to be college ready as they enter the collegiate setting upon graduation from high school.

Download or read book The Impact of High School Advanced Placement Course Participation on College Enrollment Among Would Be First Generation College Students written by Chelsea Goodly and published by . This book was released on 2018 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Access to Academic Excellence written by Tiffinie A. Irving and published by . This book was released on 2014 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Advanced Placement (AP) program allows students to participate in college preparatory coursework while in high school as well as the option of earning college credit. It is presumed enrollment policies provide students with equal opportunities to access AP. Yet, African American and Hispanic students from poverty are underrepresented student groups participating in the AP program. The purpose of this study was to examine perceptions of personnel working at a high poverty, predominately minority high school (HS) on policies and practices that determine minority and low-income student enrollment in to the AP program. A qualitative study was conducted at a high poverty, predominately minority school located in Midwestern, United States. Data collection included interviews with school personnel; review of school artifacts, and policies from the school, the local district, the state department of education and the College Board. This study concluded policies are critical for consistent student placement practices by enrollment gatekeepers. However, policies alone will not provide equitable access and opportunity for all students. Traditional HS practices influenced by staff biases, beliefs, and master schedules create barriers, preventing some students from being identified and prepared for rigorous, college preparatory courses (DeLany, 1991; Taliaferro DeVance & DeCuir-Gunby, 2008). Strong leadership focused on implementing and monitoring reforms to create a cultural competent learning environment is necessary to combat deficit viewpoints and low expectations by staff of poor and minority students.

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 The Impact of Advanced Placement AP Participation and Success on School wide Student Achievement written by David William Christiansen and published by . This book was released on 2009 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book A Mixed methods Study of High School Students Advanced Placement Enrollment Decisions written by Jason Burns and published by . This book was released on 2019 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Advanced Placement Course Admissions Criteria Enrollment and Student Achievement written by Lena Showers-Lewis and published by . This book was released on 2016 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book An Investigation of College Students Perceptions of Advanced Placement Courses Research Note 2013 2 written by Siobhan M. Cooney and published by . This book was released on 2013 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study investigates how current college students perceive their experiences in high school Advanced Placement Program (AP) courses. The goal of this research was twofold: We wanted to not only add to the existing literature on outcomes for AP students but also investigate possible benefits for students without success (i.e., a score of 3 or higher) on at least one AP Exam. For the purposes of this research, the College Board Advanced Placement Program partnered with a large public university in the southwestern United States. In April 2012, freshmen and sophomores who had taken at least one AP course in high school were recruited via the university's email system. Participants (n = 128) completed an online survey that included closed- and open-ended items. About two-thirds of participants reported taking an AP Exam for each of their AP courses. Although three-quarters of participants reported scoring a 1 or 2 on one or more exams, only a small subset (n = 16) did not have AP Exam success; one participant had never taken an AP Exam, and 15 participants had never scored higher than a 2 on an AP Exam. Participants on the whole tended to report that their AP courses were of high quality, challenging, and ultimately beneficial in terms of improving specific skills (including writing, test taking, revising work based on feedback, balancing study time with competing demands, and analyzing the strengths and flaws of different points of view) and giving them the confidence to believe that they could do well in college. Participants were largely in agreement that their AP teachers were passionate about their subject areas and had high expectations for their students. The importance of students' AP teachers was also reflected in many open-ended responses: Teaching quality reportedly affected not only how much students enjoyed the experience but also how much they benefited from each of their AP courses. Students without AP Exam success tended to report positive AP course experiences and a range of benefits attributed to their AP courses. Their responses were very similar to those of students with AP Exam success; only a few small differences were noted. Given the small number of participants in this study, particularly when focusing on those without AP Exam success, further research is recommended with a larger sample.

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 Student Efficacy Perceptions written by Robert McKinley Tull (Jr.) and published by . This book was released on 2019 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: