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The Impact Of High School Advanced Placement Course Participation On College Enrollment Among Would Be First Generation College Students
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Book Synopsis The Impact of High School Advanced Placement Course Participation on College Enrollment Among Would-Be-First-Generation College Students by : Chelsea Goodly
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 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.
Book Synopsis First-generation Students by : Anne-Marie Nuñez
Download or read book First-generation Students written by Anne-Marie Nuñez and published by DIANE Publishing. This book was released on 1998 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Bridging the High School-College Gap by : Gerald S. Edmonds
Download or read book Bridging the High School-College Gap written by Gerald S. Edmonds and published by Syracuse University Press. This book was released on 2016-06-30 with total page 398 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis The Impact of Participation in the Advanced Placement Program on Students College Admissions Test Scores by : Russell Warne
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.
Book Synopsis First-Generation College Student Research Studies by : Terence Hicks
Download or read book First-Generation College Student Research Studies written by Terence Hicks and published by Rowman & Littlefield. This book was released on 2019-07-15 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Handbook of Research on Schools, Schooling and Human Development by : Judith L. Meece
Download or read book Handbook of Research on Schools, Schooling and Human Development written by Judith L. Meece and published by Routledge. This book was released on 2010-06-10 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 :Laura W. Perna Publisher :American Educational Research Association ISBN 13 :0935302905 Total Pages :358 pages Book Rating :4.9/5 (353 download)
Book Synopsis Improving Research-Based Knowledge of College Promise Programs by : Laura W. Perna
Download or read book Improving Research-Based Knowledge of College Promise Programs written by Laura W. Perna and published by American Educational Research Association. This book was released on 2020-03-20 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis A Mixed-methods Study of High School Students' Advanced Placement Enrollment Decisions by : Jason Burns
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.
Book Synopsis High School to College Transition Research Studies by : Terence Hicks
Download or read book High School to College Transition Research Studies written by Terence Hicks and published by Rowman & Littlefield. This book was released on 2015-05-12 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: High School to College Transition Research Studies offers two uniquely designed sections that provide a mixture of quantitative and qualitative research findings surrounding a diverse group of college students. This ground-breaking book by Terence Hicks and Chance W. Lewis provides the reader with valuable findings on topics such as student/faculty interactions, academic/social integration, and college preparation.
Book Synopsis Early College Academic Performance by : Jermaine Francias Williams
Download or read book Early College Academic Performance written by Jermaine Francias Williams and published by . This book was released on 2010 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis EQUITY IN ADVANCED PLACEMENT COURSE-TAKING by : Andrew T. Kuhn
Download or read book EQUITY IN ADVANCED PLACEMENT COURSE-TAKING written by Andrew T. Kuhn and published by . This book was released on 2015 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The academic intensity of one's high school experience is most important to success in college. Tracking causes in-school segregation that most often results in low levels of participation by students of color and low socioeconomic status (SES) in upper level classes, including Advanced Placement (AP). Using a practitioner's vantage point, this dissertation is a mixed-method case study of AP course-taking at one inner-ring suburban high school that eliminated its lowest track prior to the first year of data analysis and allowed open enrollment to AP courses prior to the third. To track the impact of these changes, five years of AP course-taking data were analyzed for participation by students of color and those of low SES. The data revealed an increase in AP course enrollment by students of color from 12% to 22%, and by students of low SES from 2% to 8%. Interviews with 19 influential educators followed the quantitative analysis. In five years, this diverse Pennsylvania public high school moved from a system characterized by a number of barriers preventing low-income and minority students from taking higher level courses to an institution that has provided a rich choice of AP course offerings, established a Black Scholars program to encourage the academic success of students of color, and created open enrollment to its AP courses. While all teachers had some struggles adjusting to teaching AP courses in open enrollment era, teachers assumed either a resistant stance and intimidating approach to non-traditional AP students or a progressive stance, inviting and supporting non-traditional students in their course. Those teachers who created an emotionally and academically safe environment, expressed caring for their students, and employed flexible approaches to instruction and assessment attracted the most diverse set of students to their AP courses. Lincoln is not necessarily a model school as more work is needed to continue to create rigorous, inclusive learning environments in all classes, yet this study indicates that if students have the opportunity to take on challenging coursework like AP and work to master the course with the support of excellent teachers, long-term reward is sure to follow.
Book Synopsis Determinants of Students' Success by : Cecilia Speroni
Download or read book Determinants of Students' Success written by Cecilia Speroni and published by . This book was released on 2011 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advanced Placement (AP) and Dual Enrollment (DE) are two programs that allow high school students to earn college credits. The recent growth of these programs has been unprecedented. However, there is little evidence that compares how they fare in terms of improving college access and success. Using data from two cohorts of all high school students in Florida and controlling for schools' and students' characteristics (including prior achievement), this study examines the relative power of AP and DE in predicting students' college access and success. The study finds that both AP and DE are strongly associated with positive outcomes, but the enrollment outcomes are not the same for both programs. DE students are more likely than AP students to go to college after high school, but they are less likely to first enroll in a four-year college. Despite this difference in initial enrollment, the difference between DE and AP in terms of bachelor's degree attainment is much smaller and not statistically significant for some model specifications. In addition, the effect of DE is driven by courses taken at the local community college campus; there is no effect for DE courses taken at the high school. Participation Rates by District are appended. (Contains 6 tables, 3 figures and 9 footnotes.).
Book Synopsis Data Analysis for Continuous School Improvement by : Victoria L. Bernhardt
Download or read book Data Analysis for Continuous School Improvement written by Victoria L. Bernhardt and published by Routledge. This book was released on 2013-10-15 with total page 433 pages. Available in PDF, EPUB and Kindle. Book excerpt: Data Analysis for Continuous School Improvement is about inspiring schools and school districts to commit to continuous school improvement by providing a framework that will result in improving teaching for every teacher, and learning for every student, through the comprehensive use of data. This book provides new and very specific tools, timelines, and strategies that will help schools and districts become true learning organizations.
Download or read book Resources in Education written by and published by . This book was released on 1999-10 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of State Laws Mandating Advanced Placement Programs in Public High Schools on Educational Outcomes by : M. Paula Arce-Trigatti
Download or read book The Effect of State Laws Mandating Advanced Placement Programs in Public High Schools on Educational Outcomes written by M. Paula Arce-Trigatti and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation consists of two essays on the impact of state-mandated Advanced Placement (AP) programs in public high schools on student outcomes. In the first essay, I examine the effects of a 2004 state-mandate in Arkansas on student achievement (measured by test scores), high school graduation and dropout rates, and student composition within a school. In the second essay, using the same policy, I study the effects of the mandate on college enrollment measures, as well as high school completion. The first essay examines the effect of a state mandate to offer Advanced Placement (AP) programs at all public high schools on student outcomes. Requiring schools to offer a program they may otherwise not have offered could produce unintended consequences through the shifting of resources or re-sorting among students. To investigate these possibilities, I take advantage of a 2004 state-wide mandate to offer AP programs in Arkansas and use a difference-in-differences estimation strategy to identify the effects of the policy on graduation and attendance rates, student achievement measures, and student composition within a school. Results suggest that on average, the 4-year graduation rate increases by 3.3 percentage points and the dropout rate increases by nearly one percentage point at schools required to comply with the mandate. I find no effect on student achievement (measured by end-of-course exams and ACT scores) attributable to the mandate, however. Additionally, the share of students choosing to attend an out-of-district school increases by almost two percentage points and the percentage of students who qualify for free or reduced price lunch decreases by more than three percentage points, which suggests that the policy may have important sorting effects. In the second essay, I build on the work from the previous chapter of this thesis by examining the impact of state-mandated Advanced Placement (AP) programs on college enrollment and high school graduation rates. By extending the analysis to college-going, we can gain a better understanding of how increased rigor in the high school curriculum can affect college matriculation, which itself has important implications for later labor market outcomes. Furthermore, corroborating the estimates on high school completion from the previous work will contribute to the scant existing literature on the causal impact of AP program participation. I use a triple differences estimation strategy that exploits exogenous variation in AP program exposure generated by the 2004 mandate in Arkansas to identify the causal impact of the reform on student outcomes. While robust standard errors suggest the results are statistically insignificant, the point estimates are indicative of positive impacts on the rate of high school completion for nearly all gender and racial sub-groups of students analyzed, and mixed impacts on measures of college attendance by race and gender. I find positive impacts on ever having enrolled in college for females (negative for males) and positive impacts on currently enrolled in college for non-Hispanic white students (negative for non-Hispanic black students).
Book Synopsis Intelligent Support for Computer Science Education by : Barbara Di Eugenio
Download or read book Intelligent Support for Computer Science Education written by Barbara Di Eugenio and published by CRC Press. This book was released on 2021-09-22 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: Intelligent Support for Computer Science Education presents the authors’ research journey into the effectiveness of human tutoring, with the goal of developing educational technology that can be used to improve introductory Computer Science education at the undergraduate level. Nowadays, Computer Science education is central to the concerns of society, as attested by the penetration of information technology in all aspects of our lives; consequently, in the last few years interest in Computer Science at all levels of schooling, especially at the college level, has been flourishing. However, introductory concepts in Computer Science such as data structures and recursion are difficult for novices to grasp. Key Features: Includes a comprehensive and succinct overview of the Computer Science education landscape at all levels of education. Provides in-depth analysis of one-on-one human tutoring dialogues in introductory Computer Science at college level. Describes a scalable, plug-in based Intelligent Tutoring System architecture, portable to different topics and pedagogical strategies. Presents systematic, controlled evaluation of different versions of the system in ecologically valid settings (18 actual classes and their laboratory sessions). Provides a time-series analysis of student behavior when interacting with the system. This book will be of special interest to the Computer Science education community, specifically instructors of introductory courses at the college level, and Advanced Placement (AP) courses at the high school level. Additionally, all the authors’ work is relevant to the Educational Technology community, especially to those working in Intelligent Tutoring Systems, their interfaces, and Educational Data Mining, in particular as applied to human-human pedagogical interactions and to user interaction with educational software.
