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The Role Of Invitational Theory On Minority Student Enrollment In Advanced Placement Courses
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Book Synopsis The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses by : Jason Edmund McDonald
Download or read book The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses written by Jason Edmund McDonald and published by . This book was released on 2014 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: T-tests and an analysis of variance were used to determine if there were differences in attitudes among students currently enrolled in AP classes, students of various economic means, and students of various ethnicities. Results from this study found that students already in AP classes felt very invited to challenge themselves in AP classes by teachers, administrators, parents, and peers. Richer students, Whites, and Asians also felt more invited to join AP classes than did poorer, African American, and Hispanic students, though these results were not statistically significant. To increase enrollment in AP classes, the overwhelming response from students was that schools should advertise the pros and cons of taking an AP class. Future research should examine students' perspectives regarding inviting school cultures in regions outside of the southeastern United States. Researchers should also focus on students in urban high schools as previous research has only examined student attitudes in rural and suburban high schools. Finally, future research should examine inviting school cultures from other stakeholders' perspectives such as parents and teachers.
Book Synopsis EQUITY AND ACCESS: EXAMINING OPPORTUNITIES OF ADVANCED PLACEMENT FOR AFRICAN AMERICAN STUDENTS. by : Elaine Campbell
Download or read book EQUITY AND ACCESS: EXAMINING OPPORTUNITIES OF ADVANCED PLACEMENT FOR AFRICAN AMERICAN STUDENTS. written by Elaine Campbell and published by . This book was released on 2014 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study used Invitational Education Theory to examine the attitudes and perceptions educators have concerning college-level coursework and the potential impact these attitudes and perceptions had on the enrollment of African American students in AP coursework. The data acquired was obtained from educators in two high schools located in the southeastern part of the United States using the Equal Opportunity Schools Staff Survey. Findings from this research are discussed in relation to the definition, function, and characteristics of an inviting school environment. Uncovered attitudes and perceptions were analyzed and then categorized according to the four defined functioning levels of Invitational Education Theory. This assessment helped to determine the learning environment created and maintained for students and provide information targeting the school environment possibly impacting African American students' participating in AP coursework. This study seeks to contribute to the existing research regarding the disparities in enrollment existing between African American students and their White peers in Advanced Placement℗ʼ coursework offerings in the high school setting.
Book Synopsis Underrepresentation of Minority Students in Higher Level High School Classes in the Low Country of South Carolina by : Lori Thomas
Download or read book Underrepresentation of Minority Students in Higher Level High School Classes in the Low Country of South Carolina written by Lori Thomas and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative multiple-case study is to explore the process and the experiences of teachers in recommending minority students for advanced placement (AP) and honors-level high school classes. The theory guiding this study was the invitational theory introduced by Purkey (1978). The invitational theory focuses on the phenomenon that learning is enhanced when people are encouraged to participate or invited into an educational experience. This case study was set in three high schools in a suburban school district in the Low Country of South Carolina and explored the experiences of 12 teachers with the recommendation process. Data collection included interviews with teachers, surveys with school counselors, and documents from the school levels. Throughout the case study, teachers' experience with the recommendation process was analyzed using coding, pattern matching, and constant comparison while developing the thematic units of this study using cross-case analysis. Five themes related to the research questions emerged through data analysis: gifted and talented services and support, the recommendation process, the underrepresentation of minority students in AP and honors-level classes, increasing enrollment in AP and honors-level classes, and collaboration of stakeholders. The results of this study revealed that teachers use various indicators to identify students for higher-level courses but identified a need for more professional development to support the process. Teachers experienced an underrepresentation of minority students in upper-level classes and gained an understanding of the need to increase the number of students enrolling in higher-level courses.
Book Synopsis Equity and Advanced Placement: Examining a School-Based Initiative to Remove Enrollment Barriers for African American Students by : Nydra S Jones
Download or read book Equity and Advanced Placement: Examining a School-Based Initiative to Remove Enrollment Barriers for African American Students written by Nydra S Jones and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACTNydra Sade' Jones. EQUITY AND ADVANCED PLACEMENT: EXAMINING A SCHOOL-BASED INITIATIVE TO REMOVE ENROLLMENT BARRIERS FOR AFRICAN AMERICAN STUDENTS (Under the direction of Dr. Marjorie Ringler). Department of Educational Leadership, July 2022. The ongoing underrepresentation of African American (AA) students in Advanced Placement (AP) courses is a well-documented phenomenon. In order to provide a meaningful contribution to this area of research, the focus of practice was studied within the unique context of a North Carolina high school containing a majority African American student population and a large (26) number of face-to-face AP course offerings. The purpose of this case study was to analyze the effects of support and recruitment strategies designed and implemented by a Community of Practice (CoP) within the school while examining the following: the effect of race on African American students' educational experiences and enrollment decisions and the effect school personnel have on African American students' enrollment decisions. Critical Race Theory (CRT) was the conceptual framework that guided this focus of practice as CRT has been proven as a powerful explanatory tool in acknowledging the sustained inequity experienced by minority groups and may be used to understand, resist, and overcome educational barriers for marginalized student populations (Parker et al., 1999). Findings of this study support that schools intentionally utilizing a race-conscience approach in their recruitment and recommendation practices and creating systems of student support can have a positive effect on African American AP enrollment. The practice and research implications for educational practitioners have the ability to foster positive social change and reduce ongoing, racial disparities within AP classrooms.
Download or read book Minority Student Success written by and published by . This book was released on 2002 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Minority Student Success by : Nancy W. Burton
Download or read book Minority Student Success written by Nancy W. Burton and published by . This book was released on 2002 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Phenomenological Study of the Factors that Motivate Black Students' Enrollment in Advanced Placement Courses by : Konova Letrice Cornelius
Download or read book A Phenomenological Study of the Factors that Motivate Black Students' Enrollment in Advanced Placement Courses written by Konova Letrice Cornelius and published by . This book was released on 2021 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to understand the motivations for Black students to enroll in advanced placement courses in the United States. The theory guiding this study is Urie Bronfenbrenner’s ecological model of human development (1979). Much of the literature associated with Black students in advanced placement courses focuses on the underrepresentation of Black students in the program and the factors that deter their enrollment. Few studies explore the lived experiences of Black students in rigorous coursework and their motivation. The central question that framed the study is: “What influences Black students’ decisions to enroll in advanced placement courses?” The criteria to participate in the study were to be at least 18 years old, Black, and have taken at least one AP class. Twelve participants from 4 different regions of the United States were involved in the study. Data was collected through one-on-one interviews, journal entries, and 1 focus group interview. Data was analyzed using the Stevick-Colaizzi-Keen method. The results of the data revealed that Black students enroll in advanced placement courses due to educational influences, parental influence, the desire for rigor, college preparation, and peer influence. The results demonstrate that expectations, knowledge, and motivations within the microsystems and mesosystems have a positive impact on Black students’ enrollment in advanced placement courses. Recommendations for future studies include examining the motivation of Hispanic/Latino students to enroll in AP courses, and exploring the cultural competency professional development of teachers.
Book Synopsis Anti-Racist School Leadership by : Jeffrey S. Brooks
Download or read book Anti-Racist School Leadership written by Jeffrey S. Brooks and published by IAP. This book was released on 2013-03-01 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the passing of Brown versus Board of Education to the election of the first Black president of the United States, there has been much discussion on how far we have come as a nation on issues of race. Some continue to assert that Barack Obama’s election ushered in a new era—making the US a post-racial society. But this argument is either a political contrivance, borne of ignorance or a bold-faced lie. There is no recent data on school inequities, or inequity in society for that matter, that suggests we have arrived at Dr. King’s dream that his “four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” Children today are instead still judged by the color of their skin, and this inequitable practice is manifest in today’s schools for students of color in the form of: disproportionate student discipline referrals, achievement and opportunity gaps, pushout rates, overrepresentation in special education and underrepresentation in advanced coursework, among other indicators (Brooks, 2012). Though issues of race in the public education system may take an overt or covert form; racial injustice in public schools is still pervasive, complex and cumulative. For example, many students of color, year after year, do not have access to “good” teachers, experience low staff expectations, and are subject to “new and improved” forms of tracking (Brooks, Arnold & Brooks, in press). The authors in this book explore various ways that racism are manifest in the American school system. Through a plurality of perspectives, they deconstruct, challenge and reconstruct an educational leadership committed to equity and excellence for marginalized students and educators.
Book Synopsis Leveling the Playing Field by : Alisa L. Lawson-McKinnie
Download or read book Leveling the Playing Field written by Alisa L. Lawson-McKinnie and published by . This book was released on 2016 with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt: The under-representation of African-American high school students in advanced placement classes must be understood in terms of broader school contexts and practices. This qualitative study investigated how teachers and guidance counselors contribute to the academic success of African-American students of high potential at a large suburban high school in the city of Cleveland. The purpose was to improve the participation and performance of these students in AP courses. Data indicates that (a) school employees (teachers and guidance counselors) can positively affect achievement, (b) their definitions of success shape these students' opportunities for achievement, and (c) developing the capacities of high-potential students necessitates supported access to a challenging curriculum. The College Board's report: Equity 2000: A Systemic Education Form Model stressed that although minority students who complete higher level math courses actually enroll in college at the same rate as their non-minority peers, a concern is that the minority students, especially African-American students, often have had a less demanding and relevant curricula. African-American students are not enrolled in or do not participate in a rigorous curriculum to the degree that non-minority students are participating. I collected data using observations, interviews, and focus groups. I targeted a large suburban high school that offered nineteen advanced placement courses, and one that had a reputation of effectiveness in supporting the academic success of African-American students. I determined why advanced placement courses were not a part of the curriculum design for these students and how to increase their enrollment in the courses.
Book Synopsis The Role of Advanced Placement and Honors Courses in College Admissions. Research & Occasional Paper Series by : Saul Geiser
Download or read book The Role of Advanced Placement and Honors Courses in College Admissions. Research & Occasional Paper Series written by Saul Geiser and published by . This book was released on 2004 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the role of Advanced Placement (AP) and other honors-level courses as a criterion for admission at a leading public university, the University of California, and finds that the number of AP and honors courses taken in high school bears little or no relationship to students' later performance in college. AP is increasingly emphasized as a factor in admissions, particularly at selective colleges and universities. But while student performance on AP examinations is strongly related to college performance, merely taking AP or other honors-level courses in high school is not a valid indicator of the likelihood that students will perform well in college. These findings suggest that institutions may need to reconsider the use of AP as a criterion in "high stakes" admissions, particularly given the marked disparity in access to AP and honors courses among disadvantaged and underrepresented minority students. Appended are: (1) Demographic Profile of UC Applicants by Number of AP/Honors Subjects Taken; (2) Descriptive Statistics for Study Sample and Variables; and (3) By-Campus Results. (Contains 7 tables.).
Book Synopsis Challenge by Choice and Its Impact on Enrollment and Achievement for Advanced Placement Students by : Jessica Williams
Download or read book Challenge by Choice and Its Impact on Enrollment and Achievement for Advanced Placement Students written by Jessica Williams and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the impact of a Challenge by Choice policy instituted in 2011 on AP course taking and performance in a suburban, New York high school. Before this policy, the school used a tracking system based on grade point averages and teacher recommendation in order for students to be eligible for an Advanced Placement class; after, students were allowed to enroll themselves without completing any predetermined requirements. This study used ANOVAs and time series analyses to analyze the differences in means of student enrollment and achievement in AP classes among students before, during, and after the policy implementation for all students, as well as for demographic subgroups. Overall, there was a significant increase in the percentage of students who enrolled in at least one AP course for the students who were exposed to the policy and also a significant increase in the average number of AP courses students took. However, when broken down by subgroup, Black and Hispanic students did not realize these benefits. For most classes, AP scores were not influenced by the policy even though enrollment increased. Therefore, the Challenge by Choice policy achieved the school's intended goal of increasing AP course taking and achievement, but also increased equity gaps among some groups. Researchers, school administrators, and other school personnel may need to consider additional supports to ensure that this policy is effective for all students.
Book Synopsis Young, Gifted, Black, and Blocked by : Elizabeth Anne Evans
Download or read book Young, Gifted, Black, and Blocked written by Elizabeth Anne Evans and published by . This book was released on 2015 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This inquiry explores the underrepresentation of Black students in the Gifted and Advanced Placement (AP) Program from the perspective of the student. This study focused primarily on the barriers students perceived that hindered their participation. In addition, I explored the role teachers and guidance counselors play in Black students’ decisions to enroll or drop out of AP classes, and how the history and institution of gifted educations has aid and excluded Black students. Five Black high school students, four male, and one female, were interviewed. Theoretically, my study was grounded in two distinct inquiries; Critical Theory (Kincheloe & McLaren, 2008) and Critical Race Theory (Bell, 1980, 2004; Delgado, 1990, 2000; Delgado & Stefancic, 2001; Ladson-Billings, 1999, 2005; Ladson-Billings & Tate, 1995). Critical Race Narrative was the primary means I used to contextualize and analyze the participants’ narratives. Methodologically, the study draws on the work of Narrative Inquiry (Clandinin & Connelly, 2000) and Personal ~ Passionate ~ Participatory Inquiry (He & Phillion, 2008) both of which allows the researcher and participants to create new insights which can bring about social change. Four findings have emerged from the research. Students hol a variety of misconceptions about Advanced Placement classes. The fear of failing and the fear of stress played a significant factor in the decision to enroll in AP classes. Students expressed they received little to no encouragement from teachers and guidance counselors concerning AP classes. The issue of being a minority within a minority in AP classes was also a major deterrent in the decision of these participants in choosing to enroll in AP courses.
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 Access to Academic Excellence by : Tiffinie A. Irving
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.
Book Synopsis Minority Representation in Advanced Placement Classes by :
Download or read book Minority Representation in Advanced Placement Classes written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine minority representation in Advanced Placement (AP) classes in a northern New Jersey high school. The participants consisted of all AP students and AP teachers in the school. All participants completed short surveys that questioned them about each aspect influencing AP enrollment. The results of the survey confirmed that minorities were under-represented in all AP classes and indicated that there were four factors involved. Socioeconomic status, parental education, family income, and guidance from the school were all influential in the enrollment statistics for this study. The study was concluded by suggesting an increase in communication between the school and families of minority students.
Book Synopsis I Feel Like an AP Student that Doesn’t Belong by : Tiffany Campbell-Cunefare
Download or read book I Feel Like an AP Student that Doesn’t Belong written by Tiffany Campbell-Cunefare and published by . This book was released on 2020 with total page 295 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research supporting the importance of high school programming in the entrance and persistence of students into higher education is dense and varied with several studies directly noting the importance of College Board's Advanced Placement (AP) courses specifically in the college admissions process. With typically smaller class sizes, more experienced teachers, and students with stronger academic backgrounds, those taking AP courses benefit from a perceived and actual AP advantage in both high school and subsequent higher education endeavors. Traditionally, however, there has been a significant gap within the make-up of students who enroll and succeed in AP courses. Despite the recognition of the import of AP coursework to future academic effort and dedicated efforts by educational and government entities to increase the number of students entering the AP program, Black and Latinx students remain significantly less likely to enroll in AP classes, take fewer associated national AP exams, and score lower on said exams than their White and Asian peers. A problem connected to students of color, the various issues associated with race and ethnicity have been identified as primary influences in the academic achievement gaps between Black and Latinx students and their White peers. Much research exists to support the reasons why students of color are failing to enroll in AP courses at the same rate as their White and Asian peers; less so, however, exists that discusses these students' experiences while enrolled in AP class, thus limiting our understanding of the elements that interact to hinder their engagement and achievement in class and in the subsequent national AP exam. Using a theoretical framework of Critical Race Theory and Figured Worlds from Holland et al., this study presents the cases of five Latinx and Afro-Latinx students navigating the particularly complex world of Advanced Placement United States History (APUSH). The research focused on how their experiences shaped their academic identity, how they were positioned and positioned themselves within the class as a result of their academic identity, and how their interactions with their teacher, their traditional and nontraditional peers, and the curriculum influenced their engagement and achievement within the class.
Book Synopsis Access to Advanced Placement by : Anita Ka-man Cassity
Download or read book Access to Advanced Placement written by Anita Ka-man Cassity and published by . This book was released on 2013 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has found that many high school students (particularly Black and Hispanic ones) with the academic potential to succeed in Advanced Placement courses are not taking them, with implications not only for their own college prospects but also for their teachers, schools and communities. Through descriptive and logistic analyses of College Board data on over two million students in the Class of 2012, this study mapped the heretofore unknown national contours this problem, identifying patterns by state, subject, school AP enrollment policy, and student characteristics. It found that state- and subject-level rates of fulfilling AP potential varied widely, ranging from 42%-81% by state and 2%-41% by subject. Some states and subjects demonstrated rough parity across ethnic groups while others demonstrated large gaps, both positive and negative. Asian students with high potential to succeed in AP Math and Science engaged in those AP courses at almost double the rates of their equally qualified Black, White and Hispanic peers. Nationally, two-thirds of students with unfulfilled AP potential attended a school that offered at least one AP course for which they had high potential. This proportion varied by state, subject and race/ethnicity. This study found an even starker problem at the point of preparation for AP. Only 10% and 14% of Black and Hispanic students who took the PSAT/NMSQT demonstrated high AP potential, compared to almost half of their Asian and White peers. Overall, Black and Hispanic students were underrepresented among students who demonstrated and fulfilled high AP potential. Schools that used nationally standardized PSAT/NMSQT scores to identify students for AP had a higher average proportion of students fulfilling AP potential compared to schools that used exclusively local academic criteria and/or student and parent input. This positive relationship between using PSAT/NMSQT and higher fulfilled AP potential was driven primarily by the effects for White students. Using PSAT/NMSQT had inconsistent or negative effects on the rate at which schools' fulfilled Black, Hispanic or Asian students' AP potential. Finally, this study found that after controlling for race/ethnicity, being male, being an English learner, and having a lower GPA significantly decreased a student's likelihood of fulfilling high AP potential. Meanwhile, higher father's education and higher postsecondary degree goal aspirations tended to increase a students' likelihood of fulfilling AP potential. Mother's education had mixed effects, depending on ethnicity.
