scholarly journals Advanced Placement Programs and Engineering Undergraduate First-Year GPA

2021 ◽  
Author(s):  
Hossein Ebrahiminejad ◽  
David Waller ◽  
Matthew Ohland ◽  
Hayaam Osman
Keyword(s):  
Advanced Placement ◽  
First Year ◽  
Advanced Placement Programs

Advanced Placement Computer Science

1984 ◽  
Vol 77 (5) ◽  
pp. 372-379
Author(s):  
James S. Braswell
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Computer Science ◽  
Advanced Placement ◽  
Secondary School Teachers ◽  
First Year ◽  
School Teachers ◽  
College Board ◽  
Science College ◽  
Teacher's Guide

The College Board's Advanced Placement (AP) offering in computer science is in its first year of operation. In the spring of 1983 the board (1984) published a course description to serve as a guide to those secondary schools that wish to offer AP Computer Science. This course description is also the basis of the first AP examination in computer science that is being administered in May 1984. A teacher's guide for AP Computer Science (College Board 1983) has also been prepared to assist secondary school teachers in planning and teaching the course.

Rigor restricted: Unequal participation in advanced placement

2020 ◽  
Vol 102 (4) ◽  
pp. 30-34
Author(s):  
Suneal Kolluri
Keyword(s):  
United States ◽  
High School ◽  
Advanced Placement ◽  
The United States ◽  
Urban High School ◽  
Marginalized Students ◽  
Latino Boys ◽  
Advanced Placement Programs ◽  
Boys Of Color ◽  
Black And Latino

Although participation in Advanced Placement programs has been expanding rapidly across the United States, participation among marginalized students generally, and boys of color in particular, has remained lower than for other students. In his observations at an urban high school, Suneal Kolluri found that, if they were going to put in the work required in these classes, Black and Latino boys needed to feel connected to the teachers and the curriculum. Some signed up for AP classes because they liked the teachers, but when they got the impression that those teachers didn’t believe in them, they disengaged. In addition, they didn’t see the value of the content presented in AP classes. Although teachers and counselors tried to motivate them by explaining that it would prepare them for college, the students were unconvinced that they needed this help.

Secondary School Calculus: Preparation or Pitfall in the Study of College Calculus?

1992 ◽  
Vol 23 (1) ◽  
pp. 56-71
Author(s):  
Joan Ferrini-Mundy ◽  
Marie Gaudard
Keyword(s):  
Secondary School ◽  
Advanced Placement ◽  
Student Performance ◽  
Analysis Of Covariance ◽  
First Year ◽  
Final Exam ◽  
First Semester ◽  
First Year College ◽  
College Course ◽  
College Calculus

This study investigated the effects of various levels of secondary school calculus experience on performance in first-year college calculus, with focus on student performance on conceptual and procedural exam items. Analysis of covariance, with mathematics SAT score as a covariate, was employed to explore differences among four groups of students. Students who had a year of secondary school calculus, advanced placement or otherwise, differed significantly in performance from students who had either no calculus or a brief introduction to calculus prior to college. A brief secondary school introduction to calculus, in comparison with no secondary school calculus, provided an initial advantage in the college course. This slight advantage reappeared on the final exam and on the procedural subscale of the final exam. Students who had studied a full year of secondary school calculus performed significantly better than other groups throughout the first-semester course. The advantage was revealed more strongly in procedural than in conceptual items. There were no significant differences among the four groups of students on outcome measures in the second-semester course. Students with more secondary school calculus background were more likely to continue into the second semester of college calculus.

FYI: Why Do I Have to Be Here? The Advanced Placement Student in First-Year Composition: Problems and Issues in Cognitive Development

1995 ◽  
Vol 7 (1) ◽  
pp. 324-332 ◽  
Author(s):  
Sarah Henderson
Keyword(s):  
College Students ◽  
High School ◽  
Cognitive Development ◽  
Advanced Placement ◽  
School Experience ◽  
First Year ◽  
College Level ◽  
First Year Composition

Perry (1970) and Belenky, Clinchy, Goldberger, and Tarule's (1986) theories of cognitive development in college students are discussed. Connections are also made between the theories and the difficulties many students who have taken AP English in high school experience when they take first-year composition. Many of these students are resistant to learning more about writing although their work indicates that they need improvement in order to write effectively at the college level. The author posits that Perry's (1970) concepts of adherence and opposition to authority are especially useful in understanding these students. The author makes recommendations for helping these students develop in their thinking and writing.

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