Giving College Credit Where It Is Due: Advanced Placement Scores and College Outcomes

2015 ◽  
Author(s):  
Jonathan Smith ◽  
Michael Hurwitz ◽  
Christopher Avery
Keyword(s):  
Advanced Placement ◽  
College Outcomes ◽  
College Credit

scholarly journals Giving College Credit Where It Is Due: Advanced Placement Exam Scores and College Outcomes

2017 ◽  
Vol 35 (1) ◽  
pp. 67-147 ◽  
Author(s):  
Jonathan Smith ◽  
Michael Hurwitz ◽  
Christopher Avery
Keyword(s):  
Advanced Placement ◽  
College Outcomes ◽  
College Credit ◽  
Exam Scores ◽  
Placement Exam

scholarly journals The Potential of Advanced Placement to Improve College Outcomes and Narrow Racial/Ethnic and Socioeconomic Disparities

2021 ◽  
pp. 1932202X2110186
Author(s):  
Sarah Fierberg Phillips ◽  
Brett Lane
Keyword(s):  
Advanced Placement ◽  
Low Income ◽  
Latino Students ◽  
Socioeconomic Disparities ◽  
Low Income Students ◽  
College Outcomes ◽  
Highly Educated ◽  
And Performance ◽  
Racial Ethnic ◽  
Better Than

The U.S. economy requires a highly educated workforce, yet too few black, Latino, and low-income students attend, persist, and graduate from college. The present study examines the college outcomes of participants in a model Advanced Placement® (AP) intervention to shed light on its effectiveness and determine whether improving AP participation and performance is a promising strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes. Findings suggest the college outcomes of program participants are better than those of similar students statewide while also highlighting variation within and across subgroups. At the same time, they confirm that AP participation and performance predict college outcomes and suggest that improving AP participation and performance among low-income white, black, and Latino students could be a useful strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes.

Advanced Placement: The Dual Challenge of Equal Access and Effectiveness

2018 ◽  
Vol 88 (5) ◽  
pp. 671-711 ◽  
Author(s):  
Suneal Kolluri
Keyword(s):  
High School ◽  
Literature Review ◽  
Advanced Placement ◽  
Private Schools ◽  
College Preparation ◽  
Equal Access ◽  
Equitable Access ◽  
College Credit ◽  
Extant Literature ◽  
College Ready

The Advanced Placement (AP) program offers an opportunity for students to earn college credit and develop college-ready skills in high school. The curriculum was initially designed for “superior” students at exclusive private schools. Recently, however, the AP program has expanded to serve more students from marginalized backgrounds, and equitable access has become one of its core objectives. Scholars have questioned whether AP can continue to offer effective college preparation while expanding beyond the populations it was initially designed to serve. This literature review summarizes existing research on whether the AP program has achieved its dual goals of equal access and effectiveness. The extant literature suggests that, despite impressive gains in access to AP, significant barriers remain to its becoming a program that ensures equal access for all students and effectively prepares them for college coursework. Assessing whether these barriers can be overcome, however, demands new approaches to AP research.

How college credit in high school impacts postsecondary course-taking: the role of AP exams

2019 ◽  
pp. 1-43
Author(s):  
Oded Gurantz
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Capital Investment ◽  
Female Students ◽  
Public Institutions ◽  
School Students ◽  
College Credit ◽  
Using Data

This paper uses Advanced Placement (AP) exams to examine how receiving college credit in high school alters students' subsequent human capital investment. Using data from one large state, I link high school students to postsecondary transcripts from in-state, public institutions and estimate causal impacts using a regression discontinuity that compares students with essentially identical AP performance but who receive different offers of college credit. I find that female students who earn credit from STEM exams take higher-level STEM courses, significantly increasing their depth of study, with no observed impacts for males. As a result, the male-female gap in STEM courses taken shrinks by roughly one-third to two-thirds, depending on the outcome studied. Earning non-STEM AP credit increases overall coursework in non-STEM courses and increases the breadth of study across departments. Early credit policies help assist colleges to produce graduates whose skills aligns with commonly cited social or economic priorities, such as developing STEM graduates with stronger skills, particularly among traditionally underrepresented groups.

scholarly journals Inclusivity Instead of Exclusivity

2018 ◽  
pp. 109-127 ◽  
Author(s):  
Rose Baker ◽  
David L. Passmore ◽  
Brian Martin Mulligan
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Advanced Placement ◽  
Work Experience ◽  
Skill Development ◽  
Prior Learning ◽  
Financial Barriers ◽  
College Credit ◽  
Model Programs ◽  
To Receive

Higher education has been perceived as exclusive to those who have the means to purchase the coursework. Many students globally have been alienated from advancing their education, not because of a lack of access, but due to financial barriers. Online education has already transformed the delivery and accessibility of courses for traditional credit toward degrees. MOOCs have been proposed to help bring education to global audiences at little or no cost, creating an inclusive environment for education and skill development. MOOC offerings by colleges provide a method that is disrupting the ways to receive academic credit. Using third-partner vendors to certify knowledge in a similar manner to assessment processes for advanced placement, credit for work experience, and prior learning, MOOC completion is being accepted for college credit. This chapter reviews the extant model, programs, and available outcomes for the MOOC credit acceptance process.

Advanced Placement Fights the Culture Wars

2019 ◽  
pp. 188-206
Author(s):  
Chester E. Finn ◽  
Andrew E. Scanlan
Keyword(s):  
High School Students ◽  
Advanced Placement ◽  
Liberal Education ◽  
Culture Wars ◽  
The Other ◽  
Factual Knowledge ◽  
College Courses ◽  
School Students ◽  
College Credit ◽  
The One

This chapter addresses how the Advanced Placement (AP) program became entangled with both partisans and critics of “liberal education.” Conflicts between devotees of liberal education on the one hand and disciplinary specialization on the other—often referred to as “culture wars”—extend far beyond academe, but they are especially intense among university faculty, particularly in the humanities and social sciences—and in the field of education itself. For AP to remain credible with both high schools and colleges, it must balance these contending forces. If an AP class strays too far into the esoteric, subjective, and sometimes doctrinaire realms of many college courses in these fields, it forfeits its ability to provide high school students with a broad and reasonably objective “universal grounding.” However, if it remains a simple survey course, particularly the kind that—in the case of history—concentrates on factual knowledge of things like elections, presidents, and wars, it will no longer convince professors in that field that doing well in it justifies college credit.

The Influence of Dual Credit Programs on College Students' Integration and Goal Attainment

2000 ◽  
Vol 1 (4) ◽  
pp. 377-398 ◽  
Author(s):  
Timothy A. Delicath
Keyword(s):  
Advanced Placement ◽  
Goal Attainment ◽  
Dual Credit ◽  
Placement Testing ◽  
College Credit ◽  
Saint Louis ◽  
Credit Programs ◽  
Dual Credit Programs ◽  
Logistic Regressions ◽  
Linear Regressions

This study was designed to investigate the differences in integration and goal achievement between students entering college with and without credits from a dual credit program. Dual credit programs included in this study were Saint Louis University's Advanced College Credit 1818 Program (ACC) and Advanced Placement Testing (AP). The results of the logistic regressions indicated that ACC credits significantly influenced students' ability to persist and graduate. The results of the linear regressions indicated that ACC/AP credits did not significantly influence the students' time to graduation.

scholarly journals How College Students Use Advanced Placement Credit

2018 ◽  
Vol 56 (3) ◽  
pp. 925-954 ◽  
Author(s):  
Brent J. Evans
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Fixed Effects ◽  
School Students ◽  
College Credit ◽  
Time To Degree ◽  
College Credits ◽  
Fixed Effects Regression

Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are related to reduced time to degree, double majoring, and more advanced coursework. Bounding exercises suggest the time to degree and double major outcomes are not likely driven by bias from unobserved student characteristics. Policies used to support earning college credits while in high school appear to enhance undergraduate education and may accelerate time to degree.

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