The Accounting Pilot and Bridge Project

2011 ◽  
Vol 27 (1) ◽  
pp. 113-122 ◽  
Author(s):  
Dan S. Deines ◽  
Joseph Bittner ◽  
Glenda Eichman
Keyword(s):  
High School ◽  
Supply Chain ◽  
High School Students ◽  
Advanced Placement ◽  
College Level ◽  
Best Interest ◽  
Accounting Profession ◽  
School Students ◽  
College Credit ◽  
Baby Boomer Generation

ABSTRACT The accounting profession will experience a 50 percent decline in its ranks in the next ten years as accounting professionals from the Baby Boomer generation retire. To replace these professionals, the accounting profession will have to compete with law, medicine, engineering, and other professions that will also be replacing their “boomers.” During the period the boomers are retiring, the number of high school graduates is expected to decline, which suggests that the currently high accounting enrollments are unlikely to continue. If the accounting profession is to compete for the best and brightest students in the future, it is in its best interest to address structural impediments that exist in its educational supply chain. One significant structural impediment in the supply chain is the traditional high school accounting course. In 2000 the AICPA's Taylor Report stated high school accounting courses were a “systemic barrier” to entry into the profession for the very high school students the profession wants to attract (Taylor 2000). These courses have not changed substantially since the Taylor report was issued. The Accounting Pilot and Bridge Project (The Project) proposes to eliminate this barrier and has created a new college-level high school accounting course that provides college credit for those students who take the course and pass a rigorous qualifying examination. The Project is modeled after the College Board's highly successful Advanced Placement (AP) program. Once specific goals are achieved, The Project plans to submit a proposal to the College Board for it to adopt accounting as part of its Advanced Placement curriculum. After describing the research and initiatives that led to the creation of The Project, this paper discusses the goals of The Project, the process to have accounting added to the College Board's AP Curriculum, the curriculum used in the pilot course, the progress made to date, and what lies ahead.

scholarly journals Research on the Academic Benefits of the Advanced Placement Program

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401668299 ◽  
Author(s):  
Russell T. Warne
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
The United States ◽  
College Level ◽  
School Students ◽  
College Credit ◽  
College Board ◽  
Academic Benefits ◽  
New Methodologies

With more than 3 million participants per year, the Advanced Placement (AP) program is one of the most popular programs in the United States for exposing high-achieving high school students to advanced academic content. Sponsored by the College Board, the AP program provides a framework in which high school teachers can teach introductory college-level courses to high school students. These students then take one of 34 standardized tests at the end of the year, and students who score well on their course’s AP test can receive college credit from their university in which they later enroll. Despite the popularity of the AP program, remarkably little independent research has been conducted on the academic benefits of AP. In this article, I summarize the state of knowledge about the academic benefits of AP. Previous research and descriptive data indicate that AP students outperform non-AP students on a variety of academic measures, but many other aspects of the program are poorly understood, partially due to variability across AP subjects. These aspects include the causal impact of AP, which components of the program are most effective in boosting academic achievement, and how students engage with the AP program. I also conclude by making suggestions for researchers to use new methodologies to investigate new scientific and policy questions and new student populations to improve the educational scholars’ and practitioners’ understanding of the AP program.

Advanced Placement Oriented Calculus for High School Students

1980 ◽  
Vol 11 (5) ◽  
pp. 347-355
Author(s):  
Karen Mezynski ◽  
Julian C. Stanley
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Opportunity To Learn ◽  
Class Ii ◽  
Class I ◽  
College Level ◽  
School Students ◽  
Ap Calculus ◽  
College Calculus

A supplementary calculus course was conducted to give highly able students the opportunity to learn the equivalent of two semesters of college calculus while still in high school. Two different student populations were sampled; the average age of the members of Class I was 14.9 years, whereas for members of Class II it was 16.7 years. Class I members had more previous exposure to fast-paced mathematics instruction than had members of Class II. Both classes took the College Board's AP Calculus Examination, Level BC, at the end of the course. The results of the AP examination indicated that most students learned college-level calculus well. Considerations for the establishment of similar programs are discussed.

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 Life on the Frontier of AP Expansion: Can Schools in Less-Resourced Communities Successfully Implement Advanced Placement Science Courses?

2019 ◽  
Vol 48 (6) ◽  
pp. 356-368
Author(s):  
Mark C. Long ◽  
Dylan Conger ◽  
Raymond McGhee
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Advanced Placement ◽  
Low Income ◽  
College Level ◽  
School Students ◽  
Science Courses

The Advanced Placement (AP) program has undergone two major reforms in recent decades: the first aimed at increasing access and the second at increasing relevance. Both initiatives are partially designed to increase the number of high school students from low-income backgrounds who have access to college-level coursework. Yet critics argue that schools in less-resourced communities are unable to implement AP at the level expected by its founders. We offer the first model of the components inherent in a well-implemented AP science course and the first evaluation of AP implementation with a focus on public schools newly offering the inquiry-based version of AP Biology and Chemistry courses. We find that these frontier schools were able to implement most, but not all, of the key components of an AP science course.

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.

scholarly journals Promises and Realities: Academic Advisors' Perspectives of Dual Enrollment Credit

2020 ◽  
Vol 40 (2) ◽  
pp. 63-73
Author(s):  
Patricia Witkowsky ◽  
Kathryn Starkey ◽  
Grant Clayton ◽  
Martin Garnar ◽  
Ashley Andersen
Keyword(s):  
High School ◽  
High School Students ◽  
Dual Enrollment ◽  
Academic Advisors ◽  
College Level ◽  
Structured Interviews ◽  
School Students ◽  
College Credit ◽  
Four Year Institutions ◽  
Improve Planning

Dual enrollment (DE) is a common method for high schools to offer postsecondary preparation, exposure to college-level expectations, and, potentially, college credit. Some dual-enrollment students enter college with 24 semester hours. Upon matriculation, these high-credit DE (HCDE) students present unique challenges to college academic advisors. This study examined the experiences of these advisors by utilizing semi-structured interviews with academic advisors from Colorado who work with HCDE students. Advisors frequently had to address implications of DE credits on time to graduation, degree planning, potential costs savings, and tradeoffs with on-campus experiences. Implications include the need for four-year institutions to better communicate with high school students and counselors and to improve planning for the complexities of HCDE students.

Poor Kids Advance, Too

2019 ◽  
pp. 21-31
Author(s):  
Chester E. Finn ◽  
Andrew E. Scanlan
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Early Years ◽  
State Legislators ◽  
College Level ◽  
National Program ◽  
School Students ◽  
Academic Challenges ◽  
College Board

This chapter examines the developments in Advanced Placement (AP) from the years following its first two decades up to the mid-1990s. By the late 1970s, a profound directional shift began with the gradual emergence of a second major AP mission: assisting able disadvantaged students to engage with and master college-level academic challenges during high school; boosting their confidence that they might in fact be “college material” even if family members and neighbors had never matriculated; and—as with their more privileged age-mates—holding out the possibility of exam scores that would elevate their admissions prospects and kick-start their progress toward degrees. As the participation of minority youngsters expanded faster than the program as a whole, particularly toward the end of the 1980s, the national AP population began to diversify. State legislators began to pass laws that encouraged AP participation and expanded access to it. These years also saw the College Board adding more subjects to the AP catalog. Some of the new classes were accessible to younger high school students without a lot of prerequisites, and some appeared less daunting than physics and calculus. Ultimately, during this period, “AP became a national program to a degree which even its most fervent supporters in the early years could not have imagined.”

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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