scholarly journals Giving College Credit Where it is Due: Advanced Placement Exam Scores and College Outcomes

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

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 Shifting College Majors in Response to Advanced Placement Exam Scores

2017 ◽  
Vol 53 (4) ◽  
pp. 918-956 ◽  
Author(s):  
Christopher Avery ◽  
Oded Gurantz ◽  
Michael Hurwitz ◽  
Jonathan Smith
Keyword(s):  
Advanced Placement ◽  
College Majors ◽  
Exam Scores ◽  
Placement Exam

scholarly journals Shifting College Majors in Response to Advanced Placement Exam Scores

2016 ◽  
Author(s):  
Christopher Avery ◽  
Michael Hurwitz ◽  
Jonathan Smith
Keyword(s):  
Advanced Placement ◽  
College Majors ◽  
Exam Scores ◽  
Placement Exam

scholarly journals Shifting College Majors in Response to Advanced Placement Exam Scores

2016 ◽  
Author(s):  
Christopher Avery ◽  
Oded Gurantz ◽  
Michael Hurwitz ◽  
Jonathan Smith
Keyword(s):  
Advanced Placement ◽  
College Majors ◽  
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.

Successful AP Music Theory Instruction: A Case Study

2017 ◽  
Vol 36 (2) ◽  
pp. 53-61
Author(s):  
Nathan O. Buonviri
Keyword(s):  
Instructional Strategies ◽  
Advanced Placement ◽  
Music Theory ◽  
Qualitative Data ◽  
Music Educators ◽  
Asking Questions ◽  
Field Notes ◽  
Attention To Students ◽  
Placement Exam

The purpose of this case study was to examine the instructional approach of a highly successful Advanced Placement Music Theory teacher. I visited the participant’s class twice a week for 14 weeks, taking field notes, conducting interviews, and collecting instructional artifacts. Analysis of qualitative data revealed three main themes: classroom atmosphere, instructional strategies, and the Advanced Placement exam. The participant’s classroom atmosphere was built on effective pacing, student rapport, and an active, open learning environment. His instructional strategies included offering individual attention to students, asking questions to model thinking, and connecting sight to sound. He used the Advanced Placement exam as both an instructional guidepost and motivational tool. Implications for music educators include the need to focus on specific approaches conducive to successful theory teaching, which may share both similarities and differences with approaches they use when directing ensembles.

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