Again, Maryland Ranks #1 in Advanced Placement (AP) Exam Performance

Many states provide incentives to students, teachers, and schools for the participation and success of students on Advanced Placement (AP) examinations administered by the College Board. The purpose of this article is to examine whether these incentives help students enroll and succeed in AP exams. An analysis of nationally representative AP exam data, taken from the Education Longitudinal Study of 2002, revealed that AP exam fee exemption, the most prevalent incentives, leads to an increase in the likelihood of AP course enrollees taking the exam—in particular, the disadvantaged. In contrast, little evidence was found that performance-based incentives, to which several states link AP test results, are helpful for improving AP exam participation and performance.

Download Full-text

Should a High School Adopt Advanced Placement or a Concurrent Enrollment Program? An Expected Benefit Approach

Education Finance and Policy ◽

10.1162/edfp.2009.4.3.263 ◽

2009 ◽

Vol 4 (3) ◽

pp. 263-277 ◽

Cited By ~ 5

Author(s):

Donald H. Dutkowsky ◽

Jerry M. Evensky ◽

Gerald S. Edmonds

Keyword(s):

Higher Education ◽

Advanced Placement ◽

Private Colleges ◽

Concurrent Enrollment ◽

Public Institutions ◽

Institutions Of Higher Education ◽

District Personnel ◽

National Norms ◽

College Bound Students ◽

Ap Exam

This article provides an explicit framework for evaluating the expected benefit to college-bound students of courses offered by Advanced Placement (AP) versus concurrent enrollment programs (CEP). District personnel can use it to assess the relative merits of these programs, given the characteristics of their students, in deciding which model to implement or maintain. Simulations reveal that CEP generally provides a higher expected benefit for districts where students who take the course attend private colleges or universities (including public institutions out of state) and perform on the AP exam around national norms. AP favors high schools where students taking the course either face inexpensive costs for study at institutions of higher education or perform exceptionally well on the AP exam. Information from a sample of 240 colleges and universities reveals that few explicitly reject AP or CEP for credit if the student meets a minimum criterion, although more information is provided for AP.

Download Full-text

THE RELATIONSHIP OF AP® TEACHER PRACTICES AND STUDENT AP EXAM PERFORMANCE

ETS Research Report Series ◽

10.1002/j.2333-8504.2005.tb01987.x ◽

2005 ◽

Vol 2005 (1) ◽

pp. i-49

Author(s):

Pamela L. Paek ◽

Henry Braun ◽

Catherine Trapani ◽

Eva Ponte ◽

Don Powers

Keyword(s):

Teacher Practices ◽

Exam Performance ◽

Relationship Of ◽

The Relationship ◽

Ap Exam

Download Full-text

Disruptiveness of COVID-19: Differences in Course Engagement, Self-appraisal, and Learning

10.31234/osf.io/b2pxd ◽

2021 ◽

Author(s):

Teresa Ober ◽

Ying Cheng ◽

Matt Carter ◽

Cheng Liu

Keyword(s):

Advanced Placement ◽

Cognitive Engagement ◽

Behavioral Engagement ◽

Affective Engagement ◽

Spring Semester ◽

Negative Change ◽

Course Engagement ◽

Statistics Courses ◽

Exam Scores ◽

Ap Exam

We investigated how the transition to remote instruction amidst the COVID-19 pandemic affected students’ engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (Mage=16.7 years, SDage=.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) year. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Though resilient in some respects, students’ self-appraisal and learning appeared negatively affected by pandemic circumstances.

Download Full-text

Does Advanced Placement Economics Exam Participation and Performance Predict Undergraduate Economics Major Completion?

The American Economist ◽

10.1177/0569434520973682 ◽

2020 ◽

pp. 056943452097368

Author(s):

Laura J. Ahlstrom

Keyword(s):

Advanced Placement ◽

Undergraduate Economics ◽

Strong Performance ◽

And Performance ◽

Binary Probit ◽

Introductory Economics ◽

Jel Classifications ◽

Ap Exam

Students who take an Advanced Placement (AP) Microeconomics and/or AP Macroeconomics exam may be more interested in economics than their non-AP exam peers and more likely to complete an economics major. Performance on AP exams in economics may also affect students’ economics major completion. This study uses binary probit estimations to assess how participation in and performance on AP exams in economics affects students’ completion of an economics major. The findings suggest students who take both AP exams in economics are significantly more likely to graduate with an economics major compared with non-AP students who complete their introductory economics coursework in college. In addition, strong performance on the AP Microeconomics exam significantly increases a student’s probability of earning an economics major. Receiving high scores on both AP Economics exams is also significantly and positively correlated with economics major completion. JEL Classifications: A21, A22

Download Full-text

Advanced Placement and Initial College Enrollment: Evidence from an Experiment

Education Finance and Policy ◽

10.1162/edfp_a_00358 ◽

2021 ◽

pp. 1-46

Author(s):

Dylan Conger ◽

Mark C. Long ◽

Raymond McGhee

Keyword(s):

Advanced Placement ◽

Control Group ◽

College Entrance ◽

College Entrance Exam ◽

Entrance Exam ◽

Time Treatment ◽

College Going ◽

Opt Out ◽

Advanced Placement Courses ◽

Ap Exam

Abstract To evaluate how Advanced Placement courses affect college-going, we randomly assigned the offer of enrollment into an AP science course to over 1,800 students in 23 schools that had not previously offered the course. We find no AP course effects on students’ college entrance exam scores (SAT/ACT). As expected, AP course-takers are substantially more likely to take the AP exam than their control group counterparts. At the same time, treatment group students opt out of the exam at very high rates and most do not earn a passing score on the AP exam. Though less precisely estimated, the results also suggest that taking the AP course increases students’ aspirations to attend higher-quality colleges but does not lead to enrollment in such institutions.

Download Full-text