Maryland Ranks #1 in the Nation on Advanced Placement Exams for Participation and Performance

2009 ◽  
Keyword(s):  
Advanced Placement ◽  
Advanced Placement Exams ◽  
Placement Exams ◽  
And Performance

Student Participation and Performance on Advanced Placement Exams: Do State-Sponsored Incentives Make a Difference?

2009 ◽  
Vol 31 (4) ◽  
pp. 346-366 ◽  
Author(s):  
Dong Wook Jeong
Keyword(s):  
Longitudinal Study ◽  
Advanced Placement ◽  
Student Participation ◽  
Test Results ◽  
College Board ◽  
Advanced Placement Exams ◽  
Fee Exemption ◽  
Nationally Representative ◽  
And Performance ◽  
Ap Exam

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.

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.

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