The Lone Star Challenge

2019 ◽  
pp. 53-71
Author(s):  
Chester E. Finn ◽  
Andrew E. Scanlan
Keyword(s):  
High School ◽  
High School Students ◽  
Charter Schools ◽  
Advanced Placement ◽  
Dual Credit ◽  
Great Success ◽  
Fort Worth ◽  
Complex Interplay ◽  
School Students ◽  
Upward Slope

This chapter focuses on the Advanced Placement (AP) program in Texas. No place in America offers a larger or more vivid example of AP's recent history, its widening mission, and the challenges of carrying out that mission than Texas. The Lone Star State illustrates the complex interplay of traditional AP success in upscale schools; ambitious efforts to extend it to more disadvantaged youngsters; robust, AP-centric charter schools; and an exceptionally bumptious and varied array of dual-credit alternatives. As in most of the nation, AP participation has surged in Texas for four straight decades, and the upward slope has recently steepened. The number of exams per pupil rose, too, spurred by governmental and philanthropic moves to grow the program as well as intensifying college competition among high school students. The chapter then evaluates the National Math and Science Initiative (NMSI). The Fort Worth experience with NMSI—and the Texas experience more generally—illustrates the challenge of expanding AP to students who have not historically had much access to it or enjoyed great success with it.

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.

Computer-Based Mathematics and Physics for Gifted Students

1995 ◽  
Vol 39 (1) ◽  
pp. 7-13 ◽  
Author(s):  
Raymond Ravaglia ◽  
Patrick Suppes ◽  
Constance Stillinger ◽  
Theodore M. Alper
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Gifted And Talented ◽  
Gifted Students ◽  
School Students ◽  
Computer Based ◽  
Gifted Youth ◽  
Mathematics And Physics ◽  
Do So

Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.

scholarly journals Teachers' beliefs about ability to engage African-American students and identify for advanced placement through the lens of the Ohio State Teacher Efficacy Survey and the Rand Measure

2017 ◽  
Author(s):  
◽  
Eric C. Sr. Greely
Keyword(s):  
High School ◽  
African American ◽  
High School Students ◽  
Teacher Efficacy ◽  
Advanced Placement ◽  
African American Students ◽  
School Students ◽  
American Students ◽  
American Children ◽  
Advanced Placement Classes

A fundamental right of American children is to have equal opportunities to obtain a quality education regardless of race, class, or economic status. College graduates are less likely to live in poverty and more likely to have greater earning potential. High school students enrolling in rigorous coursework, like Advanced Placement classes, are better prepared for college. Using the instruments of the Ohio Teacher Efficacy Survey and the Rand Measure, this study found that having a rigorous curriculum and avoiding deficit thinking matters in recommending African-American students' to Advanced Placement classes. Race and ethnicity should not be used as a limitation. Educators must recognize the diversity that each student contributes to the classroom. Additionally, this research revealed that what high school teachers believe about their students' capabilities does influence the success of the students. Teachers who teach Advanced Placement courses have to believe all students can learn, regardless of condition, status, race or economic opportunities.

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.

Motivation, achievement, and advanced placement intent of high school students learning science

2011 ◽  
Vol 95 (6) ◽  
pp. 1049-1065 ◽  
Author(s):  
Robert R. Bryan ◽  
Shawn M. Glynn ◽  
Julie M. Kittleson
Keyword(s):  
High School ◽  
High School Students ◽  
Advanced Placement ◽  
Learning Science ◽  
School Students

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.

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