Advanced Placement and Initial College Enrollment: Evidence from an Experiment

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.

Where Are the African American Males? Enrollment Criteria and the Placement of African American Males in Advanced Placement Courses

This qualitative study was a critical race analysis of Advanced Placement criteria and under-enrollment of African American males in two midwestern urban high schools. Analysis of faculty interviews and documents generated four themes. AP criteria and enrollment were implemented through formal and informal practices, and key roles of individual faculty and collaboration with faculty and families supported AP structures. However, assumptions about African American males, and color and gender-blind dialogue contributed to disproportionate African American male enrollment in AP courses.

The Potential of Telepresence for Increasing Advanced Course Access in High Schools

The adoption of telepresence technology in K–12 schools potentially expands students’ access to course offerings and new ways of learning, but little is known about its implementation and promise for improving student outcomes. We employ a mixed-methods analysis to examine the experiences of students and teachers in telepresence courses in a large, urban school district as well as student learning outcomes and access to advanced placement courses. Findings from fixed effects models indicate improved access to advanced courses and higher ACT scores among students enrolled in telepresence courses. In surveys, students and teachers reported generally favorable perceptions about the enhanced opportunities for advanced course-taking and collaboration across schools afforded by the telepresence technology.

Advanced Placement Environmental Science and the Curriculum and Community Enterprise for Restoration Science (CCERS) Project in the New York City High School

This paper explores the issue of social justice through the lens of equitable access to Advanced Placement courses inthe City of New York High Schools, with focus on Advanced Placement Environmental Science. A criticalcomponent of the Advanced Placement Environmental Science course is the incorporation of environmentalfieldwork. The National Research Council (2014) suggest that field stations are important for STEM education andprovide opportunities to engage students in the natural environment and get them excited about science. Through theCurriculum and Community Enterprise for Restoration Science, an NSF funded opportunity, students in theAdvanced Placement Environmental Science course are integrating their field station work in Oyster Restoration inthe New York City Harbor. These interactions with the environment offer unique experiences which engagemarginalized students in both rigorous coursework and affords equity in science learning. In turn, it affords allstudents the opportunity for upward mobility and increased career opportunities in the area of STEM.

Leadership

Encouraging and allowing students to enroll in rigorous courses, such as Advanced Placement courses, is a critical first step in providing more equity in high schools. Leaders must deliberately and intentionally change the conditions that restrict access by rewriting the rules, examining the data, supporting students, teachers, and leaders and establishing accountability based on the idea that all students must have access to the highest academic levels a school offers. The author shares his experience as a superintendent in Stamford, Conn., and Montgomery County (Md.) Public Schools to show how these changes can occur and the differences they can make.