– Results showed a weak, positive relationship between proportions of Hispanic, African American, and Caucasian students passing AP exams and the proportion of AP students enrolled.
– There was a strong, positive relationship amongst the proportions of African-American, Hispanic, and
Caucasian students who passed the exam.
– A weak, negative relationship was found between the proportions of students who were enrolled in AP classes and those who received free or reduced lunch (school SES).
– There was also a negative relationship between Hispanic, African American, and Caucasian students passing the AP exam and the percentage of the school’s population enrolled in free or reduced lunch (school SES).
– The focus on AP enrollment rates for minority students has led to increased rates of minorities
successfully completing advanced coursework, but there is still a need for similar focus on high poverty schools.
2017 - Advance Placement and The Achievement Gap in the 21st Century: A Multiple Linear Regression of Marginalized Populations in AP Enrollment
Bittman, Bonnie; Davies, Alex P.; Russell, William B. III; Goussakova, Ekaterina
University Affiliation: University of Central Florida
Email: bonnie.bittman@ucf.edu
Research Question:
Was there a relationship amongst students who a) successfully passed the AP exams (i.e., scoring a 3 or higher on a 5-point scale), b) the percentage of students who had received free or reduced lunch, and c) the total percentages of Caucasian, Hispanic, and African American students who took the AP exams in Florida during the 2011-2012 school year?
Published: Yes
Journal Name or Institutional Affiliation: Research in Social Sciences and Technology
Journal Entry: Vol. 2(2), Pp.36-58
Year: 2017
Findings:
Data Description:
All data were accessed through the Florida Department of Education’s Division of Accountability Research & Measurement (ARM) website (http://www.fldoe.org/about-us/division-of-accountability-research-me.stml).
The sample of this study included 355 public and charter high schools from the state of Florida. First, to ensure each school had enough teacher allocations to offer both standard and AP level classes, any school with a population of less than 1,000 students in grades 9-12 was eliminated. Next, schools that did not offer any AP classes were also eliminated.
Theoretical Framework:
Relevance:Race and STEM; Factors related to STEM readiness
Archives: K-12 Integration, Desegregation, and Segregation AbstractsK-16 STEM Abstracts