Effects of Early AP Coursetaking on High School Outcomes and College Enrollment for Less Academically Prepared Students
Gardado en:
| Publicado en: | Education Policy Analysis Archives vol. 33, no. 12 (2025) |
|---|---|
| Autor Principal: | |
| Outros autores: | , |
| Publicado: |
Colleges of Education at Arizona State University and the University of South Florida
|
| Materias: | |
| Acceso en liña: | Citation/Abstract Full text outside of ProQuest |
| Etiquetas: |
Sen Etiquetas, Sexa o primeiro en etiquetar este rexistro!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3206872433 | ||
| 003 | UK-CbPIL | ||
| 035 | |a 3206872433 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a EJ1463523 | ||
| 100 | 1 | |a Lee, Han Bum | |
| 245 | 1 | |a Effects of Early AP Coursetaking on High School Outcomes and College Enrollment for Less Academically Prepared Students | |
| 260 | |b Colleges of Education at Arizona State University and the University of South Florida |c 2025 | ||
| 513 | |a Report Article | ||
| 520 | 3 | |a The expansion of Advanced Placement (AP) programs to include students from underrepresented racial and ethnic minorities and those from less advantaged socioeconomic backgrounds has made it crucial to assess how effective AP courses and exams are for these groups. As AP programs become more popular, more high school students--especially freshmen and sophomores--are signing up for AP courses. Despite this growing trend, there's still not enough research on how early AP participation affects these particular students. This study fills this research gap by exploring the benefits of early AP involvement for students considered academically underprepared based on prior test scores. We find that early AP course participation leads to higher scores on state exit exams, greater enrollment in early college credit courses, and increased college attendance and completion rates, particularly at four-year institutions. These findings challenge the reliance on prior test scores as the sole predictor of AP success and future academic achievements, suggesting a need for a more comprehensive approach to evaluating students' readiness for the rigors of AP coursework. | |
| 651 | 4 | |a Texas | |
| 651 | 4 | |a United States--US | |
| 653 | |a Advanced Placement Programs | ||
| 653 | |a High School Students | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a College Enrollment | ||
| 653 | |a Academic Persistence | ||
| 653 | |a College Bound Students | ||
| 653 | |a Learning Trajectories | ||
| 653 | |a Readiness | ||
| 653 | |a Course Selection (Students) | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Public Schools | ||
| 653 | |a Low Achievement | ||
| 700 | 1 | |a Bahena, Sofia | |
| 700 | 1 | |a Nichols, Sharon L | |
| 773 | 0 | |t Education Policy Analysis Archives |g vol. 33, no. 12 (2025) | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3206872433/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=EJ1463523 |