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Access Is Progress: Understanding Rural Secondary Student Access and Outcomes of Advanced Placement Courses

Guardado en:
Publicado en:European Journal of Investigation in Health, Psychology and Education vol. 15, no. 7 (2025), p. 143-161
Autor principal: Grant, Phillip D
Otros Autores: Jahanaray Ali, Logan, Arrington T
Publicado:
MDPI AG
Materias:
College Board-US
United States > US
Rural schools
Students
Professional development
Tuition
Core curriculum
Teachers
Longitudinal studies
Suburban areas
Dual enrollment
Rural areas
Secondary schools
Education
School districts
Secondary Education
Advanced Courses
Professional Development Schools
Rural Education
Literature Reviews
Rural Economics
Standardized Tests
Public Schools
Continuing Education Centers
Advanced Placement Programs
Urban Schools
College Credits
Mathematics Activities
Student Costs
College Preparation
School Policy
Student Participation
Secondary School Students
Programming
Calculus
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Resumen:This study examines the availability and outcomes of Advanced Placement (AP) courses in secondary schools in Georgia (USA) and South Carolina (USA), focusing on how school locale (rurality) and demographic composition influence AP availability and student achievement. The authors analyzed population-level school data from the 2021–22 academic year using a two-step quantitative approach. A zero-inflated negative binomial regression model (ZINB) was employed to assess AP course participation and AP exam performance while addressing overdispersion and excess zeros in the data. Key predictors included school locale (rural versus nonrural), state (Georgia versus South Carolina), and minoritized-majority status. This study finds that rural schools and those where minoritized students make up the majority (i.e., fewer than 50% White students) are significantly less likely to offer AP courses or have any students participate in AP exams. Moreover, these schools had a significantly lower success rate; for example, rural schools were 59% less likely to have students with scores above three. The findings indicate that gaps in access to advanced curriculum may exacerbate existing college and career readiness disparities. Moreover, this study confirms that previous research using sampled datasets underestimates the disparity of AP access.
ISSN:2174-8144
2254-9625
DOI:10.3390/ejihpe15070143
Fuente:Psychology Collection