Dissertations / Theses: 'Advance placement programs (Education)'

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Brown, Staci Deanne Tyler-Wood Tandra L. "Student scores on advanced placement placement exams gender variables /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5198.

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Oates, Jerry L. "Increasing minority enrollment in advanced placement courses /." Electronic version (PDF), 2003. http://dl.uncw.edu/etd/2003/oatesj/jerryoates.pdf.

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McCauley, David. "The impact of advanced placement and dual enrollment programs on college graduation /." View online, 2007. http://ecommons.txstate.edu/arp/206/.

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Preston, Sean Michael. "The completion of advanced placement courses as an indicator of academic success in first-year college students." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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Gomez, Jason Diego Fossey Richard. "Correlates of Texas standard AP charter campuses and how they compare with standard AP traditional public campuses." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-11042.

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Martinez, Mabell Jeannette. "Moving traditional teaching methods of advanced placement biology toward improving opportunity for students to develop understanding of scientific principles." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2972.

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This project investigated the role of the advanced placement program in the classroom. The research suggested that implementation of inquiry-based methods in science classrooms, including advanced placement biology courses, would improve student understanding.

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Kindwall, Kristina. "Action research investigation into teaming in one school district." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4769.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 14, 2008) Vita. Includes bibliographical references.

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Zimmermann, Gwendolyn Jones Graham A. "Students' reasoning about probability simulations during instruction." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064545.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed January 24, 2006. Dissertation Committee: Graham A. Jones (chair), Cynthia Langrall, Kenneth Berk, Edward S. Mooney. Includes bibliographical references (leaves 180-186) and abstract. Also available in print.

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Oliver, Greta Thomas. "An examination of the relationship between participation in advanced placement and students' subsequent performance in calculus at Ohio University /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220616.

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Walther, Jane M. "Evaluating the effects of credit-based transitional programs on high school students' critical thinking skills." [Boise, Idaho] : Boise State University, 2009. http://scholarworks.boisestate.edu/td/60/.

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Brown, Staci Deanne. "Student Scores on Advanced Placement Exams: Gender Variables." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5198/.

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The results of the Advanced Placement exams given to students in 2006 were disaggregated according to gender. The level of performance was compared between males and females using Cohen's d. The standardized differences between male and female performance group levels were compared to previous results for the 1992 Advanced Placement (AP) exams. One purpose of this study was to determine whether or not the male-favored results that existed in 1992 still existed in the 2006. This study found that differences still exist in results based on gender and no real progress has been made in reducing the gap in achievement between males and females. A second purpose of this study was to compare and contrast the local data to the national data set to see if scores in Brazosport were similar to scores collected at the national level. To determine if similar results would be obtained at the local level the results of 267 Advanced Placement exams taken by 190 students from Brazsosport Independent School District in 2006 were disaggregated according to gender. The level of performance was compared between males and females using Hedge's g. Because of limited sample size, only 9 Advanced Placement exams were reviewed at the local level. This study found that the results from Brazosport were, in many cases, quite different from those found on the national level and there was no pattern to explain the variation among the differences. This study supports the collection of local data for monitoring gender bias that might exist on Advanced Placement exams. The data collected in the current study indicates that individual district progress in overcoming gender differences that historically have existed in specific scores on the AP exam might be overlooked if only national data is reviewed.

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Bond, Richard P. "Sexual Orientation and the Advanced Placement Art History Survey." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700015/.

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This two-part study included a content analysis of an AP art history text and a survey together with interviews with AP art history teachers that embraced both quantitative and qualitative research methodologies. The first phase of the study examined one of the more popular art history survey texts in the AP art history program, Gardner’s Art through the Ages, in terms of how inclusive it is in addressing issues of sexual orientation and, particularly, same-sex perspectives. In addition, the text was examined for evidence of sexual orientation ignored – particularly same-sex perspectives ignored and for heteronormative hegemonies. The second phase investigated the understandings and opinions of AP art history teachers toward the inclusion of sexual orientation and same-sex perspectives in their curriculums and classrooms. Recent recognition of gay, lesbian, and same-sex perspectives in the study of art history has challenged art educators and art historians to begin to consider opening up their curriculums and writings to include these perspectives. These ignored perspectives produce important understandings that enrich and deepen the discourse of art history. The inclusion of gay and lesbian content and same-sex perspectives to the study of AP art history, not only effectively serves the needs of AP art history teachers, but it provides a more equitable and comprehensive visual arts education to students. The implications of this study are broad and complex. If students are to be well and comprehensively educated in the history of the visual arts, including discussions about the sexual orientation of gay and lesbian artists as well as artworks depicting same-sex perspectives is important. Similarly, their teachers must be well-informed and believe that including such material in the curriculum is important. There is definitely a need for designing more balanced and equitable AP art history programs that include gay and lesbian artists as well as same-sex perspectives. From a multicultural art education perspective, this study reveals that gays and lesbians are marginalized in a major AP art history survey text. It illuminates how an AP art history survey text and AP art history teachers’ attitudes and knowledge base on same-sex perspectives inform their curriculums, specifically concerning what’s important to teach in an AP art history classroom. If approved AP art history survey texts as well as the influential annual AP College Board art history exam included issues of sexual orientation, particularly same-sex perspectives, it would encourage more AP art history teachers to include gay and lesbian artists and same-sex perspectives in their curriculums.

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Brown, Monty Laney James Duke. "The representation of Hispanic females in gifted and talented and advanced placement programs in a selected north central Texas public high school." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3701.

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Bethley, Troy Y. "The Relationship between the Advanced Placement Calculus AB Exam and Student Achievement in College Level Math 1710-Calculus I." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984187/.

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The purpose of this dissertation was to investigate the relationship between the Advanced Placement Calculus AB exam and student achievement in college level Math 1710-Calculus I. The review of literature shows that this possible relationship is based on Alexander Astin's longitudinal input-environment-outcome (I-E-O) model. The I-E-O model was used to analyze the relationship between the input and outcome of the two variables. In addition, this quantitative study determined the relationship between a score of 3 or lower on the Advanced Placement Calculus AB exam and student achievement in college level Math 1710-Calculus I. The sample population of this study contained 91 students from various high schools in Texas. Spearman's rank correlation revealed there was a statistically significant relationship between Advanced Placement Calculus AB exam scores and final grades in Math 1710-Calculus I.

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Olive, Karl William. "Characteristics of Local Dual Credit Programs That Promote Sustained Enrollment and High School Achievement." TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/189.

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The intent of this study was to identify the features of local dual credit programs that promote high achievement and sustained enrollment. Ancillary outcomes of the study were to identify strengths and weaknesses of the programs as well as develop recommendations for the development and implementation of future dual credit programs in the area. The dual credit programs studied were offered by two secondary schools in conjunction with the local community and technical college. Information regarding the programs was collected via interviews from individuals at the secondary and postsecondary level who had substantial knowledge of the programs. Overriding themes that emerged as a result of this study were the need to designate a single dual credit coordinator at both the college and the high schools to improve communication, the desire to increase participation in the existing programs while expanding the program to area schools that do not already participate in dual credit, and the need to maintain the quality and academic rigor of the courses.

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Girardi, Anthony G. "Dual credit programs in Missouri : a profile of participating and non-participating high schools /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012971.

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Gonzalez, Jennifer Dawn. "Advanced Placement English and the College Curriculum: Evaluating and Contextualizing Policy." BYU ScholarsArchive, 2004. https://scholarsarchive.byu.edu/etd/215.

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This thesis examines the context in which Advanced Placement (AP) English policies are made, examining the political and economic realities that impact policy decisions as well as the discipline-based critiques of the AP English program which have led many writing program administrators (WPAs) and faculty to question existing credit and placement policies. Recent efforts to dramatically expand the AP program have left many questioning whether the AP English experience actually fulfills the promises suggested by the program. After reviewing current literature relating to AP English, this thesis examines the findings of an empirical study conducted at BYU. The study evaluates the outcomes of AP English based on student writing in an actual college setting, focusing on the predictive validity of AP exam scores. Conclusions are drawn from the findings of the study and the review of literature. Recommendations are made for evaluating and designing AP policies that respond sensitively and fairly to all the stakeholders while encouraging WPAs and interested faculty to actively define the role of AP English within the college curriculum.

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Timmons, Sara J. "Developing a plan to support mathematics students with advanced placement potential at Indian River High School." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 116 p, 2009. http://proquest.umi.com/pqdweb?did=1833621121&sid=8&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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O'Keefe, Lynette Marie Hayes DeMarquis. "The effect of participation in advanced placement and/or dual credit on four-year graduation rates." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12172.

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Brown, Monty. "The Representation of Hispanic Females in Gifted and Talented and Advanced Placement Programs in a Selected North-Central Texas Public High School." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3701/.

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Analysis of a particular north-central Texas public high school revealed a strong representation of Hispanic females in advanced academic programs, i.e., AP and GT in proportion to their representation in the overall student population. Research seems to indicate that a progressive approach to academic-potential identification; culturally effective mentoring, traditional Hispanic values, and newly emerging personal and social characteristics all seem to be contributing factors. This study seems to indicate that a new type of Hispanic female is emerging who is more assertive academically, more visible in the classroom, and less marriage-and-family oriented as might be believed by teachers, society, their peers, and perhaps even their parents.

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O'Keefe, Lynette Marie. "The Effect of Participation in Advanced Placement And/or Dual Credit on Four-year Graduation Rates." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12172/.

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Advanced Placement and dual credit programs are designed for high school students and are used to earn college credit and possibly gain college admissions advantages. The present research examined the impact of participation in one or both programs on four-year college graduation rates. Findings indicated significant differences between the programs as well as with students who did not participate in either program. Students in AP achieved the highest four-year graduation rate, followed by students in dual credit, both programs, and neither program. These findings indicate the need for further study to determine whether the programs substantially contribute to four-year graduation rates and what the implications are.

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Simard, Colette. "L'impact de l'identification par l'école élémentaire d'un enfant doué sur son cheminement scolaire : une approche qualitative /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1994. http://theses.uqac.ca.

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Pugh, Dana L. "Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2017. http://digitalcommons.auctr.edu/cauetds/68.

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It was a goal of this study to identify factors affecting African-American enrollment and intent to enroll in an advanced placement program and other select variables such as prior course work, teacher expectations, academic motivation, peer affiliation, counselor advisement, teacher perception, and student self-efficacy. Pearson correlations, ANOVA, Post Hoc and regression tests were used to analyze the data that had the greatest significance on African-American enrollment in an advanced placement program. The researcher concluded that teacher expectations, peer affiliation, and student intent to enroll have the greatest significance on African-American enrollment in an advanced placement program. Recommendations were suggested for classroom teachers, educational leaders, and future researchers.

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Vorster, Marlene. "A preliminary investigation into the patterns of performance on a computerized adaptive test battery implications for admissions and placement." Thesis, University of Port Elizabeth, 2002. http://hdl.handle.net/10948/285.

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The fallibility of human judgment in the making of decisions requires the use of tests to enhance decision-making processes. Although testing is surrounded with issues of bias and fairness, it remains the best means of facilitating decisions over more subjective alternatives. As a country in transition, all facets of South African society are being transformed. The changes taking place within the tertiary education system to redress the legacy of Apartheid, coincide with an international trend of transforming higher education. One important area that is being transformed relates to university entrance requirements and admissions procedures. In South Africa, these were traditionally based on matriculation performance, which has been found to be a more variable predictor of academic success for historically disadvantaged students. Alternative or revised admissions procedures have been implemented at universities throughout the country, in conjunction with academic development programmes. However, it is argued in this dissertation that a paradigm shift is necessary to conceptualise admissions and placement assessment in a developmentally oriented way. Furthermore, it is motivated that it is important to keep abreast of advances in theory, such as item response theory (IRT) and technology, such as computerized adaptive testing (CAT), in test development to enhance the effectiveness of selecting and placing learners in tertiary programmes. This study focuses on investigating the use of the Accuplacer Computerized Placement Tests (CPTs), an adaptive test battery that was developed in the USA, to facilitate unbiased and fair admissions, placement and development decisions in the transforming South African context. The battery has been implemented at a university in the Eastern Cape and its usefulness was investigated for 193 participants, divided into two groups of degree programmes, depending on whether or not admission to the degree required mathematics as a matriculation subject. Mathematics based degree programme learners (n = 125) wrote three and non-mathematics based degree programme learners (n = 68) wrote two tests of the Accuplacer test battery. Correlations were computed between the Accuplacer scores and matriculation performance, and between the Accuplacer scores, matriculation performance and academic results. All yielded significant positive relationships excepting for the one subtest of the Accuplacer with academic performance for the non-mathematics based degree group. Multiple correlations for both groups indicated that the Accuplacer scores and matriculation results contribute unique information about academic performance. Cluster analysis for both groups yielded three underlying patterns of performance in the data sets. An attempt was made to validate the cluster groups internally through a MANOVA and single-factor ANOVAs. It was found that Accuplacer subtests and matriculation results do discriminate to an extent among clusters of learners in both groups of degree programmes investigated. Clusters were described in terms of demographic information and it was determined that the factors of culture and home language and how they relate to cluster group membership need further investigation. The main suggestion flowing from these findings is that an attempt be made to confirm the results with a larger sample size and for different cultural and language groups.

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Zeske, Karen Marie. "Student and Family Perspectives on Gifted and Advanced Academics Participation for African American High School Students." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804960/.

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Many students and their families do not understand the impact of students’ involvement in gifted or advanced academics educational programs and their potentially positive effects and challenges. Nationally African American students are underrepresented in gifted and advanced academics courses in high schools; however, African American students and families often do not advocate for their inclusion in these educational pathways. A survey of literature supporting this study of voices of African American families concerning gifted and advanced academics participation focused on (1) the historical underpinnings for equity and excellence for African American and for gifted and advanced academics learners, (2) how the lack of an agreed upon definition of gifted and advanced academics by the professional field might contribute to the problem, and (3) how African American parents made educational decisions for and with their children, especially concerning college. Employing semi-structured interviews and a focus group, this qualitative case study examined how four students from each of three groups, gifted and talented, advanced academics, and neither, and a representative group of their parents perceived these programs and their children’s involvement in them within the framework provided by a single school district. African American families in this study asked for a partnership to support their children in building resiliency to choose and remain in gifted and advanced academics programs. Students reported that they could access more rigorous coursework if they were supported by mentoring peers, in addition to informed family and educators. The matching intonations and word choices of the children and parents suggested academic success pathways as students carried the voices of their families with them.

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Gomez, Jason Diego. "Correlates of Texas Standard AP Charter Campuses and How They Compare with Standard AP Traditional Public Campuses." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11042/.

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The research sought to objectively evaluate the effectiveness of Texas standard AP open-enrollment charter school campuses and to discover independent variables that may be utilized to predict effective charter school campuses. The literature review was designed to enhance the current understanding of charter schools and therefore facilitate a more effective evaluation of them. A basic knowledge and understanding of the origins, characteristics and purposes of charters allow for a more objective analysis. The literature review covered the history of charters including their founders, characteristics, and growth patterns. The data items used in the analyses were downloaded from the 2007-2008 Academic Excellence Indicator System (AEIS), which contains a variety of data from all Texas public schools. Multiple statistical analyses were utilized including chi-square, ANOVA, multiple regression and discriminate analysis. In order to evaluate Texas standard AP open enrollment charter campuses, their accountability ratings were compared with those of standard AP traditional public school campuses. The research evaluated twelve independent variables for charter schools to determine their relationship to accountability ratings, thereby providing charter operators indicators or predictors of accountability ratings to facilitate better academic quality. By analyzing the same variables for traditional public schools as charter schools, a baseline model was developed to compare the similarities and differences with the results of the charter school analyses.

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Stalions, Eric Wesley. "Dynamic Criteria Mapping: A Study of the Rhetorical Values of Placement Evaluators." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182262492.

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Pearson, Phillip Bruce. "The Impact of School-Level Factors on Minority Students' Performance in AP Calculus." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1849.

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In recent years, Science, Technology, Engineering, and Technology (STEM) talent pool has re-emerged as a national priority. Certain racial and ethnic groups are dramatically underrepresented in STEM careers and STEM educational programs, an especially serious concern given demographic transitions underway in the United States. The College Board's Advanced Placement (AP) Calculus program provides one way in which students can gain exposure to college-level mathematics while still in high school. This study analyzed factors that contribute to the success of minority students in AP Calculus using a large, longitudinal (2007-2012), geographically distributed dataset which included important school-level variables and AP scores for 10 urban school districts. Descriptive statistics show that AP success in general and minority success in AP Calculus specifically are unevenly distributed across the dataset. A very small number of schools and school districts account for the majority of the production of passing scores on AP exams. Results from multi- variate regression and multi-level growth modeling demonstrate that school size and academic emphasis on a school level constitute important predictors of success for Black and Hispanic students in AP Calculus. The very narrow distribution of AP success across schools and school districts suggests that a specific set of school-level policies and practices are likely to be highly effective in leveraging these two predictors.

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Ramsey, Susan. "THE EFFECT OF THE ADVANCED PLACEMENT TRAINING AND INCENTIVE PROGRAM ON INCREASING ENROLLMENT AND PERFORMANCE ON ADVANCED PLACEMENT SCIENCE EXAMS." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2765.

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The purpose of this study is to examine the effectiveness of the National Math and Science Initiative’s Advanced Placement Training and Incentive Program (APTIP) on the number of students taking AP science courses and their performance. The study evaluated 39 schools over a six-year period in six states that participate in the APTIP. The National Math and Science Initiative provided data for cohort I. A general linear model for repeated measures was used to evaluate the data. Data was evaluated three years prior to the intervention and three years during the intervention, which will actually continue for two more years (2012 and 2013) since cohort I schools were awarded five years of support. Students in APTIP schools enrolled in more AP science exams (AP Biology, AP Chemistry, AP Environmental Science, and AP Physics-B) over the course of the intervention. The quantity of students earning qualifying scores increased during the intervention years. APTIP is a multi-tiered program that includes seven days of teacher training, three six-hour student prep sessions, school equipment, reduced exam fees, and monetary incentives for students and teachers. This program positively impacted the quantity of enrollment and qualifying scores during the three years evaluated in this study. Increases in the number of female and African American students’ test takers their and qualifying scores were seen in all three years of the APTIP intervention. This study supports the premise that the first step to increasing the Science, technology, engineering, and math (STEM) pipeline is giving access to advanced courses to more students in high schools

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Hobbs, Phillip M. "An assessment of the Dual Enrollment/Dual Credit program at Jefferson State Community College in Birmingham, Alabama." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04012008-154553.

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Rehm, Jon C. "Advanced Placement and American Education: A Foucauldian Analysis of the Advanced Placement Program of the College Board." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1530.

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Advanced Placement is a series of courses and tests designed to determine mastery over introductory college material. It has become part of the American educational system. The changing conception of AP was examined using critical theory to determine what led to a view of continual success. The study utilized David Armstrong’s variation of Michel Foucault’s critical theory to construct an analytical framework. Black and Ubbes’ data gathering techniques and Braun and Clark’s data analysis were utilized as the analytical framework. Data included 1135 documents: 641 journal articles, 421 newspaper articles and 82 government documents. The study revealed three historical ruptures correlated to three themes containing subthemes. The first rupture was the Sputnik launch in 1958. Its correlated theme was AP leading to school reform with subthemes of AP as reform for able students and AP’s gaining of acceptance from secondary schools and higher education. The second rupture was the Nation at Risk report published in 1983. Its correlated theme was AP’s shift in emphasis from the exam to the course with the subthemes of AP as a course, a shift in AP’s target population, using AP courses to promote equity, and AP courses modifying curricula. The passage of the No Child Left Behind Act of 2001 was the third rupture. Its correlated theme was AP as a means to narrow the achievement gap with the subthemes of AP as a college preparatory program and the shifting of AP to an open access program. The themes revealed a perception that progressively integrated the program into American education. The AP program changed emphasis from tests to curriculum, and is seen as the nation’s premier academic program to promote reform and prepare students for college. It has become a major source of income for the College Board. In effect, AP has become an agent of privatization, spurring other private entities into competition for government funding. The change and growth of the program over the past 57 years resulted in a deep integration into American education. As such the program remains an intrinsic part of the system and continues to evolve within American education.

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Doaks, Synthia. "An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6266.

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The focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) reading and their participation in high school advanced academic courses. The advanced academic choice programs selected for this study consisted of the four Florida articulated accelerated college credit seeking programs: Advanced Placement (AP), Dual-Enrollment (DE), International Baccalaureate&"174; (IB) Diploma Programme, and the Cambridge Advanced International Certificate of Education (AICE). The proportion comparison consisted of student membership data and eighth-grade FCAT scores from 2007-2008 and the student membership data and high school course load data from the 2008-2009, 2009-2010, 2010-2011, and 2011-2012 academic school years. Chi-square goodness-of-fit tests were run to analyze the proportions by race and gender of the sample groups and student membership populations. For each respective year involved in this study, there was a statistically significant difference in the race and gender proportions of the samples and the student membership populations.
Ed.D.
Doctorate
Teaching, Learning and Leadership
Education and Human Performance
Educational Leadership; Executive Track

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Lipp, Jane H. "Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26689.

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A pertinent educational issue in our country today is the minority achievement gap. One specific program that has been developed and implemented over the last several years in an effort to provide strong academic curriculum and to raise student achievement, including minority student achievement, is the College Boardâ s Advanced Placement (AP) Program. The AP Program courses are widely recognized as providing students with academically challenging curriculum, facilitating their acceptance to colleges and supporting their preparation for and performance in post-secondary education. The emphasis of this research relates to the specific concern that although the AP Program has been in existence for several decades and is an integral part of most high schoolsâ curriculum for at least ten years, there is an under-representation of minority students in high school Advanced Placement (AP) Program courses. This qualitative research involved completing an in-depth case study of a designated secondary school in the Mid-Atlantic region that has been successful in recruiting and enrolling students, majority and minority, in the AP Program. Guiding questions for this case study related to identifying the individuals who influenced enrollment, as well as the policies, procedures, interventions, and strategies used to recruit students and increase their enrollment in AP courses. These research findings revealed various key factors that contributed to the success of increasing student enrollment in these academic courses and the factors are similar to those identified in the literature and other research studies. These factors include: (a) shared and distributed leadership demonstrated across the school; (b) collaborative vision and mission; (c) an AP Program with high expectations and a relevant and rigorous curriculum; (d) strong academic advisement, data-driven decision making, and specific school policies and procedures related to the AP Program; (e) extended student learning opportunities and individualized support; and (f) varied professional development and training for faculty. This case study highlights a group of dedicated and committed leaders with collaborative vision who implemented an academic program with focused initiatives and interventions. Between 2003 and 2009, this school increased overall student enrollment in the AP Program by 15.2%, with the Black student enrollment increasing by 11.9% and the Hispanic student enrollment increasing by 10.5%. They accomplished their goal and commitment to increasing minority enrollment in the AP Program and providing enriched academic learning opportunities for all students.
Ed. D.

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Docimo, Chelsey L. "A mixed methods approach to examining an Advanced Placement program in one Connecticut public school district." Thesis, University of Bridgeport, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570678.

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The purpose of this eleventh grade Advanced Placement (AP) program study was to determine factors associated with AP placement and subsequent student performance. This research was considered to be a mixed methods case study with elements of arrested action research. One hundred and twenty-four students, four guidance counselors, three AP teachers, and one administrator provided information used to determine if a problem existed in terms of the influx of students into the AP program without a comprehensive set of research-based supports designed to assist struggling students. Student data included instrument measures, structured written response questions, and secondary source information which was obtained from 124 eleventh grade students in 11 different AP classes between these two comprehensive high-schools in this district. Secondary source data was used to gauge academic ability and preparedness which included collecting: Preliminary Standardized Achievement Test (PSAT) scores, cumulative Grade Point Averages (GPAs), AP final class grades, and AP exam scores. All 124 students also completed three self-report measures designed to gauge test anxiety, academic locus of control, and executive functioning. These students also wrote brief responses to five structured written response questions that were aligned to the self-report measures. Four counselors, three AP teachers, and one administrator were interviewed to better understand their views concerning current AP placement practices and strategies used to support academically at-risk and traditionally underserved students. The analyzed data was then used to create a Professional Development (PD) Module inclusive of feasible and low-cost strategies to improve AP grades and exam scores. This PD Module was subsequently implemented for a short duration in three AP classrooms as the first cycle in an action research project. The three AP teachers were then interviewed in order to garner feedback and ideas on how to improve this PD Module.

Keywords: Advanced Placement (AP), Preliminary Standardized Achievement Test (PSAT), cumulative Grade Point Average (GPA), test-anxiety, academic locus of control, executive functioning, case study, arrested action research, mixed methods, Professional Development (PD)

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Dewar, Louise H. "The advanced placement program| Does the cost outweigh the value for independent schools in the 21st century?" Thesis, College of Saint Elizabeth, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619006.

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The purpose of this action research, mixed methods study was to explore the impact of the AP Program on the high school and college experience of students, both from an academic and a "lived experience" perspective. In addition, the study investigated the costs and values of the AP Program to the institution itself. The study revealed that the AP Program continues to contribute significant value to students' high school educations, generally prepares them well for success at college, and often contributes to the acquisition of important credit and placement accommodations for students when matriculating at college. The study also revealed that, although the Program contributes a great deal of stress to the high school experience, students do not see this as a significant impediment to participation. However, the study also revealed several opportunities for the institution to better prepare students for the rigor of the Program and their use of AP scores in obtaining accommodations at college. Finally, the study demonstrated that while the AP Program contributes important value to the teaching experience, marketing of the institution, and the college admissions success of the school, there are important issues that warrant further consideration and review, not the least of which is the quality of the non-AP curriculum that is offered to students who do not meet the prerequisites of the AP Program.

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Foss, Ivy. "African American Student Placement in Disciplinary Alternative Education Programs." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062856/.

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The purpose of this study was to determine the relationship (predicative capability) between selected variables, specifically, African American student enrollment, teacher ethnicity, and urban or rural district classification and the number of African American student placements in a disciplinary alternative education program (DAEP). The study used a non-experimental ex post facto design. Archival data from the Texas Education Agency were used to identify Texas schools that sent African American students to a DAEP during the 2013-2014 school year. Archival data from the Texas Education Agency were also used to identify African American student enrollment and teacher ethnicity for the selected school districts. Finally, archival data from the Texas Department of Agriculture were used to identify district classifications of urban or rural. Participants in this study consisted of 187 school districts that placed African American students in a DAEP during the 2013-2014 school year. Based on the findings, teacher ethnicity and African American student enrollment are statistically significant contributions to African American student placement in a DAEP. Urban or rural district classification is not a statistically significant predictor in the same placements. Results of this study add to existing literature by confirming that there is an overrepresentation of African American student placements in DAEPs and suggesting possible ways to combat this epidemic.

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Ngomana, Nomsa. "The relationship between educational achievement and physical activity among rural secondary school learners in Xihoko Circuit in Limpopo Province, South Africa." Thesis, University of Limpopo, 2013. http://hdl.handle.net/10386/1679.

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Thesis (M.A.(Educational Studies)) -- University of Limpopo, 2013
A study was conducted to investigate the relationship between educational achievement (EA) and physical activity (PA) among rural secondary school learners based on the hypothesis that PA boasts educational achievement. The participants (n=275) (164 girls and 111 boys) aged 17-27 were selected from three rural high schools at Xihoko Circuit, Limpopo Province in South Africa. Due to mounting pressures to reach adequate yearly progress, many school officials view non-assessed activities like Physical Education (PE) and recess as unnecessary, consequently creating a case for the elimination of any subject that is not directly measured through standardized testing. This action ends up depriving learners of one of the elements that they need to do well in the classroom. Participation in PE has been found to have many benefits, such as, improved EA and health. This is the only subject that provides learners with an opportunity for PA after long hours of sitting. Most of the evidence linking PA to student achievement comes from studies looking at the impact of PE classes. Overall, there seems to be consensus among those who have studied the issue that reducing the amount of instructional time devoted to “academic” subjects in order to devote more time to PE does not harm students’ EA. On the contrary, schools that have reduced their PE time have not seen reliable improvements in student achievement. Finding a link between EA and PA may make educational leaders to re-evaluate time spent during the school day. In this study, data was collected for one month. PA data were collected by means of a self-report Youth Physical Activity Questionnaire (YPAQ), whereas data on EA were obtained through Mathematics and English tests scores. The University of Limpopo granted ethical clearance for the study and the permission to access schools was given by the Department of Education, Limpopo. Data was analysed using descriptive and inferential statistics using Statistical Package for Social Sciences (SPSS) version 18. The results revealed a low positive correlation (r = .079) for English and (r = .086) for Mathematics. The null hypothesis was rejected as a results of the chi-square test outcome which revealed that at p< 0.05, df = 2, the c2 = 8.06 for Mathematics and c2 =147.2 for English. Since these values are greater than 5.99 chi-square statistical value, it means that the relationship between EA and PA exists, though non-significant. This has important implications for the introduction of PE in the school curriculum in the face of increasing sedentary life styles among young people and declining education performance that is plaguing our education system.

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Swanson, Kathrine Bridgett. "An analysis of the effects of high school student concurrent enrollment at Collin County Community College District." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4354/.

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As efforts to provide seamless transitions from high school to college grow, so do the numbers of high school students who concurrently enroll in college courses across the country. The purpose of this study was to evaluate the effectiveness of various aspects of the concurrent enrollment program at Collin County Community College District in Texas. Six research questions were designed to address student success and continuing enrollment patterns after high school graduation, as well as evaluate differences in the various models of dual credit classes offered by the college. Literature related to concurrent enrollment and dual credit programs, senior year of high school, and part-time faculty effectiveness was reviewed. Student issues addressed include: grade performance of concurrent enrollment students compared to the general college population; the percentage of concurrent enrollment students who continue at the college after high school graduation; and a comparison of continuing concurrent enrollment students with a matched sample (based on high school class rank), on the student success factors of fall-to-spring retention rates, fall-to-fall retention rates, grade point averages, and completion rates. Findings were generally positive related to the impact of concurrent enrollment on students and their subsequent success at the college. Various models of offering concurrent enrollment courses were also evaluated as measured by student performance in subsequent courses. Analysis of variance was used to determine differences based on the location at which the courses were taught (high school, college campus, or a college center); differences based on the mix of students in the class (all from one high school; all high school representing several schools; or a mix of high school and college students); and differences based on the employment status of the instructor (full-time college instructor; part-time college instructor; or high school teacher). Differences were examined for the entire sample, and for the academic disciplines of economics, English, and government.

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Kesselring, LeAnn E. "PETE Student Placement Procedures: In-depth with Six Programs." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4009.

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Headley, W. Scot. "Factors associated with training-related placement rates of high school vocational auto-repair programs /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856906261255.

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Arnold, Quail T. "Student, teacher,and educational leader perceptions of the quality of implementation of an advanced placement program in a select urban high school: a mixed methods study." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/278.

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The purpose of this mixed methods study was to investigate the factors that impact the quality of implementation of the Advanced Placement (AP) Program at a select urban high school and determine if the implementation methods can be attributed to the exam success rates. Furthermore, this study analyzed the quality of program implementation through student and teacher perceptions to investigate a relationship between factors of implementation and student performance on the AP exams. This research was conducted at a large metropolitan Atlanta high school, with a large minority population, located in the suburbs of a large urban school district in the southeastern part of the United States. The participants in this study were juniors and seniors who were currently participating in Advanced Placement at their school. Additionally, teacher and administrative personnel who worked with the Advanced Placement program participated in the study. Data collection was done through the concurrent embedded research design. The data for this study were collected through surveys, interviews, and test scores. The findings/conclusions from this study suggest that student classification (junior or senior), perception of the value of AP classes and the overall program, teaching methods, the number of AP classes taken in one year, teacher training, and the lack of a clear policy may influence the success rates of students on AP examinations. Practical implications and recommendations for educational leaders are offered.

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Grudzinski-Hall, Magdalena N. Haslam Elizabeth L. "How do college and university undergraduate level global citizenship programs advance the development and experiences of global competencies? /." Philadelphia, Pa. : Drexel University, 2007. http://hdl.handle.net/1860/1769.

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Hurt, James Matthew. "A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1487.

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Students with disabilities have traditionally achieved to a lesser degree than have their nondisabled peers. Since the 1950s the federal government has enacted laws to provide free, appropriate public education to students with disabilities. In the first decade of the 21st Century the government has produced legislation requiring schools to be responsible for improving instruction for students with disabilities. One of the major trends in accomplishing this task is a move toward inclusive education. This study determined the relationships of assessment type (Standards of Learning (SOL) assessments versus Virginia Grade Level Alternative (VGLA) assessments) and models of service delivery (general education inclusion classes versus special education pullout classes) for students with disabilities in grades 3 through 8 on student achievement in 4 counties in Southwest Virginia. Similar studies have been conducted with varying results noted. The review of the literature includes 18 studies that compared the achievement of students with disabilities who were instructed in the general education classroom with the achievement of students with disabilities who were instructed in the special education classroom. Significant differences were noted in 11 of the reviewed studies. The data were analyzed using chi-square analysis and pairwise comparisons. The findings indicate that there is a relationship between instructional delivery method (inclusion or pullout) and proficiency in reading and math. Students who were educated in the inclusion classrooms tended to have a higher incidence of pass proficient ratings and students in the pullout classrooms tended to have a higher incidence of pass advanced ratings. The findings also indicate that there is a relationship between assessment method (SOL assessment or VGLA) and proficiency in reading and math. Students who were assessed via the SOL assessment tended to have a higher incidence of pass proficient ratings and students who were assessed via the VGLA assessment tended to have a higher incidence of pass advanced ratings.

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Reeder, Richard C. "Mainstream Success Following Placement in a Modified Type II Setting." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4753/.

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The topic of alternative schools is widely available in the literature; however, once a student has been labeled a "troublemaker" and has been placed in a District Alternative Education Program (DAEP), a Type II setting, there is limited information about the overall success of students upon their return to the mainstream. This study compared the success of students formerly placed in a modified disciplinary Type II setting, once they have returned to the mainstream, with their success prior to disciplinary placement. The purpose of the study was to examine if disciplinary measures that remove students from the mainstream environment negatively impact the variables that measure school success, despite legislative mandates such as No Child Left Behind, which advocates success for every student. The population for this study was 86 7th- through 11th-grade students assigned to a DAEP in Texas during the spring of 2003. A comparison of pre- and post-placement dependent variables measuring school success-attendance, passing core courses, behavioral achievement, standardized test score achievement, recidivism, and dropout rates-comprised this study. The independent variables-gender, ethnicity, grade level, socioeconomic status, and disciplinary offense-were used to compare and analyze each dependent variable. The dependent variables of attendance, passing core courses, and behavior demonstrated a decline in the measurement of school success across time. The only dependent variable that demonstrated improvement between the pre- and post-placement periods was achievement on standardized test scores. From the number of students who withdrew from the mainstream during the post-placement semesters, large recidivism and dropout rates were determined, which reflected the large percentage of students who were not successful in the district's mainstream. The comparisons of dependent variables by independent variables resulted in significance only in the analyses of attendance by grade level. This interaction was determined to be significant since p < .05. During both post-placement semesters, 11th-grade attendance increased by 20.2 points. Students in the 7th, 8th, and 9th grades maintained a slight increase in attendance between the pre-placement and first post-placement semester yet experienced an attendance decline in the second post-placement semester. This decline was seen in all three grade levels between the pre-placement and the second post-placement semesters. Attendance among tenth graders declined throughout all semesters of the study. The comparison of attendance by disciplinary offense resulted in a large effect size (eta2). The eta2 reported within 29.8% accuracy in variability when attendance was compared by disciplinary offense. Students placed for assault demonstrated a 27.7 point increase in attendance by the second post-placement semester. Despite the comparison of attendance by the grade level of students being the only significant result, and the comparison of attendance by disciplinary offense resulting in a large effect size, several specific conclusions were drawn from the analyses of the pre- and post-placement data measuring school success. All dependent variable measurements, with the exception of standardized test score achievement, resulted in an overall reduction of mean scores across time. This decline indicates that students do demonstrate a decline in school success following a removal from a mainstream setting.

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Cummings, Nicki. "Employee Assistance Program (EAP) as a context for social work practice placement." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15314.

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The Bachelor of Social Work degree is a four year course consisting of classroom and field practicum training. In 2013, the Automotive Information and Development Centre (AIDC) and Nelson Mandela Metropolitan University agreed upon placing fourth year social work students within the Employee Assistance Programs affiliated with the AIDC. The research goal of this study is to enhance an understanding of Employee Assistance Programs (EAP) as a context for practicum training for (4th) fourth year social work students by exploring and describing the perceptions and experiences of students, campus supervisors and EAP company representatives. In this respect, the study seeks to determine whether EAP provides the opportunity to meet the Exit Level Outcomes for the Bachelor of Social Work degree. This study is focussed on the practical application of social work knowledge and skills; it is framed within the principles of the Outcomes Based Educational Approach to Education. It was thus considered relevant to introduce a literature review on this particular approach with the focus on the achievement of outcomes. In order to understand whether EAP is an effective learning context the researcher needed to understand how students apply the experience and bridge the gap between theory and practice to gain meaning and understanding and, essentially, learn from the practicum training experience thus further enhancing the framework. The experiential learning cycle presented by Kolb (1984) extended the framework to provide an appropriate model for facilitating learning by linking practice to theory and knowledge. Kolb’s experiential learning cycle was thus explored. The study utilised an exploratory, descriptive, qualitative approach, which is contextual in nature. Non-probability, purposive sampling was utilised to select fourth year social work students, supervisors and company representatives who were involved with EAPs and fourth year social work students at their company. Data collection incorporated semi-structured interviews. Data analysis resulted in themes, sub-themes, categories and sub-categories emerging. Upon analysis of these themes, it was clear that with the appropriate support and creativity, students were able to meet the required Exit Level Outcomes of the Bachelor of Social Work degree. The study concludes that the overall the experience of fourth year social work students placed at EAP companies has been a positive one, with students meeting the Exit Level Outcomes for the Bachelor of Social Work degree. Although this was a positive experience, greater preparation is required and communication between the relevant parties needs to be improved.

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Rezvani, Geeta. "A study of the impact of California Proposition 227 on the identification and placement of English language learners in special education programs and services in California public schools." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/572.

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This dissertation examined whether there had been any changes in local practices and policies with respect to the identification and placement of English language learners in special education programs and services since the enactment of Proposition 227, and if so, what they were. This study was comprised of an examination of statewide general and special education aggregated student enrollment data, school years 1996-1997 through 1999- 2000, at state and local education agency (LEA) levels and interviews with selected LEA special education administrators. The findings revealed that (1) the proportion of English language learners who were identified and placed in special education programs and services changed since Proposition 227 passed; however, there were no specific changes identified in local practices and policies, (2) district special education administrators believed that this law had no affect on the identification or assessment processes of special education programs, (3), they also believed that proposition 227 had no effect on identification and placement of English language learners in general education or special education programs, and (4) lack of qualified staff, inadequacy of instructional materials, staff training and misconception of the law in general were identified as LEAs primary challenges post- Proposition 227.

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Williams, Sarah E. "A qualitative investigation of the special education identification, referral, and placement process: its relationship to the over representation of African American males in high incidence programs in an urban school system." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2005. http://digitalcommons.auctr.edu/dissertations/586.

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This study examines the relationship between the special education identification, referral, and placement process and African-American males’ overrepresentation in high incidence programs in an urban school system. This study relied on perceptions of educators and parents regarding the special education process. This study was based on the premise that the special education placement phenomenon is influenced by teachers’ perceptions of behavior and teachers ‘perceptions that many African-American. male students lack fundamental academic capabilities. A qualitative approach which utilized focus groups and interviews was implemented. Data were analyzed literally, interpretively, and reflectively in order to address each of the four study domains. The researcher found that the overrepresentation of African-American males in high incidence programs was not a function of race, in the study district, but rather more related to gender and gender based issues. The conclusions drawn from the findings suggest that gender related issues impact the number of African-American males in high incidence programs. Additionally, teacher tolerance and teacher expectations dictate how each teacher will implement the process.

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Rezvani, Geeta. "A study of the impact of California Proposition 227 on the identification and placement of English language learners in special education programs and services in California public schools : a dissertation." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/572.

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This dissertation examined whether there had been any changes in local practices and policies with respect to the identification and placement of English language learners in special education programs and services since the enactment of Proposition 227, and if so, what they were. This study was comprised of an examination of statewide general and special education aggregated student enrollment data, school years 1996-1997 through 1999- 2000, at state and local education agency (LEA) levels and interviews with selected LEA special education administrators. The findings revealed that (1) the proportion of English language learners who were identified and placed in special education programs and services changed since Proposition 227 passed; however, there were no specific changes identified in local practices and policies, (2) district special education administrators believed that this law had no affect on the identification or assessment processes of special education programs, (3), they also believed that proposition 227 had no effect on identification and placement of English language learners in general education or special education programs, and (4) lack of qualified staff, inadequacy of instructional materials, staff training and misconception of the law in general were identified as LEAs primary challenges post- Proposition 227.

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Richardson, Robert Frederick Jr. "An analysis of the relationship between race and gender and national student placement in programs for the educable mentally retarded, learning-disabled, and seriously emotionally disturbed from 1976 through 1984." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618418.

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Both prior to and since the passage of 94-142 in 1975, researchers and policy analysts have raised consistent concerns about the overrepresentation of black males in EMR and ED programs, especially in view of an often noted disproportion of white males in LD programs.;All of the empirical research on overrepresentation since 1975 has been characterized by one or more of the following limitations: (a) Small sample populations were drawn from one school district or state, (b) Larger samples, when studied, were analyzed at one specific point in time rather than over a period of time, (c) The power of the statistic used to analyze the data was so limited that few, if any, valid conclusions could be reached.;The present study was undertaken with the specific objective of compensating for these earlier limitations. The primary research question examined was "To what degree are race and gender related to the actual versus expected prevalence of students placed in programs for the educable mentally retarded, learning disabled, and emotionally disturbed nationally from 1976 through 1984?" A dataset was drawn from a secondary database compiled by the U.S. office for Civil Rights from a biennial national survey of elementary and secondary schools. The data were analyzed by means of a log-linear statistic selected because of its ability to generate both a probability ratio and a reliable measure of association.;Results of the study indicated that black students continue to be significantly overrepresented in EMR programs, both nationally and regionally, as are blacks and males in ED programs. Males are significantly more likely to be placed in LD programs than are females, as they are to a lesser degree in EMR programs. White students are not disproportionately classified as learning disabled, however, and a trend towards black student disproportion in LD programs appears to be emerging.;The author concluded that, despite specific procedural safeguards enacted in 1975, factors other than educational and behavioral data (such as race and gender) continue to influence significantly the classification process in special education. The need for meaningful and valid classification was seen as critical as long as a categorical model of special education continues to pervade the field.

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Go-Miller, Adrianne Michelle. "Social and Emotional Effects of a School Lottery on Gifted Adolescents: A Retrospective." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3120.

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Gifted adolescents who experienced a randomized lottery process to continue attending their school are the focus of this study. For more than 10 years, sixth-grade students at a Northern California school for gifted students have participated in a lottery process to continue attending their school for seventh and eighth grades. This study describes the reflections of nine lottery participants, and the social and emotional effects that a school lottery has on adolescents. The student perspectives were gained through in-person interviews and participants’ written impressions. Stress and anxiety were commonly endured by all participants. The study explores other effects such as reliance on support networks consisting of friends, families and teachers for social and emotional well-being.

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Dissertations / Theses on the topic 'Advance placement programs (Education)'

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