School-Level Perspectives on Expanding Access to Advanced Placement Courses in a Diverse Florida High School

• In Event: Race and Place: How Suburban Schools Respond to Increasing Racial Diversity

Abstract

Objectives or purposes
This paper examines the perspectives of educators on expanding access to Advanced Placement (AP) classes to traditionally underserved students at a diverse suburban high school in a large Florida district. The objectives are: a) to examine sources of teachers’ resistance to detrack AP classes and 2) to highlight the contradictions between the stated equity goals of expanding AP and state accountability policies. Questions will be raised about the benefits of expanding AP participation over other detracking policies.
Theoretical framework
There is a large body of literature on the adverse consequences regarding tracking students into remedial and high academic course work as poor and non-white students often find themselves at the bottom of curriculum hierarchy (Oakes, 1985; Kelly, 2008). Critics of tracking have also argued that a differentiated curriculum resegregated white and students of color in districts that faced court order desegregation (Mickelson, 2001). The lack of African American and Latino students’ access to AP classes, in particular, has been seen as perpetuating white advantage (Solorzano & Ornelas, 2002).
In recent years, the College Board has increased its focus on minority students by establishing the Advocacy and Policy Center while working to provide pathways to higher education for historically marginalized student populations (College Board, 2013). The College Board’s push to increase minority and low-income student participation in AP classes can be viewed as a much needed means to address past discrimination. However, scholars have noted that teachers often resist increased access to high academic options (Oakes, Wells, Jones, & Datnow, 2008). How measures to incentivize AP expansion play into educators embracing or resisting equity goals has not been explored. This examination of educator perspectives at a racially diverse high school offer insights into this area.
Methods and Data sources
This study employed qualitative methods including document analysis and interviews with school level actors at a racially diverse high school. Interviews included the former and current high school principal, the school psychologist, and several teachers. In addition district level interviews were conducted with administrators charged with implementing state accountability measures including the Florida-College Board partnership to increase college readiness. District-level and school-level data on AP participation by race were also analyzed.
Substantiated conclusions
The findings indicate that school and district-level administrators found teachers resistant to expanding AP access, reflecting gate keeping attitudes toward an increasingly diverse student body. Teachers, however, expressed complex views on the push to expand AP access, questioning whether AP offers students better benefits compared than other programs. In addition, teachers noted that accountability policies created disincentives for AP inclusion for teachers while rewarding school and district administrations.
Scholarly significance
This study contributes to the literature by examining school level perspectives on efforts to detrack AP courses. Beliefs about the efficacy of state and district efforts to expand AP enrollment are informed by accountability policies.

Authors

• Mark Lance Rowland, University of South Florida

• Barbara Joseph Shircliffe, University of South Florida