District Perspectives on a Report on Diversifying Advanced Placement Courses: A Longitudinal Study

• In Event: 58.077 - District-Driven Problems of Practice: What Can Practitioner-Scholars Learn and How Do Districts Benefit?

Abstract

Objectives

The Advanced Placement (AP) program is offered in nearly 80% of all public high schools, making it one of the nation’s most common programs for high school advanced coursework (National Center for Educational Statistics, 2016). Recent research shows students who participate in AP courses have higher grade point averages in high school, have higher graduation rates, and are more likely to go to college than students who did not participate (College Board, 2014; Conley et al., 2014; Long et al., 2012). The purpose of this research, therefore, was to investigate one Pacific Northwest school district’s AP student population demographics for potential disparities in enrollment, attendance, and achievement.

Perspectives

Although correlational benefits appear in the research, it is likely that the students drawn to AP programs are often advantaged students with higher-educated parents who perceive themselves as academically advanced in ability, intelligence, and motivation (Testa, 2010). To encourage more equitable enrollment, Dogherty, Mellor, and Jian (2006) demand a change in how schools approach AP course enrollment so more students are prepared for college-level work when they leave high school.

Methods and Data Sources

Methods for this study include a longitudinal analysis of three years of enrollment, achievement, and attendance data for students participating in Advanced Placement. All data were disaggregated by gender, socioeconomic status, and race to better understand potential disparities. Data were analyzed using descriptive statistics, independent samples t-tests, and analysis of variance (ANOVA).

Substantiated Conclusions

The analysis revealed disproportionate enrollment in Advanced Placement courses. Although the overall enrollment in the district was 51% male, 22% Latino, 16% English Language Learners (ELLs), and 44% low socioeconomic status, enrollment in Advanced Placement courses were 43% male, 10% Latino, 0% ELL, and 25% low socioeconomic status. Further, these statistics had remained very stable over the previous three years. These results mirrored results from the literature, in which students of color and students from lower socioeconomic families have traditionally been underrepresented in AP courses, even though they perform well in regular academic classes. Klopfenstein (2004) suggested reasons behind their low representation include limited course access and a lack of encouragement to challenge themselves with rigorous advanced courses. According to the College Board (2014), only 40% of the students who could be successful in an Advanced Placement courses were actually enrolled.

Significance

This research has had numerous long-term effects. Following this report, the district enacted an initiative to increase AP access for non-traditional students by identifying potential students based on prior academic performance, PSAT scores, and characteristics such as growth mindset and grit. Once these “missing” students were identified, they were recruited to enroll in AP by school staff. The district is now studying the supports and barriers that existed for these non-traditional AP students during their first year in AP to increase their success. Schneider (2009) characterizes “the history of Advanced Placement in the United States as a tug-of-war between those struggling to secure equity for all and those intent on securing a measure of distinction for some” (p. 813).

Author

• Teresa Ketelsen, Gresham-Barlow School District