A Mixed-Methods Study of Advanced Placement Courses in Georgia: Inequality for Rural Students

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Places, Pathways, and Predispositions for Rural College and Career Readiness

Abstract

The purpose of this explanatory sequential mixed methods design is to confirm the availability of and understand the barriers to advanced curricular offerings via Advanced Placement (AP) in Georgia high schools according to their geography Title I eligibility, and charter school status. Preliminary analysis found that charter schools had, on average, 50 less students taking an AP exam, while Title I schools had 30 less students taking an AP exam. We also found that there were significantly less students in rural schools taking AP exams even after adjusting for school size. In this session we will also present qualitative findings concerning barriers that exist to offering AP courses to students in high school.

Authors

• Phillip D Grant, University of West Georgia

• T. Logan Arrington, University of West Georgia