View in EDS

College-Level Learning in High School: Purposes, Policies, and Practical Implications. The Academy in Transition.

Saved in:
Bibliographic Details
Title: College-Level Learning in High School: Purposes, Policies, and Practical Implications. The Academy in Transition.
Language: English
Authors: Johnstone, D. Bruce, Del Genio, Beth, Association of American Colleges and Universities, Washington, DC.
Availability: Association of American Colleges & Universities, 1818 R Street NW, Washington, DC 20009 (1-10 copies, $10 members; $12, nonmembers; additional discounts for larger quantities). Tel: 202-387-3760; e-mail: pub_desk@aacu.nw.dc.us.
Peer Reviewed: N
Page Count: 79
Publication Date: 2001
Document Type: Reports - Research
Descriptors: Advanced Placement Programs, College Bound Students, College Credits, College Curriculum, High School Students, High Schools, National Surveys, Selective Colleges
Geographic Terms: U.S.; District of Columbia
ISBN: 978-0-911696-85-1
Abstract: This publication is the first in what will be a new set of Academy in Transition policy and research reports on important trends in undergraduate education and the changing environment in which colleges and universities are educating a much larger percentage of the population. College-level learning in high school is a rapidly growing, but little-studied, phenomenon. With well over a million Advanced Placement (AP) Examinations taken by more than 700,000 high school students, AP plays an increasingly visible role in defining the content and standards of high school college-entry-significant courses. College-level learning in high school also includes courses for which colleges grant credit as their own, but which are taught to high school students by high school teachers in high school venues. This study examined the central role of college and university policies toward the sponsorship of college-level learning in high school and the acceptance of supposed college-level credits brought in by entering or transferring students. Data are from a national sample of 451 two- and four-year colleges and universities collected and analyzed by the University at Buffalo Learning Productivity Network. Findings reveal great differences in encouragement and accommodation according to the selectivity of the institution, with highly selective institutions requiring higher scores on AP examinations and frequently not allowing them to be credited toward graduation. Less selective institutions are more likely to accept AP results and other forms of college credit. (Contains 17 tables, 13 endnotes, and 25 references.) (SLD)
Notes: Also supported by Atlantic Philanthropies, Inc.
Journal Code: RIENOV2002
Entry Date: 2002
Accession Number: ED464529
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED464529
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED464529
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: College-Level Learning in High School: Purposes, Policies, and Practical Implications. The Academy in Transition.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Johnstone%2C+D%2E+Bruce%22">Johnstone, D. Bruce</searchLink><br /><searchLink fieldCode="AR" term="%22Del+Genio%2C+Beth%22">Del Genio, Beth</searchLink><br /><searchLink fieldCode="AR" term="%22Association+of+American+Colleges+and+Universities%2C+Washington%2C+DC%2E%22">Association of American Colleges and Universities, Washington, DC.</searchLink>
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Association of American Colleges & Universities, 1818 R Street NW, Washington, DC 20009 (1-10 copies, $10 members; $12, nonmembers; additional discounts for larger quantities). Tel: 202-387-3760; e-mail: pub_desk@aacu.nw.dc.us.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 79
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2001
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Advanced+Placement+Programs%22">Advanced Placement Programs</searchLink><br /><searchLink fieldCode="DE" term="%22College+Bound+Students%22">College Bound Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Credits%22">College Credits</searchLink><br /><searchLink fieldCode="DE" term="%22College+Curriculum%22">College Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22National+Surveys%22">National Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Selective+Colleges%22">Selective Colleges</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+District+of+Columbia%22">U.S.; District of Columbia</searchLink>
– Name: ISBN
  Label: ISBN
  Group: ISBN
  Data: 978-0-911696-85-1
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This publication is the first in what will be a new set of Academy in Transition policy and research reports on important trends in undergraduate education and the changing environment in which colleges and universities are educating a much larger percentage of the population. College-level learning in high school is a rapidly growing, but little-studied, phenomenon. With well over a million Advanced Placement (AP) Examinations taken by more than 700,000 high school students, AP plays an increasingly visible role in defining the content and standards of high school college-entry-significant courses. College-level learning in high school also includes courses for which colleges grant credit as their own, but which are taught to high school students by high school teachers in high school venues. This study examined the central role of college and university policies toward the sponsorship of college-level learning in high school and the acceptance of supposed college-level credits brought in by entering or transferring students. Data are from a national sample of 451 two- and four-year colleges and universities collected and analyzed by the University at Buffalo Learning Productivity Network. Findings reveal great differences in encouragement and accommodation according to the selectivity of the institution, with highly selective institutions requiring higher scores on AP examinations and frequently not allowing them to be credited toward graduation. Less selective institutions are more likely to accept AP results and other forms of college credit. (Contains 17 tables, 13 endnotes, and 25 references.) (SLD)
– Name: Note
  Label: Notes
  Group: Note
  Data: Also supported by Atlantic Philanthropies, Inc.
– Name: CodeSource
  Label: Journal Code
  Group: SrcInfo
  Data: <searchLink fieldCode="JC" term="%22RIENOV2002%22">RIENOV2002</searchLink>
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2002
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED464529
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED464529
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 79
    Subjects:
      – SubjectFull: Advanced Placement Programs
        Type: general
      – SubjectFull: College Bound Students
        Type: general
      – SubjectFull: College Credits
        Type: general
      – SubjectFull: College Curriculum
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: National Surveys
        Type: general
      – SubjectFull: Selective Colleges
        Type: general
      – SubjectFull: U.S.; District of Columbia
        Type: general
    Titles:
      – TitleFull: College-Level Learning in High School: Purposes, Policies, and Practical Implications. The Academy in Transition.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Association of American Colleges and Universities, Washington, DC.
      – PersonEntity:
          Name:
            NameFull: Johnstone, D. Bruce
      – PersonEntity:
          Name:
            NameFull: Del Genio, Beth
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2001
          Identifiers:
            – Type: isbn-print
              Value: 978-0-911696-85-1
ResultId 1