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A Mixed Methods Approach to Examining an Advanced Placement Program in One Connecticut Public School District

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Title: A Mixed Methods Approach to Examining an Advanced Placement Program in One Connecticut Public School District
Language: English
Authors: Docimo, Chelsey L.
Source: ProQuest LLC. 2013Ed.D. Dissertation, University of Bridgeport.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 406
Publication Date: 2013
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 11
Secondary Education
High Schools
Descriptors: Advanced Placement Programs, Public Schools, School Districts, Mixed Methods Research, Grade 11, High School Students, Academic Achievement, Student Placement, Action Research, School Counselors, Secondary School Teachers, Administrators, Scores, Grade Point Average, Locus of Control, Executive Function, Test Anxiety, Self Evaluation (Individuals), Interviews, Faculty Development
Geographic Terms: Connecticut
Assessment and Survey Identifiers: Preliminary Scholastic Aptitude Test
ISBN: 978-1-303-16279-4
Abstract: 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2015
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3570678
Accession Number: ED554959
Database: ERIC
FullText Text:
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  Data: A Mixed Methods Approach to Examining an Advanced Placement Program in One Connecticut Public School District
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  Data: 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 406
    Subjects:
      – SubjectFull: Advanced Placement Programs
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Mixed Methods Research
        Type: general
      – SubjectFull: Grade 11
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Student Placement
        Type: general
      – SubjectFull: Action Research
        Type: general
      – SubjectFull: School Counselors
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Administrators
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Grade Point Average
        Type: general
      – SubjectFull: Locus of Control
        Type: general
      – SubjectFull: Executive Function
        Type: general
      – SubjectFull: Test Anxiety
        Type: general
      – SubjectFull: Self Evaluation (Individuals)
        Type: general
      – SubjectFull: Interviews
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Connecticut
        Type: general
      – SubjectFull: Preliminary Scholastic Aptitude Test
        Type: general
    Titles:
      – TitleFull: A Mixed Methods Approach to Examining an Advanced Placement Program in One Connecticut Public School District
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