Effects of Early AP Course Taking on High School Outcomes and College Enrollment for Less Academically Prepared Students. Policy Brief
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| Title: | Effects of Early AP Course Taking on High School Outcomes and College Enrollment for Less Academically Prepared Students. Policy Brief |
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| Language: | English |
| Authors: | Han Bum Lee, Sofia Bahena, Sharon L. Nichols, Texas Education Research Center |
| Source: | Texas Education Research Center. 2024. |
| Availability: | Texas Education Research Center. University of Texas at Austin, Pickle Research Campus, 10100 Burnet Road, Bldg #137 TCB, Rm 1.143A, L4500, Austin, TX 78758; Tel: 512-471-4528; Web site: https://texaserc.utexas.edu/ |
| Peer Reviewed: | N |
| Page Count: | 6 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education Junior High Schools Middle Schools Higher Education Postsecondary Education |
| Descriptors: | Advanced Placement Programs, Learning Trajectories, Student Promotion, College Bound Students, Public Schools, Middle School Students, High School Students, College Enrollment, Educationally Disadvantaged, Equal Education, Student Placement |
| Geographic Terms: | Texas |
| Assessment and Survey Identifiers: | Advanced Placement Examinations (CEEB) |
| Abstract: | The expansion and increasing popularity of Advanced Placement (AP) programs have led to a new and significant trend: students are taking AP courses earlier in their high school journey, with a notable increase in enrollment among freshmen and sophomores. This study examines the effects of early engagement in AP courses for students deemed "academically underprepared", as indicated by their previous standardized test scores in reading and mathematics. By examining "academically underprepared" students transitioning from public middle schools to public high schools in Texas, this research challenges the prevailing assumption that early AP involvement is less advantageous for students with lower prior test scores. The goal is to understand whether early participation in AP courses might contribute to greater educational equity and enhancement, providing perspectives on how AP involvement can improve academic success and readiness for college among students often considered underprepared. This research not only reassesses conventional measures of academic readiness but also seeks to highlight the AP program's potential as a tool for educational advancement and equity. |
| Abstractor: | ERIC |
| Entry Date: | 2024 |
| Accession Number: | ED661321 |
| Database: | ERIC |
| Abstract: | The expansion and increasing popularity of Advanced Placement (AP) programs have led to a new and significant trend: students are taking AP courses earlier in their high school journey, with a notable increase in enrollment among freshmen and sophomores. This study examines the effects of early engagement in AP courses for students deemed "academically underprepared", as indicated by their previous standardized test scores in reading and mathematics. By examining "academically underprepared" students transitioning from public middle schools to public high schools in Texas, this research challenges the prevailing assumption that early AP involvement is less advantageous for students with lower prior test scores. The goal is to understand whether early participation in AP courses might contribute to greater educational equity and enhancement, providing perspectives on how AP involvement can improve academic success and readiness for college among students often considered underprepared. This research not only reassesses conventional measures of academic readiness but also seeks to highlight the AP program's potential as a tool for educational advancement and equity. |
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