ERIC Number: EJ934893
Record Type: Journal
Publication Date: 2011
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
ACT Test Performance by Advanced Placement Students in Memphis City Schools
Mo, Lun; Yang, Fang; Hu, Xiangen; Calaway, Florance; Nickey, John
Journal of Educational Research, v104 n5 p354-359 2011
The authors investigated the extent to which taking specific types of Advanced Placement (AP) courses and the number of courses taken predicts the likelihood of passing subject benchmarks and earning a score of 19 on the composite score on the ACT test, and examined the role gender plays in the projection. They found evidence that taking an AP mathematics course and taking more AP courses derives a positive benefit. Results suggest young men are more likely to succeed in passing ACT mathematics and ACT science tests than are young women, but no gender difference was found on ACT Reading and ACT social studies. (Contains 3 tables.)
Descriptors: Evidence, Science Tests, College Entrance Examinations, Gender Differences, Advanced Placement Programs, Benchmarking, Mathematics Tests, Predictive Validity, Predictive Measurement, Performance Based Assessment, Educational Testing, Maximum Likelihood Statistics, Statistical Analysis, Social Studies
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tennessee
Identifiers - Assessments and Surveys: ACT Assessment
IES Funded: Yes
Grant or Contract Numbers: R305A090528