ERIC Number: ED452281
Record Type: RIE
Publication Date: 2001-Mar
Advancing Excellence in Urban Schools: A Report on Advanced Placement Examinations in the Great City Schools.
Eisner, Caroline, Ed.
This is the first comprehensive study to examine Advanced Placement (AP) course-taking patterns and subject test results in the nation's urban schools. This study investigates both Great City Schools' (GCS) AP scores and scores for a national sample of test takers. The GCS data set includes 58 large urban public school districts. The primary purpose of this research, done in collaboration with The College Board, is to examine urban student achievement in the context of high standards. The report analyzes AP examination data on: (1) number of test-takers; (2) race/ethnicity and gender; (3) percentage of test-takers with core or more academic preparation; (4) mean scores on 12 subject tests; (5) mean scores by academic preparation and gender; (6) mean scores of African Americans, Asian Americans, Hispanic Americans, and Whites; (7) scores by household income; and (8) achievement gaps by academic preparation, gender, race/ethnicity, and household income. Data analysis examined biology, calculus AB, chemistry, English language, English literature, physics B, and U.S. history. GCS and national test-takers were more likely to be White than nonWhite. Females were more likely to take exams in subjects requiring extensive reading. Males were more likely to take exams in subjects requiring extensive mathematical skills. Mean subject test scores for GCS test takers were more likely to be below the 3.0 needed for college credit than test takers nationally, whose mean scores were slightly above 3.0. White students were most likely to outperform all other students. Mean AP subject test score differences were greater between Whites and African Americans than between Whites and Hispanics. Most test-takers had core or more academic preparation. Students with such preparation outperformed those with less preparation, though White students in GCS and nationally with less than core preparation scored better in all subjects than Hispanics and African Americans who took core courses. Household income affected AP subject test performance. Document includes 4 tables and 73 figures. Appendices include: (1) Description of Advanced Placement Subject Tests; (2) Advanced Placement Examination Scoring Levels and College Credit: (3) Definition of "Core" and "Less than Core" Academic Preparation; and (4) Great City School Districts. (SM)
Descriptors: Academic Achievement, Advanced Placement, Asian American Students, Black Students, College Preparation, Equivalency Tests, Excellence in Education, High Schools, Hispanic American Students, Racial Differences, Scores, Sex Differences, Student Characteristics, Urban Schools, White Students
Council of the Great City Schools, 1301 Pennsylvania Avenue, NW, Suite 702, Washington, DC 20004 ($10). Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org. For full text: http://www.org/reports/home/ap_1999.htm.
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: N/A
Authoring Institution: Council of the Great City Schools, Washington, DC.; College Board, New York, NY.
Grant or Contract Numbers: N/A