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ERIC Number: ED548959
Record Type: Non-Journal
Publication Date: 2012
Pages: 343
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-4111-0
A Comparison of Advanced Placement Scores for Hispanic Students from California, Texas, and Arizona
Koch, Bevan M.
ProQuest LLC, Ed.D. Dissertation, Sam Houston State University
Purpose: One purpose of this study was to analyze the overall AP exam performance of Hispanic students of Mexican origin from California, Texas, and Arizona. A second purpose was to conduct a comparison of Hispanic student exam scores from California, Texas, and Arizona on mathematics and English exams. Specifically, the performance of Hispanic students on AP exams for Calculus AB, Calculus BC, Statistics, English Language and Composition, and English Literature and Composition was analyzed. Methodology: A nonexperimental, causal-comparative research design was used to compare the performance of Hispanic students of Mexican origin from California, Texas, and Arizona on AP exams. Archival data for the 15 years from 1997 through 2011 were acquired from the College Board website. Pearson chi-square tests were performed to determine whether statistically significant differences in AP exam score distributions were present among the three states in overall performance as well as on AP mathematics and English exams. Findings: Statistically significant differences were present for 64 of the 90 comparisons. All comparisons of overall AP exam scores were statistically significant indicating that scores for Hispanic students differed by state of residency. For example, California had the highest percentage of Hispanic students earn a score of 3 or higher on all AP exams for 10 out of the 15 years of comparisons, and Texas had the lowest percentage of students earn passing scores for all 15 years. Moreover, with the exception of Calculus BC, less than one third of students who took an AP exam in mathematics or English earned a score that would result in college credit or advanced placement. Conversely, the majority (56.08%) of Hispanic students who took the Calculus BC exam did earn a score of 3 or higher. Effect sizes ranged from trivial to medium. Despite large increases in participation of Hispanic students in AP programs, the majority of these students did not earn advanced placement or college credit for exam scores. Cost effectiveness ratios, calculated to represent the comparison of costs associated with students who fail exams to students who pass exams, were almost all negative, indicating that monies were not spent effectively. KEY WORDS: Advanced Placement, College readiness, Hispanic students. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; California; Texas
Identifiers - Assessments and Surveys: Advanced Placement Examinations (CEEB)