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ERIC Number: ED555072
Record Type: Non-Journal
Publication Date: 2013
Pages: 221
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-2669-4
ISSN: N/A
Hispanic Student Performance on Advanced Placement Exams: A Multiyear, National Investigation
Jara, Teresa Dianne
ProQuest LLC, Ed.D. Dissertation, Sam Houston State University
Purpose: The purpose of this study was to analyze the Advanced Placement exams that Hispanic students complete and to compare their overall performance with the performance of White students from 2000 to 2012. A second purpose was to determine which Advanced Placement exams were the most difficult exams for Hispanic students and which Advanced Placement exams were the easiest exams for Hispanic students. A third purpose was to identify what trends, if any, were present for Hispanic student performance on Advanced Placement exams from 2000 to 2012. Methodology: A nonexperimental quantitative research design was used to compare the overall performance of Hispanic students on AP exams with the overall performance of White students on AP exams for the 2000 through the 2012 school years. Pearson chi square tests were used to determine the extent to which statistically significant differences were present in AP exam scores between Hispanic and White students. Findings: Despite large increases in the participation of Hispanic students in AP exams over this 13-year time period, the majority of these students did not earn a score of a 3, 4, or 5; a score needed to receive either advanced placement or college credit. White students outperformed Hispanic students in their overall AP exam performance for all 13 years of data analyzed. The five least difficult and the five most difficult AP exams were identified for Hispanic students in the 13 years of data analyzed. The Spanish Language, Spanish Literature, English Literature and Composition, Calculus BC, and European History were the least difficult AP exams for Hispanic students. The Chemistry, Physics B, World History, U.S. History, and Economics exams were the most difficult AP exams for Hispanic students. With respect to the cost effectiveness of taking AP exams, in the 2000 school year, the cost effectiveness ratio for Hispanic students was -0.05. This negative cost effectiveness value increased for Hispanic students across the 13 years of data analyzed. In contrast, the cost effectiveness ratios for White students were consistently positive across the 13 years of data. As such, further investigations into the taking of AP exams are warranted. [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.]
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
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Advanced Placement Examinations (CEEB)