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ERIC Number: ED561020
Record Type: Non-Journal
Publication Date: 2002
Pages: 86
Abstractor: As Provided
Reference Count: 62
Minority Student Success: The Role of Teachers in Advanced Placement Program® (AP®) Courses. Research Report No. 2002-8. ETS RR-02-17
Burton, Nancy W.; Whitman, Nancy Burgess; Yepes-Baraya, Mario; Cline, Frederick; Kim, R. Myung-in
College Board
This project described the characteristics and teaching behaviors of those successfully teaching AP® Calculus AB and AP English Literature and Composition to underrepresented minority students. Its purpose was to assist educators in improving the participation and performance of underrepresented minority students in AP classes. Study results showed successful teachers of minority students are good teachers for all groups. They express a high opinion of students, both majority and minority, and hold them to high standards. They make sure that students understand and can apply the fundamental concepts in the discipline. They also help students and parents understand and feel comfortable about college. The following are appended: (1) School Questionnaire; (2) AP Calculus AB Teacher Questionnaire; and (3) AP English Literature and Composition Teacher Questionnaire.
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail:; Web site:
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: College Board
Identifiers - Location: United States
Identifiers - Assessments and Surveys: National Merit Scholarship Qualifying Test; Preliminary Scholastic Aptitude Test