NotesFAQContact Us
Search Tips
ERIC Number: ED561037
Record Type: Non-Journal
Publication Date: 2008
Pages: 55
Abstractor: As Provided
Reference Count: 42
The Relationship of AP® Teacher Practices and Student AP Exam Performance. Research Report No. 2007-5. ETS RR-05-10
Paek, Pamela L.; Braun, Henry; Trapani, Catherine; Ponte, Eva; Powers, Don
College Board
This report analyzes the relationship of Advanced Placement Program® (AP®) teacher practices and student performance on AP Biology and AP U.S. History Exams. Using a national survey of AP teachers, the study developed four models for each subject with public school teachers only and both public and nonpublic school teachers, using two standards of success (scoring 3 or better and scoring 4 or better on the exams). Professional development and school and class context were statistically significant across all models; however, types of professional development differed. Resources were important for AP U.S. History teachers, while class size and schedule impacted AP Biology teachers. This indicates additional resources might enhance learning in AP U.S. History, while AP Biology teachers might be more effective with smaller, daily classes. The following are appended: (1) Type III Tables for AP Biology; (2) Type III Tables for AP U.S. History; (3) Survey of AP Biology Teachers; and (4) Survey of AP U.S. History Teachers.
College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail:; Web site:
Publication Type: Reports - Research; Tests/Questionnaires; Numerical/Quantitative Data
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: College Board
Identifiers - Assessments and Surveys: National Merit Scholarship Qualifying Test; SAT (College Admission Test)