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Showing 1 to 15 of 28 results Save | Export
Ewing, Maureen; Howell, Jessica – College Board, 2015
Strong academic performance in college, as measured by first-year grades, is important for a host of reasons, but perhaps the most critical reason is that students who perform well in their first year of college are more likely to earn a bachelor's degree (Adelman, 2006). Research shows that Advanced Placement Program® (AP®) students, particularly…
Descriptors: Academic Achievement, Advanced Placement Programs, Correlation, Student Participation
Godfrey, Kelly E.; Beard, Jonathan J. – College Board, 2016
The purpose of this study was to address Advanced Placement (AP)® policy-related questions from administrators at the University System of Georgia (USG) using current AP Exam records and student course performance at four institutions. Specifically, comparisons of sequent or subsequent course grades were made between AP and non-AP students. This…
Descriptors: Advanced Placement Programs, Student Placement, School Policy, State Universities
Balemian, Kara; Feng, Jing – College Board, 2013
Presented at the AP Annual Conference (APAC) in Las Vegas, NV in July 2013. This analysis takes a close look at first-generation Advanced Placement® (AP®) test takers to better understand the needs and challenges they face on their path to college. The analysis focuses on college-bound AP test takers who also took the SAT and examines a variety of…
Descriptors: First Generation College Students, Advanced Placement Programs, Achievement Tests, College Bound Students
Kaliski, Pamela; Wind, Stefanie A.; Engelhard, George, Jr.; Morgan, Deanna; Plake, Barbara; Reshetar, Rosemary – College Board, 2012
The Many-Facet Rasch (MFR) Model is traditionally used to evaluate the quality of ratings on constructed response assessments; however, it can also be used to evaluate the quality of judgments from panel-based standard setting procedures. The current study illustrates the use of the MFR Model by examining the quality of ratings obtained from a…
Descriptors: Advanced Placement Programs, Achievement Tests, Item Response Theory, Models
Keng, Leslie; Dodd, Barbara G. – College Board, 2010
This study sought to compare the performance of students in the College Board Advanced Placement Program® (AP®) compared to non-AP students on a number of college outcome measures. Ten individual AP Exams were examined in this study of students in four entering classes (1998-2001) at the University of Texas at Austin. The four main groups of…
Descriptors: Advanced Placement Programs, Academic Achievement, College Students, Outcome Measures
College Board, 2012
In classrooms around the country, AP (Advanced Placement) teachers are preparing students for tomorrow by teaching them how to think and learn today. AP students learn to construct solid arguments, test theories, and see many sides of an issue--the kind of thinking that solves tough problems both in and outside the classroom, in college and…
Descriptors: Public Schools, Advanced Placement, Graduation, State Departments of Education
McKillip, Mary E. M.; Mackey, Philip E. – College Board, 2013
This report shows college enrollment and graduation trends among Latino SAT® takers who finished high school in 2004 and 2010 by various student characteristics including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high perceived ability, high assessed ability)…
Descriptors: High School Graduates, Success, Access to Education, Hispanic American Students
McKillip, Mary E. M.; Mackey, Philip E. – College Board, 2013
This report shows college enrollment and graduation trends among Native American SAT® takers who finished high school in 2004 and 2010 by various student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high perceived ability, high assessed…
Descriptors: Access to Education, High School Graduates, American Indian Students, College Entrance Examinations
College Board, 2009
Educators across the United States continue to enable a wider and ethnically diverse proportion of students to achieve success in AP[R]. Significant inequities remain, however, which can result in traditionally underserved students not receiving the sort of AP (Advanced Placement) opportunities that can best prepare them for college success.…
Descriptors: Public Schools, Advanced Placement, Graduation, State Departments of Education
College Board, 2010
Educators across the United States continue to enable a wider and more ethnically diverse proportion of students to achieve success in AP[R]. Significant inequities remain, however, which can result in traditionally underserved students not receiving the type of AP (Advanced Placement) opportunities that can best prepare them for college success.…
Descriptors: Public Schools, Advanced Placement, Graduation, State Departments of Education
College Board, 2011
This report shows how well educators across the United States have increased access to the types of rich academic experiences that prepare students for success in college. By combining national, state and AP (Advanced Placement) data, this report provides educators and policymakers with information they can use to celebrate their successes,…
Descriptors: Public Schools, Advanced Placement, Graduation, State Departments of Education
Mattern, Krista D.; Shaw, Emily J.; Xiong, Xinhui – College Board, 2009
This study focused on the relationship between students' Advanced Placement Program[R] (AP[R]) performance in AP English Language, Biology, Calculus, and U.S. History, and their subsequent college success. For each AP Exam studied, students were divided into three groups according to their AP Exam performance (no AP Exam taken, score of 1 or 2,…
Descriptors: Grade Point Average, Academic Achievement, Advanced Placement Programs, Calculus
Shaw, Emily J.; Marini, Jessica; Mattern, Krista D. – College Board, 2014
The Study evaluated the predictive validity of various operationalizations of AP® Exam and course information that could be used to make college admission decisions. The incremental validity of different AP variables, above and beyond traditional admission measures such as SAT® and high school grade point average (HSGPA), in predicting first-year…
Descriptors: College Admission, Advanced Placement Programs, Grade Point Average, Predictive Validity
Edwards, Kelcey; Sawtell, Ellen – College Board, 2013
Presented at the Advanced Placement Annual Conference (APAC) in Las Vegas, NV in July 2013. This presentation reviews new research examining the AP® experience of Hispanic graduates over the past decade. Topics include an in-depth look at the AP Spanish Language and Culture gateway hypothesis and trends in family characteristics such as parent…
Descriptors: Advanced Placement Programs, Hispanic American Students, High School Graduates, Family Characteristics
Reshetar, Rosemary; Melican, Gerald J. – College Board, 2010
This paper discusses issues related to the design and psychometric work for mixed-format tests --tests containing both multiple-choice (MC) and constructed-response (CR) items. The issues of validity, fairness, reliability and score consistency can be addressed but for mixed-format tests there are many decisions to be made and no examination or…
Descriptors: Psychometrics, Test Construction, Multiple Choice Tests, Test Items
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