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Wyatt, Jeff; Jagesic, Sanja; Godfrey, Kelly – College Board, 2018
The Advanced Placement® (AP®) Program offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory level course or series of courses…
Descriptors: Advanced Placement Programs, High School Students, Scores, College Credits
Jagesic, Sanja; Wyatt, Jeff – College Board, 2018
The Advanced Placement Program® (AP®) offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory-level course or series of courses…
Descriptors: Advanced Placement Programs, High School Students, College Credits, Scores
College Board, 2013
This report presents research findings for Advanced Placement (AP) student success at the college level. Strong AP programs in high schools, coupled with strong AP policies at colleges, support many positive outcomes for students. Multiple research studies have confirmed that AP students who earn credit and advanced placement for the corresponding…
Descriptors: Success, Academic Achievement, Advanced Placement Programs, College Preparation
Godfrey, Kelly E.; Wyatt, Jeffrey N.; Beard, Jonathan J. – College Board, 2016
The focus of this study is to explore college outcomes for students who come from traditionally lower-income backgrounds, reporting a household income of $30,000 or less, and who were awarded a fee reduction to take one or more Advanced Placement® (AP®) Exams, compared to students with a similar background and ability who did not participate in an…
Descriptors: Low Income Groups, Advanced Placement, Student Records, Databases
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
Zhang, Xiuyuan; Patel, Priyank; Ewing, Maureen – College Board, 2014
AP Potential™ is an educational guidance tool that uses PSAT/NMSQT® scores to identify students who have the potential to do well on one or more Advanced Placement® (AP®) Exams. Students identified as having AP potential, perhaps students who would not have been otherwise identified, should consider enrolling in the corresponding AP course if they…
Descriptors: High School Students, College Entrance Examinations, Standardized Tests, Scores
Wyatt, Jeffrey; Kobrin, Jennifer; Wiley, Andrew; Camara, Wayne J.; Proestler, Nina – College Board, 2011
The current study was part of an ongoing effort at the College Board to establish college readiness benchmarks on the SAT[R], PSAT/NMSQT[R], and ReadiStep[TM] as well as to provide schools, districts, and states with a view of their students' college readiness. College readiness benchmarks were established based on SAT performance, using a sample…
Descriptors: College Entrance Examinations, Benchmarking, High School Students, Readiness
Godfrey, Kelly; Matos-Elefonte, Haifa; Ewing, Maureen; Patel, Priyank – College Board, 2014
The study presented here is an investigation and comparison of the relationships between the Advanced Placement Program® (AP®) and dual-enrolled high school courses and college outcomes. Previous research provides evidence that participation in AP, and subsequent success on AP Exams, is positively related to various college outcomes including an…
Descriptors: Higher Education, Advanced Placement Programs, Advanced Placement, Dual Enrollment
Patterson, Brian F.; Packman, Sheryl; Kobrin, Jennifer L. – College Board, 2011
The purpose of this study was to examine the effects of Advanced Placement[R] (AP[R]) exam participation and performance on college grades for courses taken in the same subject area as students' AP Exam(s). Students' first-year college subject area grade point averages (SGPAs) were examined in nine subject areas: mathematics, computer science,…
Descriptors: Advanced Placement, Intellectual Disciplines, Engineering, Natural Sciences
College Board, 2014
From the moment students step into an Advanced Placement Program® (AP®) classroom, they notice the difference in the teacher's approach to the subject, in the attitude of their classmates, in the new way of thinking the curriculum requires. More than just a class, AP is a community of students and educators who are passionate, curious, and…
Descriptors: Advanced Placement, African American Students, American Indian Students, Asian American Students
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 African 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 were the most likely to enroll in four-year colleges…
Descriptors: College Attendance, Enrollment Trends, Graduation Rate, College Graduates
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
Lee, Eunjung; Lee, Won-Chan; Brennan, Robert L. – College Board, 2012
In almost all high-stakes testing programs, test equating is necessary to ensure that test scores across multiple test administrations are equivalent and can be used interchangeably. Test equating becomes even more challenging in mixed-format tests, such as Advanced Placement Program® (AP®) Exams, that contain both multiple-choice and constructed…
Descriptors: Test Construction, Test Interpretation, Test Norms, Test Reliability
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