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Godfrey, Kelly E. – College Board, 2011
When educators see that two students received a B in a particular course in two different schools and/or years, does it indicate the same level of understanding and achievement for both students? This paper addresses the assumption that grades are equivalent within subjects across schools and years. By comparing course grades to a standardized…
Descriptors: Student Records, High Schools, Advanced Placement, Grade Point Average
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
Barry, Carol; Bausmith, Jennifer; Cooney, Siobhan; Laitusis, Vytas; Matos-Elefonte, Haifa; McKillip, Mary; Niu, Sunny; Rawls, Anita – College Board, 2012
This annotated bibliography contains summaries of research studies examining a number of College Board assessments and programs. To be included in the bibliography, each study needed to meet a number of criteria. First, articles must have been published (as a College Board research report, in an external journal, or as an ETS research report).…
Descriptors: Advanced Placement Programs, College Entrance Examinations, High School Students, Faculty Development
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
Mattern, Krista D.; Shaw, Emily J.; Ewing, Maureen – College Board, 2011
Previous research has found a positive relationship between AP® participation and performance with various college outcomes. Building on this work, the current study investigated the relationship between AP participation and performance with choice of college major. Specifically, this study examined whether students who take an AP Exam in a…
Descriptors: Advanced Placement, Achievement Tests, Computer Science, Majors (Students)
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
Ewing, Maureen; Camara, Wayne J.; Millsap, Roger E.; Milewski, Glenn B. – College Board, 2007
AP Potential™ is a data-driven tool offered by the College Board that uses scores from the PSAT/NMSQT® to identify students who have the potential to succeed in Advanced Placement Program® (AP®) courses (College Board, 2007). Research showing a moderate-to-strong correlation between PSAT/NMSQT scores and AP Exam scores serves as the basis for this…
Descriptors: Advanced Placement Programs, Talent Identification, Scores, Standardized Tests
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
Zhang, Xiuyuan; Patel, Priyank; Ewing, Maureen – College Board, 2015
Historically, AP Potential™ correlations and expectancy tables have been based on 10th-and 11th-grade PSAT/NMSQT® examinees and 11th-and 12th-grade AP® examinees for all subjects (Zhang, Patel, & Ewing,2014; Ewing, Camara, & Millsap, 2006; Camara & Millsap, 1998). However, a large number of students take AP European History and AP…
Descriptors: Grade 4, Scores, Prediction, European History
Ewing, Maureen; Wyatt, Jeff – College Board, 2017
Historically, AP Potential™ has used PSAT/NMSQT® scores to identify students who are likely to earn a 3 or higher on a specific AP Exam based on research showing moderate to strong relationships between PSAT/NMSQT scores and AP Exam scores (Camara & Millsap, 1998; Ewing, Camara, & Millsap, 2006; Zhang, Patel, & Ewing, 2014a). For most…
Descriptors: Advanced Placement Programs, Aptitude Tests, High Schools, College Entrance Examinations
College Board, 2005
In their 2004 paper "The role of Advanced Placement and honors courses in college admissions," (see ED492533) Saul Geiser and Veronica Santelices of the University of California, Berkeley, addressed the use of Advanced Placement Program (AP) and honors courses as a criterion for admission at the University of California system and…
Descriptors: Advanced Placement, College Admission, Academic Achievement, Achievement Tests
Edwards, Kelcey; Duggan, Odette – College Board, 2012
Presented at the Advanced Placement Annual Conference (APAC) in Lake Buena Vista, FL in July 2012. This presentation reviews concepts central to achieving equitable AP access and success for all willing and academically prepared students. We analyze trends in participation and performance by race/ethnicity from the AP Report to the Nation and…
Descriptors: Data, Decision Making, Advanced Placement Programs, Equal Education
Patterson, Brian; Laitusis, Vytas – College Board, 2006
Continuing professional development is an important activity for most teachers in the K-12 system, and it is even required of some teachers in order to maintain certification (Maldonado, 2002). Professional development programs are predicated on the assumption that the teachers who receive the training will in turn positively affect student…
Descriptors: Advanced Placement Programs, Professional Development, Program Effectiveness, College Entrance Examinations
Ewing, Maureen; Wyatt, Jeffrey N.; Smith, Kara – College Board, 2016
Historically, AP Potential™ has used PSAT/NMSQT® scores to identify students who are likely to earn a 3 or higher on a specific AP® Exam--based on research showing moderate to strong relationships between PSAT/NMSQT scores and AP Exam scores (Camara & Millsap, 1998; Ewing, Camara & Millsap, 2006; Zhang, Patel & Ewing, 2014a). For most…
Descriptors: Advanced Placement Programs, Talent Identification, College Entrance Examinations, High School Students
Scammacca, Nancy K.; Dodd, Barbara G. – College Board, 2005
This study sought to investigate the educational outcomes of the College-Level Examination Program® (CLEP®) for students who earned credit through CLEP compared to those students who earned comparable credit through the Advanced Placement Program® (AP®) and through traditional course enrollment. In order to evaluate the short- and long-term…
Descriptors: College Credits, Comparative Analysis, Educational Testing, Outcomes of Education
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