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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
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
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
Rodriguez, Awilda; McKillip, Mary E. M.; Niu, Sunny X. – College Board, 2013
In this report, the authors examine the impact of scoring a 1 or 2 on an AP® Exam in 10th grade on later AP Exam participation and performance. As access to AP courses increases within and across schools, a growing number of students are taking AP courses and exams in the earlier grades of high school. Using a matched sample of AP and no-AP…
Descriptors: Advanced Placement, College Entrance Examinations, High School Students, Grade 10
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
College Board, 2007
American educators are achieving much success in their efforts to enable a wider and more diverse group of U.S. students than ever before to succeed in college-level studies in high school. Yet individuals must also gaze clear-eyed at the inequities that remain and the challenges that accompany success in expanding access to the Advanced Placement…
Descriptors: Feedback (Response), Public Schools, Advanced Placement, Academic Achievement
Hart, Beth; Carman, Elaine; Luisier, Danielle; Vasavada, Natasha – College Board, 2011
The College Board has been a strong advocate for and played an active role in the development of the Common Core State Standards. As part of this collaboration, the College Board helped draft the standards and helped shape the initiative by providing executive guidance on the Common Core Advisory Committee. The goal of the Common Core State…
Descriptors: Advisory Committees, State Standards, Advanced Placement, English Literature
Laitusis, Vytas – College Board, 2012
The overarching purpose behind this evaluation was to gauge the impact of AP professional development (PD) on AP student outcomes in a state with a significant rate of PD implementation. The evaluation attempted to predict the level of student AP performance by the number of AP professional development events attended by teachers in that school in…
Descriptors: Advanced Placement Programs, Faculty Development, Academic Achievement, Prediction
College Board, 2006
As individuals celebrate the fiftieth anniversary of the Advanced Placement Program[R] (AP[R]) in U.S. schools, they should honor the educators who are enabling a wider and more diverse group of U.S. students than ever before to succeed in college-level studies in high school. Yet they must also gaze clear-eyed at the inequities that remain and…
Descriptors: Feedback (Response), Public Schools, Advanced Placement, Academic Achievement
Niu, Sunny; Li, Jun; Merriman, Jennifer; Matos-Elefonte, Haifa – College Board, 2015
In this study, we compare SpringBoard® (SB) schools that had continuously used the SB English Language Arts (ELA) curriculum for at least three years with comparable non-SB schools. For high schools, the outcomes examined were school-level AP® participation and performance for a) all AP subjects, b) ELA and social science AP subjects, and c) ELA…
Descriptors: Language Arts, English Curriculum, Effective Schools Research, Comparative Analysis
Sawtell, Ellen A.; Gillie, Jacqueline M.; Smith, Patricia Z. – College Board, 2012
In February 2012, the College Board published The 8th Annual AP Report to the Nation. This session provides a deeper dive into key information for the United States with an emphasis on Florida, and participants hear how one school in Florida utilizes AP Potential™ to help build their AP Program. Participants also learn about AP participation and…
Descriptors: Advanced Placement Programs, STEM Education, Student Participation, Racial Differences
Breland, Hunter M.; Oltman, Philip K. – College Board, 2001
Advanced Placement Program® (AP®) Examinations in Macroeconomics, Microeconomics, and Comparative Government and Politics were studied to examine college course performance and gender differences. It was concluded that students who had received college credit for AP performed as well or better in higher-level college courses in Macroeconomics and…
Descriptors: Advanced Placement Programs, Standardized Tests, Macroeconomics, Economics Education
Paek, Pamela L.; Ponte, Eva; Sigel, Irv; Braun, Henry; Powers, Don – College Board, 2005
The Advanced Placement Program® (AP®) is dedicated to providing high school students opportunities to enroll in college-level courses while in high school. The advantages of such accelerated opportunities are both financial and educational. The AP Program is available internationally. As a result of its widespread availability, considerable effort…
Descriptors: Advanced Placement Programs, High School Students, Secondary School Teachers, High Schools
College Board, 2005
As the fiftieth anniversary of the Advanced Placement Program[R] (AP[R]) in U.S. schools approaches, it is the right time to issue the first "Advanced Placement Report to the Nation." This report uses a combination of state, national, and AP Program data in new ways to provide each U.S. state with a context for celebrating its successes,…
Descriptors: Feedback (Response), Public Schools, Advanced Placement, Academic Achievement
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