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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
Cooney, Siobhan M.; McKillip, Mary E. M.; Smith, Kara – College Board, 2013
The present study investigates how current college students perceive their experiences in high school Advanced Placement Program (AP) courses. The goal of this research was twofold: We wanted to not only add to the existing literature on outcomes for AP students but also investigate possible benefits for students without success (i.e., a score of…
Descriptors: Undergraduate Students, Student Attitudes, Student Surveys, Online Surveys
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
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
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
Kaliski, Pamela K.; Godfrey, Kelly E. – College Board, 2014
The focus of this research is to evaluate the relationship between advanced high school science courses and college outcomes, with a focus on the benefit of Advanced Placement Program® (AP®) participation and performance in comparison to other high school options (e.g., dual enrollment, honors, and regular science high school courses). Although…
Descriptors: Secondary School Science, High School Students, Science Instruction, Outcomes of Education
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
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
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
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
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
Patterson, Brian F.; Packman, Sheryl; Kobrin, Jennifer L. – College Board, 2011
The purpose of this study was to examine the effects of Advanced Placement (AP) 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, College Freshmen, Grades (Scholastic), Achievement Tests
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
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
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