ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Educational Outcomes for Students Who Earn College Credit through the College-Level Examination Program®. Research Report No. 2005-5
Author: Scammacca, Nancy K.
Date: 2005-00-00
Type: Reports - Research
Subjects: College Credits,Comparative Analysis,Educational Testing,Outcomes of Education,Predictor Variables,Scores,Advanced Placement Programs,Outcome Measures,Prior Learning,College Students,Grade Point Average

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 outcomes of CLEP for students who earn credit through the program, outcome measures on three entering classes of students who earned CLEP credit for nine different CLEP examinations were compared to those of closely matched students who earned credit through course enrollment. CLEP students were also compared to students who earned credit through AP in six of the nine subject areas examined. Results indicated that CLEP students did as well as, or better than, those in the comparison groups in nearly every case. High School Rank and SAT® Scores for All Groups is appended.
Research on College Board Programs and Services: Annotated Bibliography 2012. Research in Review 2012-2
Author: Barry, Carol
Date: 2012-00-00
Type: Reference Materials - Bibliographies
Subjects: Advanced Placement Programs,College Entrance Examinations,High School Students,Faculty Development,Aptitude Tests,College Readiness,College Preparation,Access to Education,Student Participation,Graduation Rate,Dropout Rate,Research Reports,Educational Research,Annotated Bibliographies

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). Conference presentations or proceedings were not included because these materials often do not undergo as much scientific scrutiny as fully published papers. Also, the articles must represent research as either a validity study or an impact/evaluation study. All SAT® studies must have used samples from 2005 or later to account for the new test design, and Advanced Placement Program® (AP®) studies should have been published in the last 20 years. In addition, all studies included in the bibliography must have met at least a moderate level of scientific evidence, as defined by the U.S. Department of Education's Institute for Education Sciences. This definition includes well-designed, quasi-experimental studies and correlational designs that control for selection bias such as prior achievement levels. All studies are grouped by assessment/program, and key findings that represent a synthesis across the studies are presented. Key findings refer to results of the most rigorous work to date regarding the College Board program in question. The strength of the research design and validity of the findings vary according to the program in question, and are discussed in more detail in the summaries in this report. Many additional research studies were reviewed for the various programs, but those that did not meet these criteria were not included in this bibliography
Minority Student Success: The Role of Teachers in Advanced Placement Program® (AP®) Courses. Research Report No. 2002-8. ETS RR-02-17
Author: Burton, Nancy W.
Date: 2002-00-00
Type: Reports - Research
Subjects: Minority Group Students,Academic Achievement,Success,Advanced Placement Programs,Disproportionate Representation,Teacher Role,Calculus,English Literature,Writing (Composition),Mathematics Teachers,English Teachers,Teacher Effectiveness,Teacher Attitudes,Academic Standards,Questionnaires,Focus Groups,College Entrance Examinations,Educational Indicators,Enrollment,Student Recruitment,High School Students,Teaching Methods,Literature Reviews

This project described the characteristics and teaching behaviors of those successfully teaching AP® Calculus AB and AP English Literature and Composition to underrepresented minority students. Its purpose was to assist educators in improving the participation and performance of underrepresented minority students in AP classes. Study results showed successful teachers of minority students are good teachers for all groups. They express a high opinion of students, both majority and minority, and hold them to high standards. They make sure that students understand and can apply the fundamental concepts in the discipline. They also help students and parents understand and feel comfortable about college. The following are appended: (1) School Questionnaire; (2) AP Calculus AB Teacher Questionnaire; and (3) AP English Literature and Composition Teacher Questionnaire.
The Relationship between AP® Exam Performance and College Outcomes. Research Report No. 2009-4
Author: Mattern, Krista D.
Date: 2009-00-00
Type: Reports - Research
Subjects: Advanced Placement Programs,High School Students,Achievement Tests,Scores,College Entrance Examinations,Academic Achievement,Selective Admission,Institutional Characteristics,Tables (Data),Correlation,English,Biology,Academic Persistence,Grade Point Average,College Freshmen,Calculus,United States History

This study focused on the relationship between students' Advanced Placement Program® (AP®) 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, and a score of 3 or higher). Subsequent college success was measured by students' first-year college grade point average (FYGPA), retention to the second year, and institutional selectivity. Results indicated that, even after controlling for students' SAT® scores and high school grade point average (HSGPA) as measures of prior academic performance, students with an AP score of 3 or higher outperformed the other two groups. Additionally, students with an AP score of 1 or 2 tended to outperform students with no AP scores except in terms of FYGPA. The implications are discussed. A table with percentage of institutions in sample by key variables (N = 99) is appended.
A Comparison of College Performance of Matched AP® and Non-AP Student Groups. Research Report No. 2009-6
Author: Murphy, Daniel
Date: 2009-00-00
Type: Reports - Research
Subjects: College Outcomes Assessment,Grade Point Average,College Credits,Comparative Analysis,College Students,College Entrance Examinations,Academic Achievement,Advanced Placement,Multivariate Analysis

The purpose of the present research was to compare the college performance of three groups of Advanced Placement Program® (AP®) students who took the AP Exam and either earned course credit, did not earn course credit, or earned course credit but elected to take the entry-level college course to three groups of Non-AP student groups matched on SAT scores and high school rank in 10 AP subject areas. In addition, the performance of the AP groups was also compared to matched groups of students who were concurrently enrolled in a college course in the same subject area as the AP students. Students' records for four entering classes (1998-2001) at the University of Texas at Austin were analyzed. The college outcome measures included first and overall credit hours taken, first and overall GPAs, and subject area credit hours and GPAs. In addition, sequent course grades were analyzed in those subject areas where there was a required sequent course. The results showed AP students who earn course credit consistently outperform their matched Non-AP group on most of the college outcome measures. The findings also revealed AP students take significantly more credit hours their first year than the concurrently enrolled students. The results of this study support the generalization of previous research to the much expanded AP Program.
The Development of an Index of Academic Rigor for College Readiness. Research Report No. 2011-11
Author: Wyatt, Jeffrey N.
Date: 2012-00-00
Type: Reports - Research
Subjects: Academic Standards,College Readiness,College Preparation,Difficulty Level,College Entrance Examinations,Correlation,Grade Point Average,Questionnaires,High School Students,Student Attitudes,Test Validity,Academic Achievement,Scores,Academic Persistence,College Attendance,Tables (Data)

Academic intensity or academic rigor of students' high school curriculum is positively related to several college outcomes including the avoidance of remediation and graduation attainment. However, research on academic rigor has been limited possibly due to the difficulty in obtaining a quantitative measure applicable across schools and districts. This study is an attempt to create an index of academic rigor using self-reported course work data that would assist in providing information on the academic preparation of over one million graduating high school seniors each year. The current study uses the SAT® Questionnaire (SAT-Q) that students complete when registering for the SAT exam to construct an academic rigor index (ARI). The SAT-Q asks students detailed questions on English, math, science, social science/history, and foreign/ classical language course work completed during high school. The relationship between course participation and first-year GPA (FYGPA) was investigated using approximately 68,000 SAT takers students who fully completed the SAT-Q and attended one of the 110 four-year colleges and universities participating in an SAT validity study. Based on this data, the ARI was constructed on a 0-25 scale equally weighted between each of the five subject areas. Once the ARI was constructed a series of analyses were conducted to assess the relationship between the index and other concurrent measures of high school performance (HSGPA and SAT scores) and between the index and measures of college performance (enrollment, grades, and retention). The results indicated that students who took more rigorous courses in high school attained better grades, achieved higher SAT scores, and were more likely to enroll in college. Moreover, these students were also more likely to matriculate to a four-year college, attain higher college grades, and be retained to their second year. A questionnaire, English scale, and tables are appended.
Advanced Placement® Summer Institute: A Survey of Florida AP® Teachers. Research Notes. RN-39
Author: Godfrey, Kelly E.
Date: 2009-04-00
Type: Reports - Research
Subjects: Career Academies,Advanced Placement,Advanced Placement Programs,Secondary School Teachers,Summer Programs,Teacher Surveys,Teaching Experience,Teacher Certification,Educational Attainment,Intellectual Disciplines,Financial Support,Teacher Attitudes,Achievement Tests

Advanced Placement Program Summer Institute (APSI) courses provide teachers with an overview of the curriculum, structure, and content of specific AP courses. Attention is devoted not only to the development of curriculum but also to teaching strategies and the relationship of the course to the AP Examination. During the summers of 2006 and 2007, 168 institutes were held for new and experienced AP teachers in the state of Florida at nine institutions of higher education; in 2006, 79 were held; and there were 89 held in 2007. In the spring of 2008, evaluation researchers at the College Board developed a survey to solicit feedback on participants' impressions of the APSIs offered in Florida, as well as changes they made on their AP curriculum and exam preparation as a direct result of attending the institute(s).
An Analysis of the Relationship between School-Level AP® Professional Development Activity and Subsequent Student AP Performance. Research Report No. 2012-8
Author: Laitusis, Vytas
Date: 2012-00-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Faculty Development,Academic Achievement,Prediction,Socioeconomic Status,Teacher Characteristics,Institutional Characteristics,Predictor Variables,Scores,STEM Education,Family Income,Teaching Experience,Teacher Participation,Regression (Statistics)

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 the prior year, while controlling for some socioeconomic status (SES), teacher, and school effects. The outcomes predicted by the number of PD events attended were defined as the average AP score obtained for that school as well as the percentage of AP Exam takers scoring 3 or above. A similar analysis was also performed for AP courses comprising the STEM disciplines (Biology, Chemistry, Computer Science, Environmental Science, Calculus AB, Calculus BC, Physics B, Physics C: Mechanics, Physics C: Electricity and Magnetism, and Statistics). The controlling factors (covariates) used in the analyses were average household income (a proxy for SES), the percentage of students taking AP in the school (school effect), and the average number of years teaching AP (teacher effect). The results were as follows: (1) After controlling for average household income (SES), level of AP activity, and teacher experience, schools with higher levels of teachers participating in AP PD were more likely to have higher levels of overall average AP performance (average exam score and average percentage of exams with scores of 3 or above) the following year; (2) In addition to the number of PD events attended, teacher experience was also a statistically significant predictor of subsequent overall AP performance; and (3) For STEM-related AP Exams only, the level of AP PD attended by teachers in the school was also a statistically significant predictor of subsequent AP performance. Teacher experience was also significant and more predictive for AP STEM course performance than overall AP performance (reported in the previous bullet). Given some data access restrictions that did not allow for teachers to be directly linked to their students, drawing direct causal inferences between AP PD and positive student outcomes is not warranted. In addition, there was no information collected regarding implementation of skills learned from the PD. However, the results do point to the potential unique contribution that a school's level of AP PD activity may have on subsequent student success on AP Exams while accounting for a set of school environmental factors. The following are appended: (1) Regression Results for Percentage Scoring 3+ (All AP Exams); and (2) Regression Results for Percentage Scoring 3+ on AP STEM Exams.
The AP® Program and Student Outcomes: A Summary of Research. Research Notes. RN-29
Author: Ewing, Maureen
Date: 2006-11-00
Type: Reports - Evaluative
Subjects: Advanced Placement Programs,Outcomes of Education,Literature Reviews,Validity,College Entrance Examinations,Grades (Scholastic),Student Participation,Dual Enrollment,Comparative Analysis

Numerous research studies have been conducted to inform various aspects of the AP Program throughout its history. This research report summarizes research that has been conducted on the validity of AP Exam grades for course placement, AP Examination participation and student outcomes, AP course participation and student outcomes, and comparisons of AP students to IB and dual enrollment students.
A Comparison of College Performances of AP® and Non-AP Student Groups in 10 Subject Areas. Research Report No. 2008-7
Author: Keng, Leslie
Date: 2010-00-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Academic Achievement,College Students,Outcome Measures,Comparative Analysis,Grade Point Average,College Credits,Grades (Scholastic),Biology,Calculus,Chemistry,Macroeconomics,English,Writing (Composition),English Literature,United States Government (Course),Politics,United States History,Spanish,Multivariate Analysis

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 students compared included AP students who earned college credit with their AP Exam grade (AP Credit), AP students who did not earn college credit with their AP Exam grade (AP No Credit), non-AP students who were concurrently enrolled in a college-level course while they were still in high school (Concurrent), and a group of non-AP students that were matched on high school academic achievement to the AP Credit students (Non-AP). The college outcome measures included first-year credit hours and GPA, subject or subject area credit hours and GPA, overall college credit hours and GPA, and sequent course grade. Results showed that for each of the 10 individual AP Exam subjects, AP Credit students consistently outperformed non-AP students of similar academic ability in all college outcome measures. Concurrent students generally earned more college credit hours in the related subject area than the other groups of students. However, the Concurrent group's average GPAs in those related subject courses were no higher than those of the other groups. The study's results support previous research that showed that AP students performed as well if not better than non-AP students on most college outcome measures. These findings imply that the results found in these previous studies still apply, even with the rapid expansion of the AP Program.
Low-SES Students and College Outcomes: The Role of AP® Fee Reductions. Research Report No. 2011-9
Author: Wyatt, Jeffrey N.
Date: 2011-00-00
Type: Reports - Research
Subjects: Low Income Groups,Advanced Placement,Fees,Student Financial Aid,At Risk Students,Screening Tests,College Students,College Attendance,Academic Persistence,Grade Point Average,Student Characteristics,High School Students,Scores,Standardized Tests,College Entrance Examinations,Two Year Colleges,Enrollment Rate

The College Board offers fee reductions to students based on eligibility for free and reduced-price lunch in an attempt to introduce the benefits of AP® Exam participation to students most at risk in the education system. This report examined college outcomes of low-SES students with a focused investigation comparing students who took an AP Exam and received a fee reduction to students who took no AP Exams. Students were classified as low-SES if they reported that their annual household income was $30,000 or less. The results indicated that students who completed an AP Exam using a College Board--issued fee reduction had higher four-year college-going rates, retention rates, and first-year grade point average (FYGPA) than did their non-AP peers. Additionally, these results held generally even when the data were disaggregated by demographic variables (gender, ethnicity, parental income, or parental education) or by academic variables (high school GPA or SAT® score).
The Impact of AP® Achievement Institute I on Students' AP Performance. Research Report No. 2012-7
Author: Bausmith, Jennifer Merriman
Date: 2012-00-00
Type: Reports - Research
Subjects: Academic Achievement,Faculty Development,Educational Change,School Districts,Advanced Placement,Teaching Methods,Urban Schools,English,Language Arts,Social Studies,Achievement Tests,Scores,Summer Programs,Program Effectiveness,United States History,English Literature,World History,Politics,Human Geography,United States Government (Course),High School Students,Program Descriptions,Tables (Data),Secondary School Teachers

The AP Achievement Institute I (APAI I) is a four-day professional development program offered to teachers and administrators by EXCELerator™, a district reform program operated by the College Board. The APAI I program is designed to help teachers develop effective AP instructional strategies for a diverse student body and to help district, school, and curriculum leaders strengthen the district's infrastructure to support AP students and teachers. Teachers from a large urban school district on the West Coast participated in APAI I in the summer of 2009. The purpose of this project was to determine the impact of APAI I on student achievement on AP English language arts (ELA) and social studies exams. Students' AP Exam scores from the 2009 and 2010 administrations were examined for all participating teachers' students who took the AP English Language and Composition, English Literature and Composition, U.S. History, World History, European History, Comparative Government and Politics, U.S. Government and Politics, and Human Geography Exams. An appendix contains: APAI I Objectives (Summer 2009).
Advanced Placement® Exam-Taking and Performance: Relationships with First-Year Subject Area College Grades. Research Report No. 2011-4
Author: Patterson, Brian F.
Date: 2011-00-00
Type: Reports - Research
Subjects: Advanced Placement,College Freshmen,Grades (Scholastic),Achievement Tests,Grade Point Average,Intellectual Disciplines,Mathematics Education,Computer Science Education,Engineering Education,Natural Sciences,Social Sciences,History Instruction,English Instruction,Second Language Instruction,Art Education,Music Education,Hierarchical Linear Modeling,Scores,Achievement Gains,Gender Differences,Socioeconomic Status,Academic Ability,College Entrance Examinations

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, engineering, natural science, social science, history, English, world language, and art and music. Using cross-classified multilevel modeling for each subject area separately, and controlling for gender, racial or ethnic identity, socioeconomic status and prior academic ability, as average AP Exam score in each subject area increased, expected SGPA increased.
AP® Students in College: An Analysis of Five-Year Academic Careers. Research Report No. 2007-4
Author: Morgan, Rick
Date: 2007-00-00
Type: Reports - Research
Subjects: Research Reports,Program Effectiveness,Program Evaluation,Advanced Placement Programs,Academic Achievement,Longitudinal Studies,Cohort Analysis,Comparative Analysis,Graduation Rate,Majors (Students),Gender Differences,Minority Group Students,Academic Aspiration,Statistical Analysis,Data Analysis,College Students,Intellectual Disciplines,Career Choice,Academic Persistence,Regression (Statistics),College Entrance Examinations

The purpose of the study was to explore the academic careers of students who took AP Exams and to compare their careers with those who did not take AP Exams. For most AP Exams, students with AP grades of 3 or better had higher grade averages in intermediate college courses than did non-AP students who first took an introductory course. Two appendices are included: (1) Course Sequences; and (2) Question 1 Regressions: Parameter Estimates and Their Standard Errors.