Advance Placement and The Achievement Gap in the 21st Century: A Multiple Linear Regression of Marginalized Populations in AP Enrollment

Abstract

The analysis of the College Board's Advanced Placement (AP) enrollment focused on marginalized populations' (i.e., African American, Hispanic, and poor students) limited access and the schools' efforts to bridge the gaps. Little research has been done on marginalized populations' AP passage rates. The researchers of this correlational study investigated AP enrollment and passage rates in public and charter high schools in Florida (n = 355) by comparing the enrollment and passage proportions amongst Caucasian, African American, and Hispanic students as well as the proportions of students who received free or reduced lunch. The results showed a weak, positive relationship between proportions of Hispanic, African American, and Caucasian students passing AP exams and the proportion of AP students enrolled. There was a strong, positive relationship amongst the proportions of African-American, Hispanic, and Caucasian students who passed the exam. However, a weak, negative relationship was found between the proportions of students who were enrolled in AP classes and those who received free or reduced lunch. There was also a negative relationship between Hispanic, African American, and Caucasian students passing the AP exam and the percentage of the school's population enrolled in free or reduced lunch. The findings suggest that schools with high poverty rates have a low enrollment rate of students in AP courses. The focus on AP enrollment rates for minority students has led to increased rates of minorities successfully completing advanced coursework, but there is still a need for similar focus on high poverty schools.

Sustainable Development of Territories Based on the Integrated Use of Industry, Resource and Environmental Potential

“…The agrarian-oriented region of the Altai Territory is characterized by a transboundary geo-economic position at the junction of the Kazakhstan, China and Mongolia borders, in direct contact with historically close countries and the growing markets of Central Asia, at the intersection of large migration and transcontinental transport flows. The unique nature of the regional resources and specific structure of the regional economy determine the complex of specific capabilities (in terms of realizing the potential of integration in the macro-region of Central Asia) and risks (due to the threat of disturbing the balance and security of the natural, social, economic and institutional systems) for sustainable development of the region for current and future generations of people (Sycheva et al, 2013;Gabidullina et al, 2018;Achaeva et al, 2018;Kayumova et al, 2019;Achaeva et al, 2015Achaeva et al, , 2016Bittman et al, 2017). In this connection, the idea of creating a model and technology for sustainable development of the territories on the example of Altai region as an agrarian region of cross-border cooperation, which determines the achievement of positive social, environmental and economic effects of economic development, social sphere and the consumption of natural resources (Figure 1).…”

Regional Aspects of Sectoral Digitalization: Problems and Prospects

“…Opportunities to modernize the industry are enormous (Lavrenko and Korolev, 2018;Nefedov, 2018;Nefedov and Klepikov, 2018;Prischepa and Averyanova, 2017;Tarman, 2017;Bittman et al, 2017;Tananykhin et al, 2018;Shagiakhmetov et al, 2018;Ovcharenko et al, 2017;Vasiliev and Mardashov, 2017).…”

Inclusive STEM High School Factors Influencing Ethnic Minority Students’ STEM Preparation

“…For example, AP course offerings included classes such as AP Calculus, AP Statistics, AP Physics, AP Chemistry, AP Biology, AP English, AP Spanish, and AP History. Due to a mandate in each of their STEM schools that students take a minimum of five AP classes while attending school, these students generally had to work harder to pass their courses (Bittman et al, 2017) Because their schools provided them with many AP class options, they had the opportunity to take as many of the courses as they wanted, based on their interests. For example, Student 8's high school provided more than 10 AP classes.…”