An Inquiry into Retention and Achievement Differences in Campus Based and Web Based AP Courses

Barbour, Michael K.; Mulcahy, Dennis

doi:10.35608/ruraled.v27i3.489

Cited by 11 publications

(6 citation statements)

References 3 publications

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“…The results of this study lend some evidence to the concern that students attending rural schools have less opportunity to participate in advanced academic programs including AP, IB, and dual enrollment in college courses. While these discrepancies in opportunity are not new concerns (e.g., Barbour & Mulcahy, 2006; Cross & Burney, 2005; Murphy & Coffin, 2003; VanTassel-Baska & Hubbard, 2015), empirical studies to document participation or opportunity gaps are limited. The present study found that even when accounting for the impact of school size, students in rural schools participated at a lower rate in typical advanced academic opportunities ( d = .37).…”

Section: Discussionmentioning

confidence: 99%

Defining Rural in Gifted Education Research

Kettler

Puryear

Mullet

2016

Journal of Advanced Academics

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Definitions of rurality in education research are inconsistent, making generalization across studies difficult at best. We review published research in rural education between 2005 and 2015 ( n = 17) and characterize the way each defined rural. A common technique for classifying rural schools is the National Center for Educational Statistics (NCES) locale code. We argue that the NCES locale codes fall short of most conceptual understandings of rural. We recommend a school size filter to address the mismatch between the NCES codes and conceptual understandings of rurality. We compare non-rural districts with rural districts using NCES codes for grouping with and without the school size filter. Observed effects vary depending on whether the school size filter was used. We argue that the school size filter along with NCES codes better captures the concept of rural education and could improve research design and generalization across studies involving rural schools.

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Section: Discussionmentioning

confidence: 99%

Defining Rural in Gifted Education Research

Kettler

Puryear

Mullet

2016

Journal of Advanced Academics

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“…Attrition rates seem to be higher in online AP courses than in face-to-face AP courses (Barbour & Mulcahy, 2006; de la Varre et al, 2014). Under what conditions is an online delivery system effective for an AP course?…”

Section: Looking Forward To Future Ap Researchmentioning

confidence: 92%

“…Researchers have become increasingly interested in issues of equity and fairness in relationship to the AP program. This is seen, for example, in the College Board’s (2014c) state reports on equity of access and the recent efforts of independent scholars investigating how subgroups of students interact with the program, including rural students (Barbour & Mulcahy, 2006; Cisneros et al, 2014; de la Varre, Irvin, Jordan, Hannum, & Farmer, 2014), English language learners (Kanno & Kangas, 2014), diverse students (Cisneros et al, 2014; Flowers, 2008; Griffith, 2010), low-income students (Hallett & Venegas, 2011; Moore & Slate, 2008), female students (Ackerman et al, 2013; Campbell, Brown, & Perry, 2009; Griffith, 2010), and urban students (Lichten, 2010). Although these efforts are preliminary, they still reveal clues about the special challenges these subpopulations experience.…”

Section: Looking Forward To Future Ap Researchmentioning

confidence: 99%

“…What little is known about rural students and the AP program is enticing, though. For example, two separate studies on rural students enrolled in online AP courses showed that these students have attrition rates that are higher than classroom-based face-to-face AP courses (Barbour & Mulcahy, 2006; de la Varre et al, 2014).…”

Section: Looking Forward To Future Ap Researchmentioning

confidence: 99%

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Research on the Academic Benefits of the Advanced Placement Program

Warne

2017

Sage Open

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With more than 3 million participants per year, the Advanced Placement (AP) program is one of the most popular programs in the United States for exposing high-achieving high school students to advanced academic content. Sponsored by the College Board, the AP program provides a framework in which high school teachers can teach introductory college-level courses to high school students. These students then take one of 34 standardized tests at the end of the year, and students who score well on their course’s AP test can receive college credit from their university in which they later enroll. Despite the popularity of the AP program, remarkably little independent research has been conducted on the academic benefits of AP. In this article, I summarize the state of knowledge about the academic benefits of AP. Previous research and descriptive data indicate that AP students outperform non-AP students on a variety of academic measures, but many other aspects of the program are poorly understood, partially due to variability across AP subjects. These aspects include the causal impact of AP, which components of the program are most effective in boosting academic achievement, and how students engage with the AP program. I also conclude by making suggestions for researchers to use new methodologies to investigate new scientific and policy questions and new student populations to improve the educational scholars’ and practitioners’ understanding of the AP program.

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“…Some attempts have also been made to provide appropriate intervention to the gifted rural student at secondary levels. The provision of distance learning opportunities (Colangelo, Assouline, & New, 1999) in the form of foreign language courses and advanced courses, sometimes including Advanced Placement courses, have been offered to many rural students (e.g., Barbour & Mulcahy, 2006; Murphy & Coffin, 2003). Dual enrollment arrangements (e.g., between high schools and local 4-year and community colleges) provide another way for small rural schools to expand their curricular offerings (Johnson & Brophy, 2006).…”

Section: Review Of Literaturementioning

confidence: 99%

Classroom-Based Strategies for Advanced Learners in Rural Settings

VanTassel‐Baska

Hubbard

2016

Journal of Advanced Academics

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This article focuses on the educational needs of rural gifted students in respect to their geographic isolation from challenge in the programs, services, and curriculum they receive in typical school settings. After a brief review of the relevant literature, it delineates the components and features of cognitive and metacognitive strategies found to be effective with rural learners who exhibit advanced abilities in one or more domains of learning. The interventions are discussed at two levels: (a) at the school level where educators may offer effective services and (b) at the classroom level where teachers may employ differentiated strategies. The article concludes with implications for the professional development of teachers in rural settings.

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An Inquiry into Retention and Achievement Differences in Campus Based and Web Based AP Courses

Cited by 11 publications

References 3 publications

Defining Rural in Gifted Education Research

Defining Rural in Gifted Education Research

Research on the Academic Benefits of the Advanced Placement Program

Classroom-Based Strategies for Advanced Learners in Rural Settings

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