Gender Disparities in AP Computer Science Exams: Analysis of Trends in Participation and top Achievement

Abstract

Using the test scores of more than 1,000,000 students who participated in the Advanced Placement Computer Science (AP CS) exams from 1997 to 2020, this study examined the direction and magnitude of the trends in gender disparity in participation and top achievement in advanced exams. The findings indicated that the male-to-female ratio (MFR) among AP Computer Science (CS) exam participants declined from 4.87 to 2.26 between 1997 and 2020. Similarly, the MFR among top scorers (students who scored 5 out of 5) in any type of AP CS exams declined rapidly, in favor of female students, from 8.00 to 2.14 during the same period. Possible implications of these findings for educators, particularly for AP CS teachers and school counselors, were also discussed in the context of the underrepresentation of females in computing fields.

Quo Vadis Racial Disparities? Trend Analysis of the Participation and Top Achievement in Advanced Placement Computer Science Exams

“…Disparity Index Calculations To identify and monitor the trends in racial disparities among participants and top achievers in AP CS exams, we needed to quantify the "disparity" using racial equity indexes. For measuring participation disparities, we adapted the participation disparity index (PDI) from a study authored by Bahar et al (2022). For measuring racial disparities in top achievement, we created a new equity index, top achievement disparity index (TADI).…”

“…Furthermore, in this study, we investigated the racial disparities in top achievement as well as disparities in participation in AP CS program. Because racial and other group differences in top achievement in current educational performances might be a more significant indicator and predictor of later disparities in related future careers and majors (Bahar, 2021a(Bahar, , 2022Makel et al, 2016;Olszewski-Kubilius & Lee, 2011). Thus, this study will be informative for the readers about the current difference in participation and top achievement across racial groups and by doing so it will fill an important methodological gap in the literature.…”

“…Finally, using the current trends, this study also aimed to predict the future of racial disparities in AP CS examination and to provide policy-relevant recommendations to close the equity gap. Studies that have examined racial disparities in AP CS have used various methods, but to our knowledge, no study has used trend analysis to predict future disparities (Bahar, 2021b(Bahar, , 2022. By providing insights into the future of the current disparities, our study can help policymakers and educators to develop targeted interventions to diminish these disparities to none.…”

“…For example, the number of students taking one of the AP CS exams jumped from 10,000 to over 170,000 between 1997 and 2020. However, despite many concerted efforts from College Board, students' interest and achievement in the program from diverse populations have been marginally unequal (Bahar et al, 2022).…”

“…First, identifying and examining the trends in racial disparities in AP CS examination through robust methods is crucial to address them effectively. However, no study to date, to our knowledge, has used a trend analysis approach to study the magnitude and direction of changes in racial disparities in AP CS over time (Bahar et al, 2022). To this end, we used a novel quantitative method to document the trends in racial disparities in AP CS examination.…”