“Having it All” at Sleep's Expense: The Forced Choice of Participants in Advanced Placement Courses and International Baccalaureate Programs

Foust, Regan; Hertberg-Davis, Holly; Callahan, Carolyn M.

doi:10.1080/02783190801955293

Cited by 28 publications

(29 citation statements)

References 19 publications

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“…Participation in academically rigorous curricular programs may also contribute to superior social functioning. These results support the idea that students within academically rigorous programs have prioritized having good social relationships, even in the face of academic demands, a theme that emerged in a qualitative study of AP and IB students (Foust et al., ). However, contrasting the other domains of psychosocial functioning assessed within the current study, the positive effects on peer relationships appear to be specific to participation in the IB program.…”

Section: Discussionsupporting

confidence: 78%

The Psychosocial Functioning of High School Students in Academically Rigorous Programs

Suldo

Shaunessy-Dedrick

2013

Psychology in the Schools

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This cross-sectional study determined whether students who take part in academically challenging high school curricula experience elevated levels of stress and whether this stress co-occurs with psychological and/or academic problems. Data from self-report questionnaires and school records were collected from 480 students from four high schools. Results of analyses of covariance suggested that stress is not always associated with deleterious outcomes, as students in academically rigorous programs (specifically, Advanced Placement [AP] classes and International Baccalaureate [IB] programs) reported more perceived stress than did students in general education, while maintaining exceptionally high academic functioning. Furthermore, despite their stress level, the psychological functioning of students in AP and IB is similar or superior to the levels of psychopathology, life satisfaction, and social functioning reported from their peers in general education. C

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Section: Discussionsupporting

confidence: 78%

The Psychosocial Functioning of High School Students in Academically Rigorous Programs

Suldo

Shaunessy-Dedrick

2013

Psychology in the Schools

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“…Tarc and Beatty (2012) found that 40% of participating students said that the demanding workload was a negative feature of the DP. Other studies by Foust, Hertberg-Davis and Callahan (2008 and 2009) found that students reported high levels of exhaustion caused by trying to keep up with the demands of the programme. Suldo, Shaunessy, Michalowski and Shaffer (2008) uncovered similar findings, with students reporting that they sacrificed sleep so that they could keep up with their social and academic activities.…”

Section: Resultsmentioning

confidence: 89%

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

Dickson

Perry

Ledger

2018

Jnl of Research in Internatl Education

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International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders' perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

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“…Students who enroll in AP can thus increase their likelihood of earning an acceptance to their top-choice university (Klopfenstein, 2010). AP courses often attract strong teachers (Clotfelteret al, 2006; Klopfenstein & Thomas, 2010) but require substantial and sometimes overwhelming time commitments (Foust et al, 2008). Taking an AP class, even if one does not pass the test, thus provides substantial benefits to students able and willing to manage the workload.…”

Section: Advanced Placement: Backgroundmentioning

confidence: 99%

Advanced Placement: The Dual Challenge of Equal Access and Effectiveness

Kolluri

2018

Review of Educational Research

104

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The Advanced Placement (AP) program offers an opportunity for students to earn college credit and develop college-ready skills in high school. The curriculum was initially designed for "superior" students at exclusive private schools. Recently, however, the AP program has expanded to serve more students from marginalized backgrounds, and equitable access has become one of its core objectives. Scholars have questioned whether AP can continue to offer effective college preparation while expanding beyond the populations it was initially designed to serve. This literature review summarizes existing research on whether the AP program has achieved its dual goals of equal access and effectiveness. The extant literature suggests that, despite impressive gains in access to AP, significant barriers remain to its becoming a program that ensures equal access for all students and effectively prepares them for college coursework. Assessing whether these barriers can be overcome, however, demands new approaches to AP research.

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“Having it All” at Sleep's Expense: The Forced Choice of Participants in Advanced Placement Courses and International Baccalaureate Programs

Cited by 28 publications

References 19 publications

The Psychosocial Functioning of High School Students in Academically Rigorous Programs

The Psychosocial Functioning of High School Students in Academically Rigorous Programs

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

Advanced Placement: The Dual Challenge of Equal Access and Effectiveness

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