MINORITY STUDENT SUCCESS: THE ROLE OF TEACHERS IN ADVANCED PLACEMENT PROGRAM<sup>®</sup> (AP<sup>®</sup>) COURSES

Burton, Nancy; Whitman, Nancy Burgess; Yepes-Baraya, Mario; Cline, Frederick; Kim, R. Myung-in

doi:10.1002/j.2333-8504.2002.tb01884.x

Cited by 11 publications

(21 citation statements)

References 15 publications

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“…Finally, the College Board study conducted by Burton, Whitman, Yepes-Baraya, Cline, and Kim (2002) contained design elements that were aligned with the purposes of this study. Burton et al focused on determining dispositions and teaching behaviors of school principals, as well as AP Calculus and AP English teachers, with high proportions of underrepresented minority students.…”

Section: Relevant Literaturementioning

confidence: 99%

Recruiting and Encouraging Students to Complete Advanced Placement Science and Math Courses and Exams: Policies and Practices

Judson

Bowers

Glassmeyer

2019

Journal for the Education of the Gifted

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Although several studies have reported Advanced Placement (AP) growth, little attention has been paid to school- and classroom-level strategies that encourage students to enroll into AP courses and complete AP exams. This study focused on determining goals emphasized, and strategies used, by science and math teachers ( N = 143). Results indicated teachers believe the greatest value of AP is in providing college-type experiences and boosting subject confidence; they place less importance on goals of students earning passing scores and improving college admission chances. Comparison based on school socioeconomic status indicated Title I teachers view AP as having greater value and are significantly more likely to require students to complete AP exams than non-Title I teachers. Title I teachers used twice the amount of strategies to convince students to complete AP exams. Interestingly, more than one third of the teachers enticed students by waiving final exams in lieu of completing AP exams.

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Section: Relevant Literaturementioning

confidence: 99%

Recruiting and Encouraging Students to Complete Advanced Placement Science and Math Courses and Exams: Policies and Practices

Judson

Bowers

Glassmeyer

2019

Journal for the Education of the Gifted

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“…In an analysis of the role of teachers in minority students' successes in the advanced placement (AP) program, Nancy C. Burton and colleagues (2002) found that professional development activities for AP teachers provided participants with the skills necessary to develop the higher-order thinking skills necessary for AP success (students receiving a "3" or better on AP exams). Additionally, AP teachers serve as academic resources for college information for minority students and their parents, and they often use personal experiences to alleviate the concerns of parents of first generation, nontraditional college students (Burton et al 2002).…”

Section: Theory Of Professional Developmentmentioning

confidence: 99%

“…The research also validated the role of teachers as mentors and role models for students, who may have a marginal understanding of geography and geographic careers (Tinto 1975(Tinto , 1988LeVasseur 1993;Burton et al 2002;Foster and Boehm 2002;Adeyemi 2009;Foster 2009). By understanding the long-term effects of content specific professional development on participating teachers, the discipline may better recruit and retain high-achieving minority students.…”

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confidence: 96%

Creating Geographers: Evaluating Teacher Participation in a Geography-Based Summer Academy

Foster

2010

The Social Studies

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As part of a geography-based minority recruiting program (MRP), teachers were asked to serve as mentors for teams of high school students interested in both postsecondary education and geography as a major discipline or career path. The goal was to determine whether teacher participation in MRP programs was an effective tool to mentor underrepresented populations in geography.One component of the program evaluation examined the impact of teacher participation in a MRP by analyzing participating teachers' classroom strategies and students' performance in the school year following the summer program. Teachers were surveyed and participated in follow-up interviews during the school year following their participation in the MRP to determine the effects of the program's professional development components. The research hoped to reveal: (a) the participant-teachers' function and role as mentors for students and the changes of participant-teachers' behaviors, and (b) how any changes in their classrooms have affected their students' understanding of geography. Data collection, reduction and analysis followed a grounded-theory approach to qualitative research.The research confirmed that participants leave professional development with an increased enthusiasm for and a better understanding of geography that they shared with their colleagues and students. Furthermore, teachers reported overcoming campus and district barriers in order to implement strategies and technologies provided during the MRP. More promising findings validate the prevailing thought that the positive energy of the MRP continues to reach into the classrooms in the following years. By understanding the impacts of professional development on participating teachers, the discipline may better recruit and retain high-achieving minority students.

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“…AP course programs are not spreading equally across the nation as troubling ethnic and socioeconomic gaps remain. A College Board study found that only 33% of the expected frequency of enrollment for African Americans and Hispanics were taking AP courses (Burton, Whitman, Yepes-Baraya, Cline, & Kim, 2002). This study reported low proportions from AP teachers who are from ethnic minority backgrounds.…”

mentioning

confidence: 96%

Advanced Placement Course Enrollment and School-Level Characteristics

2011

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The current study examined access to Advanced Placement (AP) courses as a function of these school characteristics (e.g., percentage of ethnic minority and lower socioeconomic status) and then examined AP course enrollment as a function of both access to AP courses and these school characteristics. Using structural equation modeling techniques, results indicated that school characteristics, such as the percentage of students who have minority and/or lower socioeconomic status backgrounds, would appear to be more related to the availability of AP curricula rather than to the number of students who enroll in these courses at a school.

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MINORITY STUDENT SUCCESS: THE ROLE OF TEACHERS IN ADVANCED PLACEMENT PROGRAM^® (AP^®) COURSES

Cited by 11 publications

References 15 publications

Recruiting and Encouraging Students to Complete Advanced Placement Science and Math Courses and Exams: Policies and Practices

Recruiting and Encouraging Students to Complete Advanced Placement Science and Math Courses and Exams: Policies and Practices

Creating Geographers: Evaluating Teacher Participation in a Geography-Based Summer Academy

Advanced Placement Course Enrollment and School-Level Characteristics

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MINORITY STUDENT SUCCESS: THE ROLE OF TEACHERS IN ADVANCED PLACEMENT PROGRAM® (AP®) COURSES

Cited by 11 publications

References 15 publications

Recruiting and Encouraging Students to Complete Advanced Placement Science and Math Courses and Exams: Policies and Practices

Recruiting and Encouraging Students to Complete Advanced Placement Science and Math Courses and Exams: Policies and Practices

Creating Geographers: Evaluating Teacher Participation in a Geography-Based Summer Academy

Advanced Placement Course Enrollment and School-Level Characteristics

Contact Info

Product

Resources

About

MINORITY STUDENT SUCCESS: THE ROLE OF TEACHERS IN ADVANCED PLACEMENT PROGRAM^® (AP^®) COURSES