College Completion: Comparing AP®, Dual-Enrolled, and Nonadvanced Students. Research Report 2014-3

Autor/inn/en	Godfrey, Kelly; Matos-Elefonte, Haifa; Ewing, Maureen; Patel, Priyank
Institution	College Board
Titel	College Completion: Comparing AP®, Dual-Enrolled, and Nonadvanced Students. Research Report 2014-3
Quelle	(2014), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Higher Education; Advanced Placement Programs; Dual Enrollment; Outcomes of Education; Grade Point Average; Time to Degree; Correlation; Graduation; College Credits; Comparative Analysis; High School Graduates; College Students; Predictor Variables; Ethnicity; Academic Achievement; English Instruction; Mathematics Instruction; Educational Assessment; Scores; Science Achievement; Science Instruction; History Instruction + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Doppelstudium; Lernleistung; Schulerfolg; Korrelation; Abschluss; Graduierung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Collegestudent; Prädiktor; Ethnizität; Schulleistung; English langauage lessons; Englischunterricht; Mathematics lessons; Mathematikunterricht; Education; assessment; Bewertungssystem; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; History lessons; Geschichtsunterricht
Abstract	The study presented here is an investigation and comparison of the relationships between the Advanced Placement Program® (AP®) and dual-enrolled high school courses and college outcomes. Previous research provides evidence that participation in AP, and subsequent success on AP Exams, is positively related to various college outcomes including an increased likelihood of graduating from college and better preparation for the academic rigor of the college classroom. This study aims to contribute to the understanding of the value of advanced course work in high school in preparing students for higher education success by investigating the relationships between participation and performance in AP courses and exams, dual enrollment courses, and regular courses and four different college outcomes including first-year subject-specific GPA, final subject-specific GPA, calendar time to bachelor's degree, and credit hours attempted. Results indicated that higher performance on AP Exams was related to higher college performance in the subject area, as well as fewer credit hours taken to bachelor's degree. Most dual enrollment course grades were at a C or higher, and students taking these courses tended to graduate from college in fewer calendar terms than other groups. The following are appended: (1) English Regression Results; (2) Math Regression Results; (3) Science Regression Results; and (4) History Regression Results. (ERIC).
Anmerkungen	College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01