Advanced Placement Participation, Staffing, and Staff Training in the District of Columbia Public Schools. Study Snapshot. REL 2021-077

Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Mid-Atlantic (ED); Mathematica
Titel	Advanced Placement Participation, Staffing, and Staff Training in the District of Columbia Public Schools. Study Snapshot. REL 2021-077
Quelle	(2021), (1 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Advanced Placement Programs; Public Schools; Urban Schools; High Schools; High School Students; Teacher Participation; Summer Programs; High School Teachers; Teacher Placement; Educational Background; School Policy; Enrollment; Inservice Teacher Education; Required Courses; Program Effectiveness; District of Columbia; Advanced Placement Examinations (CEEB) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; Oberschule; High schools; Student; Students; Schüler; Schülerin; Studentin; Sommerkurs; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Vorbildung; Schulpolitik; Einschulung; Lehrerfortbildung; Pflichtkurs
Abstract	Over the past decade the District of Columbia Public Schools (DCPS) has sought to expand participation in Advanced Placement (AP) courses in order to improve high school outcomes (attendance, achievement, and graduation) and longer-term outcomes (postsecondary enrollment and degree completion). DCPS wants to understand policies and recommendations that are intended to increase the number of students taking and passing AP courses and exams. As a first step toward understanding the AP course enrollment policy, this study examined AP course enrollment, AP exam taking rates, and AP exam passing rates. To better understand how the Advanced Placement Summer Institute (APSI) recommendation has been implemented, the study also examined APSI participation rates overall and by school and teacher characteristics. Finally, the study examined the share of AP teachers whose college major aligned with the AP course they taught or its broad subject area and how alignment varied by school and teacher characteristics. [For the full report, see ED611751. For the appendixes, see ED611755.] (ERIC).
Anmerkungen	Regional Educational Laboratory Mid-Atlantic. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/midatlantic/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01