Exploring the Utility of Advanced Placement Participation and Performance in College Admission Decisions

Autor/inn/en	Shaw, Emily J.; Marini, Jessica P.; Mattern, Krista D.
Titel	Exploring the Utility of Advanced Placement Participation and Performance in College Admission Decisions
Quelle	In: Educational and Psychological Measurement, 73 (2013) 2, S.229-253 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164412454291
Schlagwörter	Advanced Placement Programs; Grade Point Average; College Freshmen; College Admission; Predictor Variables; Exit Examinations; Scores; Predictive Validity; College Entrance Examinations; High Schools; Educational Quality; Hierarchical Linear Modeling; Advanced Placement Examinations (CEEB); SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Studienanfänger; Hochschulzugang; Hochschulzulassung; Zulassung; Prädiktor; Final examination; Abschlussprüfung; Aufnahmeprüfung; High school; Oberschule; Quality of education; Bildungsqualität
Abstract	The current study evaluated the relationship between various operationalizations of the Advanced Placement[R] (AP) exam and course information with first-year grade point average (FYGPA) in college to better understand the role of AP in college admission decisions. In particular, the incremental validity of the different AP variables, above relevant demographic and academic variables, in predicting FYGPA was explored using hierarchical linear modeling. The AP variables of interest included the following: the number of AP exams the student took, the number of AP exams the student took and received a score of 3 or higher, the proportion of the number AP exams the student took out of the number AP courses offered at his or her high school, and his or her average AP score, highest AP score, and lowest AP score. Results showed that the AP predictor that most improved model fit was the average AP exam score. The final model that included multiple AP variables and most improved model fit included the average AP score, the number of AP exams the student took and received a score of 3 or higher, and the AP exam proportion (which had a negative relationship with FYGPA). These results are particularly relevant and timely for college admission and measurement professionals as AP course-taking information as opposed to AP exam score information tends to be more regularly factored into admission decisions if and when AP information is considered at all. (Contains 2 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10