How College Students Use Advanced Placement Credit

Autor/in	Evans, Brent J.
Titel	How College Students Use Advanced Placement Credit
Quelle	In: American Educational Research Journal, 56 (2019) 3, S.925-954 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831218807428
Schlagwörter	High School Students; Advanced Placement; College Credits; Higher Education; Outcomes of Education; Time to Degree; Undergraduate Study; Majors (Students); Advanced Courses; Student Characteristics; College Preparation; Leisure Time; Income; Gender Differences; Racial Differences + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Grundstudium; Fortgeschrittenenunterricht; Freizeit; Einkommen; Geschlechterkonflikt; Rassenunterschied
Abstract	Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are related to reduced time to degree, double majoring, and more advanced coursework. Bounding exercises suggest the time to degree and double major outcomes are not likely driven by bias from unobserved student characteristics. Policies used to support earning college credits while in high school appear to enhance undergraduate education and may accelerate time to degree. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01