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Title: The Relationship Among African American Students' SAT Reasoning Test Scores and Participation in Advanced Placement Courses in One Large Urban School District in A Southern State in 2010-2011.
Creator: Fennoy, Donald, Taylor, Rosemarye, Murray, Kenneth, Doherty, Walter, Baldwin, Gordon, University of Central Florida
Abstract / Description: The purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced...
Show moreThe purpose of this study was to provide insight into the relationship of Advanced Placement (AP) participation on closing the achievement gap between African American students and other ethnic/racial groups (White, Hispanic, and Asian) in a large urban school district in a southern state. Two major issues were considered: (a) the impact of high school student Advanced Placement participation on SAT Reasoning Test scores and (b) the correlation between increased high school student Advanced Placement participation and closing the academic achievement gap between African American and other ethnic/racial groups. A significant difference was found to exist in the mean SAT Reasoning Test scores among different ethnic/racial groups during the 2010-2011 school year. African American student mean scores were significantly lower on the SAT Reasoning Test when compared to all ethnic/racial groups identified in this study, regardless of the independent variable (no AP participation, one AP course, two or more AP courses). However, the results did indicate that African American participation in AP courses was significantly lower than all other ethnic/racial groups in this school district. Additionally, information was provided for school leaders regarding the development of a systematic approach to creating equity and access for African American students to fully engage in a college going culture through participation in Advanced Placement courses.
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Date Issued: 2012
Identifier: CFE0004375, ucf:49445
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004375

Title: TECHNIQUES FOR IMPROVING STUDENT ENGAGEMENT AND COMPREHENSION THROUGH THE PAIRING OF YOUNG ADULT LITERATURE WITH CLASSIC LITERATURE IN ADVANCED PLACEMENT OR HONORS TWELFTH GRADE CLASSROOMS.
Creator: Kopp, Julie, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: Classics remain important to high school curriculum; however, they are also not palatable to today's students. This problem can be addressed by the use of young adult literature to help engagement and comprehension when paired with classic literature. By connecting the two, a student has the chance to learn something they will enjoy before moving on to what would be seen as efferent reading This thesis contains a review of literature on integrating young adult literature in the classroom in...
Show moreClassics remain important to high school curriculum; however, they are also not palatable to today's students. This problem can be addressed by the use of young adult literature to help engagement and comprehension when paired with classic literature. By connecting the two, a student has the chance to learn something they will enjoy before moving on to what would be seen as efferent reading This thesis contains a review of literature on integrating young adult literature in the classroom in order to view its effects on the students' engagement and comprehension. This study focuses on twelfth grade students taking Advanced Placement and Honors courses. Much of the research covers from the middle grades up to ninth grade. No direct research has been found for the twelfth grade level to have students become more avid readers past graduation. The thesis contains sample unit schedules with at least three sample lesson plans within each unit. There are explanations of how these lessons can used in conjunction with young adult literature and classical literature. Each unit covers a different classic novel list and provides the best way to engage students with increased comprehension when put into practice in any twelfth grade Advanced Placement and Honors classroom.
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Date Issued: 2013
Identifier: CFH0004465, ucf:45099
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004465

Title: THE IMPACT OF ADVANCED PLACEMENT (AP) PARTICIPATION AND SUCCESS ON SCHOOL-WIDE STUDENT ACHIEVEMENT.
Creator: Christiansen, David, Bozeman, William, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study was to investigate two research questions concerning: (a) the relationship between the percentage of students within a high school who participated in the Advanced Placement program and the school-wide student achievement of a high school and (b) the relationship between the percentage of students within a high school who successfully performed in the Advanced Placement program and the school-wide student achievement of the high school. It was determined in...
Show moreABSTRACT The purpose of this study was to investigate two research questions concerning: (a) the relationship between the percentage of students within a high school who participated in the Advanced Placement program and the school-wide student achievement of a high school and (b) the relationship between the percentage of students within a high school who successfully performed in the Advanced Placement program and the school-wide student achievement of the high school. It was determined in this study that there was a statistically significant relationship between Advanced Placement (AP) student participation and school-wide student achievement and there was a statistically significant relationship between AP student performance and school-wide student achievement in public high schools in the state of Florida in the 2007-2008 school year. Additionally, information was provided for policymakers and practitioners regarding the impact of Advanced Placement on school-wide achievement and the impact on students outside the AP program. While AP participation and AP performance correlated with school-wide achievement, when the population and data were disaggregated into the most affluent, middle-income, and poorest schools, the results changed. For the poorest schools, there was no relationship between AP participation and school-wide student achievement. In the middle income and most affluent schools, however, there was a statistically significant relationship between AP participation and school-wide student achievement. Additional confirmation that Advanced Placement, as part of the overall curriculum, had a significant impact on school-wide student achievement was provided. Further research is necessary to understand the implications of the AP program on schools of various socioeconomic levels.
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Date Issued: 2009
Identifier: CFE0002873, ucf:48023
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002873

Title: PRACTICES OF HIGH SCHOOL PRINCIPALS REGARDING OPEN ENROLLMENT IN ADVANCED PLACEMENT COURSES AND STUDENT PERFORMANCE RESULTS IN 2009.
Creator: Bradshaw, Leigh, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The goal of this research was to determine whether or not there was a relationship between principalsÃ‚Â' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from...
Show moreThe goal of this research was to determine whether or not there was a relationship between principalsÃ‚Â' reports of practices regarding open enrollment in Advanced Placement (AP) courses and student achievement results on the AP examinations. Because the percentage of the school population enrolled in AP courses and the percentage of students scoring a 3, 4, or 5 on AP examinations were anticipated to impact high school grades in Florida beginning in 2010, research from this study may provide important information to Florida school leaders. Because of school accountability and educational reform initiatives, the study is also important to educational leaders on a national level. Relationships between open enrollment practices shaped by high school principalsÃ‚Â' decisions and beliefs and the increased enrollment and student performance on AP exams were examined to allow school districts to make curricular decisions regarding rigorous curricular opportunities based on the importance of designing high school AP programs that provide equity and access for all students. The population for this study included all public high schools and their principals (N=56) in five central Florida school districts that administered AP exams in May 2009 and received a Florida Department of Education assigned school grade during the 2008-2009 school year. A multiple linear regression analysis was conducted to examine the relationships between the percentage of students from a school who took or passed the AP examination (dependent variable) and three independent variables describing principalÃ‚Â's attitudes toward the schoolÃ‚Â's AP program: (a) access and equity practices, (b) open enrollment practices, and (c) a rating of importance of the AP program. The goal was to determine if the AP examination passing percentage or enrollment percentage could be predicted by these three principal attitudinal variables. The schoolsÃ‚Â' percentages of students scoring a 3, 4, 5, on AP examinations or taking AP examinations were gathered from the Florida Department of Education website. PrincipalsÃ‚Â' reports of practices were obtained from self-report on the AP Course Enrollment Survey. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and overall student achievement results on AP examinations in five central Florida counties, there were significant predictors based upon the regression model. In predicting the schoolÃ‚Â's percentage of white, Hispanic, and Asian populations passing the AP examinations, only the principalÃ‚Â's perception of access and equity was a statistically significant factor. There were no statistically significant predictors of a schoolÃ‚Â's percentage of African American students passing the AP examinations. Neither principalÃ‚Â's perception of open enrollment nor importance contributed to the model results regarding open enrollment in AP courses and overall student achievement results on AP examinations. When examining to what extent, if any, was there a relationship between the principals' reports of practices regarding open enrollment in AP courses and the percentage of students enrolled in AP courses in five central Florida counties, there were significant predictors based upon the regression model. In predicting the schoolÃ‚Â's percentage of students taking AP examinations, only the principalÃ‚Â's perception of importance was significant for overall and for all student populations. Open enrollment was significant for the overall populations as well as white and Asian subpopulations. Access/Equity was only significant for white students. Thus, importance was the main cause of the model significance regarding open enrollment in AP courses and the percentage of students enrolled in AP courses. This investigation revealed that as schools increased the access and equity in AP programs that successful student performance percentages increased as did AP course enrollment percentages. Also when the variable of importance by principals was placed on AP programs, it typically had a positive impact on student performance percentages yet sometimes caused a decrease in AP course enrollment. The investigation also revealed and was supported by research that the open enrollment practices of a school may cause a decrease in successful student performance percentages. However, open enrollment practices increase student enrollment in AP courses and student success over time. Educational leaders have the natural responsibility to increase student achievement in schools. There must be appropriate practices and procedures put in place and monitored by principals to meet accountability standards and to increase equity in and access to a rigorous curriculum for all students. Based of educational reform and school accountability demands, balancing the benefits of open enrollment for AP programs, cost effectiveness of AP programs, the allocation of scarce resources, and maintaining course validity and rigor are important issues for educational leaders to consider (College Board, 2004).
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Date Issued: 2010
Identifier: CFE0003245, ucf:48563
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003245

Title: An Analysis of School-District Level Policy and Guidelines Related to English Language Learners' Enrollment and Achievement in Advanced Courses.
Creator: Ceballos, Marjorie, Taylor, Rosemarye, Doherty, Walter, Baldwin, Lee, Nutta, Joyce, University of Central Florida
Abstract / Description: The purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school....
Show moreThe purpose of this study was to examine the relationship of school district policy, guidelines, and practices related to the enrollment and achievement of English learners (EL) in advanced coursework in middle school and high school in a large urban school district in the United States. There is a dearth of research on the effect that school district-level policies, guidelines, and practices have on the enrollment and achievement of ELs in advanced courses in middle school and high school. Existing research on ELs provides information on this group's academic achievement on national and state standardized measurements of achievement (Walqui (&) Pease-Alvarez, 2012) such as the National Assessment of Educational Progress, the Florida Comprehensive Assessment Test, and other state standardized assessments in the United States. However, there is an absence of research concerning this group's achievement in advanced courses at the middle school and high school levels. Moreover, there is also an absence of research on this group's achievement on college-level examinations (e.g., Advanced Placement and International Baccalaureate). This study contributed to the body of knowledge on the impact of educational policy, guidelines, and recommended practices on student acceleration, specifically the acceleration of ELs through their enrollment and achievement in advanced coursework at the middle school and high school level in the United States. The analysis of this group's enrollment and achievement consisted of (1) an examination of the group's enrollment from 2009-2014 in advanced coursework in grades 6-12, (2) an analysis of this group's achievement in advanced coursework from 2009-2014 in grades 6-12, and (3) an examination of school district policy via school district policy and guideline documents and school-based curriculum guides. Initial findings from the analysis completed point to an uneven EL course enrollment in advanced coursework in mathematics, English, science, and social studies across the 57 schools included within the study from 2009-2014. At the high school level, EL course enrollment in advanced coursework is small; the high school with the highest proportion of EL course enrollment had 9.7 percent EL course enrollment. Overall, EL course enrollment comprised 4.5 percent of advanced course enrollment in 19 high schools. At the middle school level, however, EL advanced course enrollment was proportionately larger; the middle school with the highest proportion of EL course enrollment had 25.3 percent EL advanced course enrollment. Overall, EL course enrollment comprised 7.0 percent of advanced coursework course enrollment in 38 middle schools. In terms of Advanced Placement (AP) and International Baccalaureate (IB) EL course enrollment, AP EL course enrollment was 3.0 percent from 2011-2014 and IB EL course enrollment was 0.2 percent from 2012-2014.EL achievement in advanced coursework as measured by final letter grade in advanced courses was high; EL high school achievement by final letter grade achievement of A, B, or C was 85 percent and EL middle school achievement by final letter grade of A, B, or C was 91 percent in advanced courses. In Advanced Placement exam scores, EL score of 3 or higher was 54 percent, while non-EL score of 3 or higher was 47 percent. In IB, EL score of 4 or higher was 71 percent, while non-EL score of 4 or higher was 81 percent. Analysis of school district policy and guideline documents and school curriculum guides emphasized the central role of the school district in ensuring that schools followed national and state laws applicable to ELs in the United States. The school district policy and guideline documents analyzed guaranteed ELs' equal access to academic programs within the school district but only made one specific reference to enrollment of ELs in advanced coursework in the form of Advanced Placement. School curriculum guides analyzed demonstrated elements of access to advanced coursework for ELs. The curriculum guides analyzed contained varying degrees of identified access elements, demonstrating schools' autonomy in determining the academic trajectories of their students within the parameters of applicable national and state laws.
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Date Issued: 2016
Identifier: CFE0006279, ucf:51598
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006279

Title: A Study of Approaches to Improve Advanced Placement Social Studies Examination Student Performance in One Urban Florida High School.
Creator: Laser, Sabine, Taylor, Rosemarye, Ceballos, Marjorie, Baldwin, Lee, Fritz, Ronald, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional...
Show moreThe purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional approaches to improving student examination performance were effective. Because the instructional approaches were implemented in one school within the school district of study, a purposive sample was used. Data collected included practice examination participation data, beyond-school-day tutoring attendance data, and AP U.S. History and AP World History examination scores for students enrolled in AP U.S. History and AP World History at the school of study (FHS) and the matched high school (MHS).
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Date Issued: 2019
Identifier: CFE0007669, ucf:52479
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007669

Title: The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses.
Creator: McDonald, Jason, Murray, Kenneth, Murray, Barbara, Baldwin, Lee, Hutchinson, Cynthia, University of Central Florida
Abstract / Description: The number of students enrolling in Advanced Placement (AP) classes has been increasing in Florida and across the nation over the last decade. However, this trend is not happening for traditionally underserved groups of students such as African Americans, Hispanics, and students from low socioeconomic backgrounds. These minority groups are underrepresented in AP classes, while Asian and White students are overrepresented. This trend is alarming because there are qualified minority students...
Show moreThe number of students enrolling in Advanced Placement (AP) classes has been increasing in Florida and across the nation over the last decade. However, this trend is not happening for traditionally underserved groups of students such as African Americans, Hispanics, and students from low socioeconomic backgrounds. These minority groups are underrepresented in AP classes, while Asian and White students are overrepresented. This trend is alarming because there are qualified minority students who have a great chance of being successful in AP classes according to AP Potential(TM) data. For some reason though, these qualified minority and low income students are nevertheless not enrolling in AP classes. The purpose of this research was to investigate whether or not the extension of inviting messages to enroll in AP courses was dependent upon students' ethnic and/or socioeconomic background. A mixture of quantitative and qualitative research methods were employed to examine how the role of invitational theory affects minority student enrollment in AP classes. Mean scale scores from a survey were used to measure student attitudes about how welcoming and inviting schools were when it came to student recruitment into AP classes. T-tests and an analysis of variance were used to determine if there were differences in attitudes among students currently enrolled in AP classes, students of various economic means, and students of various ethnicities. Results from this study found that students already in AP classes felt very invited to challenge themselves in AP classes by teachers, administrators, parents, and peers. Richer students, Whites, and Asians also felt more invited to join AP classes than did poorer, African American, and Hispanic students, though these results were not statistically significant. To increase enrollment in AP classes, the overwhelming response from students was that schools should advertise the pros and cons of taking an AP class. Future research should examine students' perspectives regarding inviting school cultures in regions outside of the southeastern United States. Researchers should also focus on students in urban high schools as previous research has only examined student attitudes in rural and suburban high schools. Finally, future research should examine inviting school cultures from other stakeholders' perspectives such as parents and teachers.
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Date Issued: 2014
Identifier: CFE0005529, ucf:50329
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005529

Title: An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools.
Creator: Doaks, Synthia, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Thedy, Elizabeth, University of Central Florida
Abstract / Description: The focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive...
Show moreThe focus of this research was to compare the student membership population proportions, by race and gender, of Brevard County Public School students with the actual participation in select choice programs offered to Brevard County public high school students. This study was based on an analysis of the scores of 1,152 eighth-grade students who received a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) mathematics and a score of 4 or 5 on the 2008 Florida Comprehensive Assessment Test (FCAT) reading and their participation in high school advanced academic courses. The advanced academic choice programs selected for this study consisted of the four Florida articulated accelerated college credit seeking programs: Advanced Placement (AP), Dual-Enrollment (DE), International Baccalaureate(&)#174; (IB) Diploma Programme, and the Cambridge Advanced International Certificate of Education (AICE). The proportion comparison consisted of student membership data and eighth-grade FCAT scores from 2007-2008 and the student membership data and high school course load data from the 2008-2009, 2009-2010, 2010-2011, and 2011-2012 academic school years. Chi-square goodness-of-fit tests were run to analyze the proportions by race and gender of the sample groups and student membership populations. For each respective year involved in this study, there was a statistically significant difference in the race and gender proportions of the samples and the student membership populations.
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Date Issued: 2014
Identifier: CFE0005325, ucf:50509
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005325

Advanced Placement (6)	+ -
AP (2)	+ -
African American (2)	+ -
AICE (1)	+ -
AP Examination Performance (1)	+ -

AP Potential (1)	+ -
AP Social Studies Examination Performance (1)	+ -
Academic Achievement Gap (1)	+ -
Access (1)	+ -
Accountability (1)	+ -
Advanced Placement and English learners (1)	+ -
Brevard (1)	+ -
Brevard Public County Schools (1)	+ -
Cambridge Advanced International Certificate of Education (1)	+ -
Central Florida (1)	+ -
Chi square goodness of fit (1)	+ -
Choice (1)	+ -
English Language Learners (1)	+ -
English learners (1)	+ -
Equity (1)	+ -
Expectancy Theory (1)	+ -
Florida (1)	+ -
Hispanic (1)	+ -
IB (1)	+ -
Instructional Strategies (1)	+ -
Instructional Strategies to Improve AP Examination Performance (1)	+ -
International Baccalaureate Diploma Programme (1)	+ -
International Baccalaureate and English learners (1)	+ -
Open Enrollment (1)	+ -
Practice Examinations (1)	+ -

ETD Collection (7)	+ -
Honors Collection (1)	+ -

University of Central Florida (8)	+ -
Baldwin, Lee (4)	+ -
Taylor, Rosemarye (4)	+ -
Murray, Kenneth (3)	+ -
Ceballos, Marjorie (2)	+ -

Doherty, Walter (2)	+ -
Murray, Barbara (2)	+ -
Baldwin, Gordon (1)	+ -
Bozeman, William (1)	+ -
Bradshaw, Leigh (1)	+ -
Christiansen, David (1)	+ -
Doaks, Synthia (1)	+ -
Fennoy, Donald (1)	+ -
Fritz, Ronald (1)	+ -
Hutchinson, Cynthia (1)	+ -
Kaplan, Jeffrey (1)	+ -
Kopp, Julie (1)	+ -
Laser, Sabine (1)	+ -
McDonald, Jason (1)	+ -
Nutta, Joyce (1)	+ -
Thedy, Elizabeth (1)	+ -

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