Advanced Placement Program Summer Institute (APSI) courses provide teachers with an overview of the curriculum, structure, and content of specific AP courses. Attention is devoted not only to the development of curriculum but also to teaching strategies and the relationship of the course to the AP Examination. During the summers of 2006 and 2007, 168 institutes were held for new and experienced AP teachers in the state of Florida at nine institutions of higher education; in 2006, 79 were held; and there were 89 held in 2007. In the spring of 2008, evaluation researchers at the College Board developed a survey to solicit feedback on participants' impressions of the APSIs offered in Florida, as well as changes they made on their AP curriculum and exam preparation as a direct result of attending the institute(s).
This study sought to compare the peformance of students in the College Board Advanced Placement Program (AP) compared to non-AP students on a number of college outcome measures. Ten individual AP Exams were examined in this study of students in four entering classes (1998-2001) at the University of Texas at Austin. The study's results support previous research that AP students performed as well if not better than non-AP students on most college outcome measures.
Performance was examined for five cohorts of 1998-2002 Texas public high school graduates through their first year and 1998-2001 cohorts through their fourth year of Texas public higher education. Student performance on college outcomes included (a) first- and fourth-year grade point averages, (b) first- and fourth-year credit hours earned, and (c) four-year graduation status. Outcomes were compared across students who varied by three types of AP (course only, exam only, and both course and exam) and two types of non-AP (dual enrollment only and other course only) experiences in high school.
This report analyzes the relationship of AP teacher practices and student performance on AP Biology and AP U.S. History Exams.
This study investigated a variety of reader effects that may influence the validity of ratings assigned to AP English Literature and Composition essays. Specifically, researchers investigated whether readers exhibit changes in their levels of severity and accuracy, and their use of individual scale categories over time.
The purpose of the study was to explore the academic careers of students who took AP Exams and to compare their careers with those who did not take AP Exams. For most AP Exams, students with AP grades of 3 or better had higher grade averages in intermediate college courses than did non-AP students who first took an introductory course.
Numerous research studies have been conducted to inform various aspects of the AP Program throughout its history. This research report summarizes research that has been conducted on the validity of AP Exam grades for course placement, AP Examination participation and student outcomes, AP course participation and student outcomes, and comparisons of AP students to IB and dual enrollment students.
Even after controlling for the most prominent predictor of AP Exam volumes at a school, namely the number of AP teachers, schools with a record of participation in professional development activities generally appear to be associated with greater exam volumes than otherwise similar schools.
The purpose of this study is to reexamine the relationship between PSAT/NMSQT scores and AP Examination grades using more recent test data in order to obtain additional validation evidence for using the PSAT/NMSQT to identify AP students. PSAT/NMSQT data from October 2000 and October 2001 and AP data from May 2002 and May 2003 were analyzed.
In this study, the authors (1) developed and pilot tested an instrument that could be used to document the practices of AP teachers; (2) systematically sampled AP teachers; (3) administered the final instrument to sampled teachers; and (4) summarized the responses for each of two subject areas, Biology and U.S. History.