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You searched for subject:(AP Program Enrollment). Showing records 1 – 3 of 3 total matches.

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Virginia Tech

1. Lipp, Jane H. Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Virginia Tech

A pertinent educational issue in our country today is the minority achievement gap. One specific program that has been developed and implemented over the last several years in an effort to provide strong academic curriculum and to raise student achievement, including minority student achievement, is the College Boardâ s Advanced Placement (AP) Program. The AP Program courses are widely recognized as providing students with academically challenging curriculum, facilitating their acceptance to colleges and supporting their preparation for and performance in post-secondary education. The emphasis of this research relates to the specific concern that although the AP Program has been in existence for several decades and is an integral part of most high schoolsâ curriculum for at least ten years, there is an under-representation of minority students in high school Advanced Placement (AP) Program courses. This qualitative research involved completing an in-depth case study of a designated secondary school in the Mid-Atlantic region that has been successful in recruiting and enrolling students, majority and minority, in the AP Program. Guiding questions for this case study related to identifying the individuals who influenced enrollment, as well as the policies, procedures, interventions, and strategies used to recruit students and increase their enrollment in AP courses. These research findings revealed various key factors that contributed to the success of increasing student enrollment in these academic courses and the factors are similar to those identified in the literature and other research studies. These factors include: (a) shared and distributed leadership demonstrated across the school; (b) collaborative vision and mission; (c) an AP Program with high expectations and a relevant and rigorous curriculum; (d) strong academic advisement, data-driven decision making, and specific school policies and procedures related to the AP Program; (e) extended student learning opportunities and individualized support; and (f) varied professional development and training for faculty. This case study highlights a group of dedicated and committed leaders with collaborative vision who implemented an academic program with focused initiatives and interventions. Between 2003 and 2009, this school increased overall student enrollment in the AP Program by 15.2%, with the Black student enrollment increasing by 11.9% and the Hispanic student enrollment increasing by 10.5%. They accomplished their goal and commitment to increasing minority enrollment in the AP Program and providing enriched academic learning opportunities for all students. Advisors/Committee Members: Brott, Pamelia E. (committee member), Caldwell, M. Teressa (committee member), Mallory, Walter D. (committeecochair), Glenn, William J. (committeecochair).

Subjects/Keywords: Minority Students; AP Program Enrollment

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APA (6th Edition):

Lipp, J. H. (2011). Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26689

Chicago Manual of Style (16th Edition):

Lipp, Jane H. “Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses.” 2011. Doctoral Dissertation, Virginia Tech. Accessed August 22, 2019. http://hdl.handle.net/10919/26689.

MLA Handbook (7th Edition):

Lipp, Jane H. “Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses.” 2011. Web. 22 Aug 2019.

Vancouver:

Lipp JH. Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/10919/26689.

Council of Science Editors:

Lipp JH. Examining Educational Initiatives to Increase Minority Student Enrollment in Advanced Placement Program Courses. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26689


University of Central Florida

2. McDonald, Jason. The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses.

Degree: 2014, University of Central Florida

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 who have a great chance of being successful in AP classes according to AP Potential 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. Advisors/Committee Members: Murray, Kenneth.

Subjects/Keywords: Advanced placement; ap; ap potential; equity gap; enrollment; traditionally underserved minorities; african american; hispanic; economically disadvantaged; invitational theory; inviting messages; program access student survey; Education; Educational Leadership; Dissertations, Academic  – Education and Human Performance; Education and Human Performance  – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McDonald, J. (2014). The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4767

Chicago Manual of Style (16th Edition):

McDonald, Jason. “The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses.” 2014. Doctoral Dissertation, University of Central Florida. Accessed August 22, 2019. https://stars.library.ucf.edu/etd/4767.

MLA Handbook (7th Edition):

McDonald, Jason. “The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses.” 2014. Web. 22 Aug 2019.

Vancouver:

McDonald J. The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Aug 22]. Available from: https://stars.library.ucf.edu/etd/4767.

Council of Science Editors:

McDonald J. The Role of Invitational Theory on Minority Student Enrollment in Advanced Placement Courses. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4767


University of Central Florida

3. Doaks, Synthia. An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools.

Degree: 2014, University of Central Florida

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 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 (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. Advisors/Committee Members: Murray, Barbara A..

Subjects/Keywords: Advanced placement; aice; ap; brevard; brevard public county schools; cambridge advanced international certificate of education; central florida; choice; chi square goodness of fit; dual enrollment; expectancy theory; florida; gender; international baccalaureate diploma programme; ib; public school choice; proportion comparison; proportions; race; vroom; victor vroom; Education; Educational Leadership; Dissertations, Academic  – Education and Human Performance; Education and Human Performance  – Dissertations, Academic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Doaks, S. (2014). An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4525

Chicago Manual of Style (16th Edition):

Doaks, Synthia. “An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools.” 2014. Doctoral Dissertation, University of Central Florida. Accessed August 22, 2019. https://stars.library.ucf.edu/etd/4525.

MLA Handbook (7th Edition):

Doaks, Synthia. “An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools.” 2014. Web. 22 Aug 2019.

Vancouver:

Doaks S. An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Aug 22]. Available from: https://stars.library.ucf.edu/etd/4525.

Council of Science Editors:

Doaks S. An Analysis of Race and Gender in Select Choice Programs Within Brevard County Public Schools. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4525

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