Abstract:
This study explored the relationship between a National Math and Science Initiative
(NMSI) College Readiness Program (CRP) Grant and student achievement outcomes in
Advanced Placement (AP) courses and on AP Exams in four Alaska high schools. A logistic
regression model returned the odds of students obtaining an A or B versus a C, D, or F in an AP
course, and earning a passing score versus a failing score on the exam. The results indicate there
are more frequent significant differences in exam scores than in course grades based on the
independent variables in the regression model. Free-and-reduced lunch (FRL) status and a
school’s location were the most frequent predictors, followed by gender, grant status, and
ethnicity. The lack of difference in AP course grades suggests that non-White, female students
receiving FRL, attending an urban high school with the grant may be able to achieve at levels
comparable to their more advantaged peers. Furthermore, the percent growth in exam pass rate at
the grant schools in the study was higher than the non-grant schools and similar to other statelevel
studies of the NMSI CRP grant. Beyond the consistent increases in exam pass rate at grant
schools, enrollment also grew by 13% for underrepresented students at the urban grant school
and by 6% at the suburban grant school. These results can be understood in context of Bioecological Systems Theory, which posits that individuals who experience interactions that
underlie development in one environment, which they have not routinely experienced in other
environments, will show greater development. In light of this study, this means underserved
students may be able to close to the achievement gap to their more affluent peers if they have the
necessary academic support. As a result, this study supports reducing barriers to advanced course
enrollment, and creating systems to extend time for classroom instruction and teacher
professional development.
