Exploring differences in student achievement in advanced placement coursework in response to an academic support systems grant in Alaska

Cardinal Scholar

Show simple item record

dc.contributor.advisor Salloum, Serena J.
dc.contributor.author Almon, Luke
dc.date.accessioned 2018-12-06T16:16:41Z
dc.date.available 2018-12-06T16:16:41Z
dc.date.issued 2018-12-15
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/201476
dc.description.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. en_US
dc.description.sponsorship Department of Educational Leadership
dc.subject.lcsh Academic achievement -- Alaska.
dc.subject.lcsh Advanced placement programs (Education)
dc.subject.lcsh School improvement programs -- Alaska.
dc.subject.lcsh Grants-in-aid -- Alaska.
dc.title Exploring differences in student achievement in advanced placement coursework in response to an academic support systems grant in Alaska en_US
dc.title.alternative Academic support systems and achievement en_US
dc.description.degree Thesis (D. Ed.) en_US


Files in this item

This item appears in the following Collection(s)

  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

Show simple item record

Search Cardinal Scholar


Browse

My Account