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Opportunity for All: An Analysis of Equality and Equity in Advanced Placement Programming in a US High School

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• Volume 4,Issue 1, Jan. 2017

Year:

2017

Type of Publication:

Article

Keywords:

Equity, Equality, Access, Outcomes, Advanced Placement

Authors:

• James, Marlon C.
• Butterfield, Vernée
• Jones, Kevin L.
• Mokuria, Vicki G.

Journal:

IJIRES

Volume:

4

Number:

1

Pages:

15-21

Month:

January

ISSN:

2349-5219

BibTex:

@article{748, author = "Marlon C. James and Vern{\'e}e Butterfield and Kevin L. Jones and Vicki G.Mokuria", abstract = "African American and Hispanic students are underrepresented in AP programs at the state and national level, and they often achieve significantly lower scores on AP exams than any other subgroup (College Board, 2014). Inequality of access to AP courses and inequity in outcomes on AP exams have a harmful effect for students, including reduced enrollment and completion of college programs. Through the use of the critical race theory (CRT), the authors investigate how race impacted access and outcomes in AP courses/tests of the African American and Hispanic students enrolled at Tower High School in the Northeast region of the United States. The researchers recommend the application of an equity guide to assist administrators with evaluating equality and equity in school programs.", issn = "23495219", journal = "IJIRES", keywords = "Equity, Equality, Access, Outcomes, Advanced Placement", month = "Jan", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "1", pages = "15-21", title = "{O}pportunity for {A}ll: {A}n {A}nalysis of {E}quality and {E}quity in {A}dvanced {P}lacement {P}rogramming in a {US} {H}igh {S}chool", volume = "4", year = "2017", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

African American and Hispanic students are underrepresented in AP programs at the state and national level, and they often achieve significantly lower scores on AP exams than any other subgroup (College Board, 2014). Inequality of access to AP courses and inequity in outcomes on AP exams have a harmful effect for students, including reduced enrollment and completion of college programs. Through the use of the critical race theory (CRT), the authors investigate how race impacted access and outcomes in AP courses/tests of the African American and Hispanic students enrolled at Tower High School in the Northeast region of the United States. The researchers recommend the application of an equity guide to assist administrators with evaluating equality and equity in school programs.

Full text: IJIRES_748_FINAL.pdf Online version [Bibtex]