%0 Journal Article
%T Advanced Placement Scores for Black Male Students from Connecticut, Florida, Maryland, Massachetts, and Texas
%A Jeanine L. Wilson
%A John R. Slate
%A George W. Moore
%A Wally Barnes
%J Education Research International
%D 2014
%I Hindawi Publishing Corporation
%R 10.1155/2014/659212
%X Differences in student performance were analyzed for Black males in Connecticut, Florida, Maryland, Massachusetts, and Texas on the Advanced Placement English Language and Composition, Calculus AB, Biology, and United States History examinations from the 2001 through the 2012 exam years. All analyses included in the comparisons of overall examination scores and U.S. History examination scores were statistically significant. Of the 48 individual examination comparisons, 26 yielded evidence of a statistically significant difference among the Black male students from the selected states. Massachusetts was the state with the highest percentages of Black male students who achieved an AP score of 4 or 5. Conversely, Texas was the state with the highest percentages of Black male students who failed to achieve an AP score of 4 or 5. Implications for policy regarding advanced placement testing as an avenue for preparing students for college and recommendations for future research are discussed. 1. Introduction With regard to advanced placement (AP) courses, numerous topics have been addressed by educational practitioners. Advanced placement courses are advanced, college-level courses taken by high school students who, upon successful completion of the course and a standardized AP examination, may receive college credit [1]. A review of the relevant literature related to the College BoardĄ¯s AP program, particularly regarding participation among minorities, includes a plethora of topics related to participation, performance, and equity. Noted in a review of current literature regarding the relevance of AP programs were concerns about low participation rates of Black and Hispanic students and low success rates on AP exams [2]. Advanced placement, preadvanced placement, international baccalaureate, and dual credit courses are ways of increasing the college-readiness level of students by virtue of their reputation for encompassing a demanding curriculum that has been regarded on par with college level coursework. The advanced placement program includes a summative assessment in every course, that is, administered each year to evaluate the studentĄ¯s mastery of course objectives. As such, advanced placement examinations have been regarded as a universal measure of the quality of secondary student learning as well as evidence of collaboration between high schools and institutions of higher learning. Moore and Slate [3] noted the efforts of the College Board to broaden the scope of AP through the inclusion of all students who wish to attempt an advanced course by
%U http://www.hindawi.com/journals/edri/2014/659212/