The purpose of the study was to explore the relationship between and among Advanced Placement program access, classified as either open or closed, and the access and achievement of high school aged students who reside in rural, low population demographic areas of northern and north central Appalachia and who qualify for fee reduction-eligibility. For such a study, the variables were AP program placement practices classified as open or closed, access of fee reduction-eligible students to Advanced Placement courses, and the achievement of fee reduction-eligible students on AP examinations.
A sample of students from 88 Appalachian high schools within seven states was used to examine access and achievement of fee reduction-eligible students to AP examinations in four content areas. A significant association was found between placement practices and access to AP course examinations. No significant association was found between achievement and placement practices for fee reduction-eligible students. Students in the study sample who could equally access AP courses can also be equally successful. While this subject does require further study, it is the recommendation of the researcher that barriers prohibiting all students from accessing rigorous courses in an equitable fashion be given consideration in the high school setting. Such experiences enhance opportunities beyond high school education.
|Advisor:||Stoothoff, John L.|
|Commitee:||Thompson, Glenn E., Celimli-Aksoy, Seniz|
|School:||Frostburg State University|
|School Location:||United States -- Maryland|
|Source:||DAI-A 82/8(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Secondary education|
|Keywords:||Advanced placement program, Closed placement practices, Fee reduction-eligibility, Northern and North Central Appalachia, Open placement practices|
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