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The Advanced Placement Program in Pennsylvania: Implications for Policy and Practice in K – 12 and Higher Education

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The Advanced Placement Program in Pennsylvania: Implications for Policy and Practice in K – 12 and Higher Education THE ADVANCED PLACEMENT PROGRAM IN PENNSYLVANIA: IMPLICATIONS FOR POLICY AND PRACTICE IN K – 12 AND HIGHER EDUCATION by Christine Y. Liekar Bachelor of Science, University of Dayton, 1973 Master of Educational Administration, Point Park University, 2004 Submitted to the Graduate Faculty of School of Education in partial fulfillment of the requirements for the degree of Doctor of Education University of Pittsburgh 2012 UNIVERSITY OF PITTSBURGH SCHOOL OF EDUCATION This dissertation was presented by Christine Y. Liekar It was defended on March 29, 2012 and approved by Dr. Charlene Trovato, Ph.D., Associate Professor Dr. Stewart Sutin, Ph.D., Associate Professor Dr. Diane Kirk, Ph.D., Associate Professor Dissertation Advisor: Dr. Mary Margaret Kerr, Ed.D., Department Chair ii Copyright © Christine Y. Liekar 2012 iii THE ADVANCED PLACEMENT PROGRAM IN PENNSYLVANIA: IMPLICATIONS FOR POLICY AND PRACTICE IN K-12 AND HIGHER EDUCATION Christine Y. Liekar, Ed.D. University of Pittsburgh, 2012 Since the time of Sputnik, American educators and policymakers have recognized the need to raise expectations by increasing rigor in high schools across the United States. Copious studies attest to the fact that students who take Advanced Placement coursework experience success in college (Adelman, 1999; Camara, 2003; College Board, 2005; Dougherty, Chrys, Mellor, Lynn, & Jian, 2006; Geiser & Santelices, 2004; Klopfenstein & Thomas, 2005; Morgan & Ramist, 1998; National Association of National Secondary School Principals, 2004; The National High School Alliance, 2006; The No Child Left Behind Act, 2002; PL107-110, 2001). Performing well on an Advanced Placement exam means more than just accomplishing college-level work; it is a pathway to success in college. With the acceptance of the Advanced Placement Program as an instrument of rigor by teachers and administrators in secondary education and higher education, alike, the purpose of this research study was to aggregate and examine data available in public documents pertaining to the Advanced Placement Program in Pennsylvania. This study is meant to present a picture of where we, as a state, are now. It is meant to be a prelude, a preface to a more complete story in the years to come. iv TABLE OF CONTENTS PREFACE .................................................................................................................................... XI 1.0 INTRODUCTION ........................................................................................................ 1 1.1 RAISING OUR SIGHTS: NO HIGH SCHOOL SENIOR LEFT BEHIND 3 1.2 THE NO CHILD LEFT BEHIND ACT OF 2002 ............................................. 5 1.3 A CALL TO ACTION: TRANSFORMING HIGH SCHOOL FOR ALL YOUTH 5 1.4 CONCLUSION .................................................................................................... 7 2.0 REVIEW OF RELATED LITERATURE ................................................................. 8 2.1 HISTORICAL OVERVIEW .............................................................................. 9 2.2 GROWTH OF THE ADVANCED PLACEMENT PROGRAM .................. 14 2.3 FACTORS CONTRIBUTING TO THE GROWTH OF THE ADVANCED PLACEMENT PROGRAM .............................................................................................. 17 2.3.1 Problems Associated with the Growth of the Advanced Placement Program ...................................................................................................................... 22 2.4 RESEARCH ....................................................................................................... 26 2.5 STUDIES VALIDATING THE NEED FOR MANDATORY AP EXAMS . 34 2.6 FEDERAL SUPPORT FOR THE ADVANCED PLACEMENT PROGRAM 36 v 2.7 STATE SUPPORT FOR THE ADVANCED PLACEMENT PROGRAM . 43 2.7.1 California ........................................................................................................ 46 2.7.2 Texas ............................................................................................................... 47 2.7.3 Florida............................................................................................................. 48 2.7.4 New York ........................................................................................................ 49 In 2007, New York City created an incentive program called Rewarding Achievement (REACH) to increase Advanced Placement participation (Rewarding Achievement, n.d.). The program was launched by The Council of Urban Professionals and the Pershing Square Foundation, with the intent of improving college preparedness and college graduation rates of low-income high school students, particularly from underrepresented racial and ethnic groups. Currently, the program is being offered in 31 high schools with large minority demographics. ............................................................................................................. 49 Much like Florida, the New York program offers financial rewards for both students and schools. Scholar Rewards range from $500 to $1000 for each passing score attained (Rewarding Achievement). In 2009, a total of $825,000 was awarded to New York City students, the highest amount, $3,250, was awarded to a Flushing High School student from Queens (Medina, 2009). Free Advanced Placement workshops are offered by the program, to aid in student success. Additionally, schools are rewarded for success with financial incentives called Reach Bonus Grants, which can be used to provide professional development for teachers. Increased course offerings, and to strengthen academic programs. Positive results have been noted. The number of Advanced vi Placement tests taken at participating high schools has increased in the 2008- 2009 school year to 5,436, which is an increase of 800 exams. The number of passing grades on Advanced Placement exams in the same school year, also rose to 1,774, an increase of 300. However, differing from Florida and Texas, the passing rate on Advanced Placement exams rose slightly, from 32 percent to 33 percent. ........................................................................................................................ 50 2.7.5 Indiana ............................................................................................................ 50 2.7.6 Advanced Placement Expansion Project: Alabama, Georgia, Kentucky, Maine, Nevada and Wisconsin .................................................................................. 52 2.7.7 Pennsylvania .................................................................................................. 55 2.8 CONCLUSION .................................................................................................. 59 3.0 RESEARCH METHODOLOGY ............................................................................. 62 3.1 STATEMENT OF THE PROBLEM ............................................................... 64 3.2 RESEARCH QUESTIONS ............................................................................... 65 3.3 OPERATIONAL DEFINITIONS .................................................................... 65 3.4 DATA COLLECTION PROCEDURES ......................................................... 69 3.5 DATA ANALYSIS ............................................................................................. 73 3.6 LIMITATIONS .................................................................................................. 76 4.0 RESULTS ................................................................................................................... 78 4.1 RESEARCH QUESTION ONE: WHICH PUBLIC HIGH SCHOOLS IN PENNSYLVANIA ARE INVOLVED IN THE AP PROGRAM? ARE THE NUMBER OF AP COURSES OFFERED AND THE NUMBER OF STUDENTS ENROLED DIRECTLY REATED TO THE SCHOOL POPULATION, vii GEOGRAPHIC LOCATION OR THE SOCIO-ECONOMIC STATUS OF THE STUDENT POPULATION? .............................................................................................. 80 4.1.1 Pennsylvania Cyber/Charter High Schools ................................................. 81 4.1.2 Pennsylvania Traditional Public High Schools ........................................... 86 4.2 WHAT ACCEPTANCE POLICIES AND REQUIREMENTS ARE IN PLACE IN PENNSYLVANIA INSTITUTIONS OF HIGHER LEARNING REGARDING THE GRANTING OF AP CREDITS? ................................................. 101 4.2.1 State-Related Universities ........................................................................... 102 4.2.2 State Owned Colleges and Universities ..................................................... 103 4.2.3 Private Colleges and Universities ............................................................... 104 4.2.4 Private Liberal Arts Colleges ..................................................................... 106 4.2.5 Two-Year Community Colleges ................................................................. 108 5.0 DISCUSSION AND IMPLICATIONS .................................................................. 110 5.1 IMPLICATIONS FOR FUTURE RESEARCH ........................................... 115 APPENDIX A ............................................................................................................................ 117 REFERENCES .......................................................................................................................... 119 viii LIST OF TABLES Table 1. AP Scholar Award Levels ............................................................................................... 14 Table 2. AP Program Participation
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