Abstract
The purpose of the study was to identify school- and district-level variables that relate to advanced academic achievement, as defined by the ratio of number of scores of 3, 4, or 5 on Advanced Placement exams to school enrollment. The study initially included 46 variables for 339 public high schools in one Midwestern state. Hierarchical linear regressions were applied to 14 and then 7 independent variables, explaining 80% of the variance in advanced academic achievement among high schools. Findings indicate that after accounting for seemingly fixed factors, schools and districts can still contribute significantly in the development of advanced academic achievement. Implications for educators and policy makers are discussed.
The percentage of minority students, percentage receiving free and reduced lunch, and the educational level of the community are common reasons given for explaining the lack of high achievement or the lack of advanced opportunities for the high-ability students in their schools. However, this study found that these fixed contextual variables, in general, do not limit the school from having a group of high performers among its students. The focus needs to be on what academic services and opportunities can be provided for high-ability students that will increase their academic preparation and therefore likelihood of graduating from college. Access to advanced courses is a factor within the control of school policy makers. The question to consider, then, is how might small schools with minimal resources offer these advanced courses for their high-ability students. One promising solution is to offer the AP courses through virtual means.
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