Sage Journals: Discover world-class research

Abstract

This study investigated the Advanced Placement (AP) college readiness indicator among gifted secondary students in Texas during 2019–2021 as related to COVID-19. Utilizing publicly available administrative data from the Texas Education Agency and a hierarchical linear model, the paper identifies changes in Texas school districts’ college readiness success rates across demographic and geographic factors, AP class enrollment, and qualifying score obtainment. Findings indicated a decline in exam participation and success throughout the years, demonstrating a negative influence of the pandemic. Asian students exhibited a greater success rate on AP exams compared to White students, whereas African American, Hispanic, or low-socioeconomic status students showed lower success rates. However, emergent bilingual learners demonstrated more success than the normed reference group. Using the city as the normed geographic location, there was not much difference among suburb, town, and rural area performance. However, the difference between town and rural areas was noticeable.

Keywords

gifted education advanced placement higher education research quantitative secondary schools

Get full access to this article

View all access options for this article.

References

Ackerman

P. L.

Kanfer

Calderwood

(2013). High school advanced placement and student performance in college: STEM majors, non-STEM majors, and gender differences. Teachers College Record, 115(10), 1–43. https://doi.org/10.1177/016146811311501003

Alshehri

A. H. A.

(2022). Impact of online learning on gifted students. International Journal of Education in Mathematics, Science and Technology, 10(4), 849–867. https://doi.org/10.46328/ijemst.2641

Anderson

K. P.

(2024). Biased opportunities: The role of implicit and explicit bias in Advanced Placement and dual enrollment. Educational Evaluation and Policy Analysis, 46(4), 735–763. https://doi.org/10.3102/01623737231192487

Borden

V. M. H.

Taylor

J. L.

Park

Seiler

D. J.

(2013). Dual credit in US higher education: A study of state policy and quality assurance practices. Higher Learning Commission. https://hdl.voced.edu.au/10707/273649

Camara

(2020). Never let a crisis go to waste: Large-scale assessment and the response to COVID-19. Educational Measurement: Issues and Practice, 39(3), 10–18. https://doi.org/10.1111/emip.12358

Chatterji

Campbell

Quirk

(2021). Closing advanced coursework equity gaps for all students. Center for American Progress. https://files.eric.ed.gov/fulltext/ED617048.pdf

Clark

A. Y.

Shi

(2018). Using data mining to analyze high school AP exam pass fail rates. Association for Computing Machinery, 44–47. https://doi.org/10.1145/3206157.3206179

College Board . (2023a). AP credit policy search. https://apstudents.collegeboard.org/getting-credit-placement/search-policies/course/10

College Board . (2023b). AP data and research: Annual AP program participation 1956–2023. https://apcentral.collegeboard.org/about-ap/ap-data-research

10.

College Board . (2023c). AP exam fees. https://apstudents.collegeboard.org/exam-policies-guidelines/exam-fees

11.

College Board . (n.d.). Broadening access to advanced placement: A toolkit for educators and school leaders created by AP teachers. https://apcentral.collegeboard.org/media/pdf/broadening-access-to-ap.pdf

12.

Corbett

(2016). Rural futures: Development, aspirations, mobilities, place, and education. Peabody Journal of Education, 91(2), 270–282. https://doi.org/10.1080/0161956X.2016.1151750

13.

Davis

C. A. M.

Slate

J. R.

Moore

G. W.

Barnes

(2015). Advanced placement exams, incentive programs, and cost effectiveness: A lack of equity and excellence for Black students in Texas, New York, and Florida. The Journal of Negro Education, 84(2), 139–153. https://doi.org/10.7709/jnegroeducation.84.2.0139

14.

Dedrick

R. F.

Ferron

J. M.

Hess

M. R.

Hogarty

K. Y.

Kromrey

J. D.

Lang

T. R.

Niles

J. D.

Lee

R. S.

(2009). Multilevel modeling: A review of methodological issues and applications. Review of Educational Research, 79(1), 69–102. https://doi.org/10.3102/0034654308325581

15.

Dixson

D. D.

Peters

S. J.

Makel

M. C.

Jolly

J. L.

Matthews

M. S.

Miller

E. M.

Rambo-Hernandez

K. E.

Rinn

A. N.

Robins

J. H.

Wilson

H. E.

(2020). A call to reframe gifted education as maximizing learning. Phi Delta Kappan, 102(4), 22–25. https://doi.org/10.1177/0031721720978057

16.

Donnelly

Patrinos

H. A.

(2022). Learning loss during Covid-19: An early systematic review. Prospects, 51(4), 601–609. https://doi.org/10.1007/s11125-021-09582-6

17.

Faraway

J. J.

(2016). Extending the linear model with R: Generalized linear, mixed effects, and nonparametric regression models. CRC Press.

18.

Gallagher

S. A.

(2009). Myth 19: Is Advanced Placement an adequate program for gifted students? Gifted Child Quarterly, 53(4), 286–288. https://doi.org/10.1177/0016986209346948

19.

Garza-Reyna

G. L.

(2017). The academic preparedness of Latino students in dual language and transitional bilingual education programs. Journal of Latinos and Education, 18(4), 340–348. https://doi.org/10.1080/15348431.2017.1394858

20.

Garza-Reyna

G. L.

Esquierdo

J. J.

Goswami

(2019). A comparative study on the college readiness of bilingual learners in transitional bilingual and dual language programs. NABE Journal of Research and Practice, 9(3-4), 155–165. https://doi.org/10.1080/26390043.2019.1653046

21.

Gelman

Hill

(2007). Data analysis using regression and multilevel/hierarchical models. Cambridge University Press.

22.

Glock

Kleen

(2023). Disentangling the confounding effects of students’ ethnicity and socioeconomic background on preservice teachers’ judgments. International Journal of Intercultural Relations, 95, Article 101830. https://doi.org/10.1016/j.ijintrel.2023.101830

23.

Graefe

A. K.

Ritchotte

J. A.

(2019). An exploration of factors that predict Advanced Placement exam success for gifted Hispanic students. Journal of Advanced Academics, 30(4), 441–462. https://doi.org/10.1177/1932202X19853194

24.

Hodges

Gentry

(2021). Underrepresentation in gifted education in the context of rurality and socioeconomic status. Journal of Advanced Academics, 32(2), 135–159. https://doi.org/10.1177/1932202X20969143

25.

Hodges

Mun

Rinn

(2022). Disentangling inequity in gifted education: The need for nuance in racial/ethnic categories, socioeconomic status, and geography. Gifted Child Quarterly, 66(2), 154–156. https://doi.org/10.1177/00169862211040533

26.

Hodges

Tay

Maeda

Gentry

(2018). A meta-analysis of gifted and talented identification practices. Gifted Child Quarterly, 62(2), 147–174. https://doi.org/10.1177/0016986217752107

27.

Kettler

Russell

Puryear

J. S.

(2015). Inequitable access to gifted education: Variance in funding and staffing based on locale and contextual school variables. Journal for the Education of the Gifted, 38(2), 99–117. https://doi.org/10.1177/0162353215578277

28.

Klopfenstein

(2004). Advanced Placement: Do minorities have equal opportunity? Economics of Education Review, 23(2), 115–131. https://doi.org/10.1016/s0272-7757(03)00076-1

29.

Klopfenstein

Thomas

M. K.

(2010). Advanced Placement participation: Evaluating the policies of states and colleges. In Sadler

P. M.

Sonnert

Tai

R. H.

Klopfenstein

(Eds.), AP: A critical examination of the advanced placement program (pp. 167–188). Harvard Education Press.

30.

Koch

Slate

J. R.

Moore

G. W.

(2013). A cost effectiveness analysis of Hispanic student performance on advanced placement exams in three selected states. International Journal of University Teaching and Faculty Development, 4(3), 123–134. https://www.proquest.com/scholarly-journals/cost-effectiveness-analysis-hispanic-student/docview/1670110705/se-2

31.

Kolluri

(2018). Advanced Placement: The dual challenge of equal access and effectiveness. Review of Educational Research, 88(5), 671–711. https://doi.org/10.3102/0034654318787268

32.

Kuhfeld

Soland

Tarasawa

Johnson

Ruzek

Liu

(2020). Projecting the potential impact of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918

33.

Kurlaender

Reed

Hurtt

(2019). Improving college readiness: A research summary and implications for practice. Policy Analysis for California Education. https://files.eric.ed.gov/fulltext/ED624036.pdf

34.

Larsen

Helland

M. S.

Holt

(2022). The impact of school closure and social isolation on children in vulnerable families during COVID-19: A focus on children’s reactions. European Child & Adolescent Psychiatry, 31(8), 1–11. https://doi.org/10.1007/s00787-021-01758-x

35.

Lee

Yeo

Mowbray

(2024). Low-income Asians living in the United States: A scoping review on challenges, factors, strength, and social work implication. Journal of Ethnic & Cultural Diversity in Social Work, 33(1), 65–82. https://doi.org/10.1080/15313204.2022.2154880

36.

Liu

(2024). Impact of individuals’ and peers’ socioeconomic status on academic achievement. Journal of Education, Humanities and Social Sciences, 29(1), 475–479. https://doi.org/10.1002/hcs2.125

37.

McBee

(2022). Statistical approaches to causal analysis. Sage.

38.

Moreno

McKinney

Burridge

Rangel

V. S.

Carales

V. D.

(2019). Access for whom? The impact of dual enrollment on college matriculation among underserved student populations in Texas. Community College Journal of Research and Practice, 45(4), 255–272. https://doi.org/10.1080/10668926.2019.1688734

39.

Mun

R. U.

Ezzani

M. D.

Lee

L. E.

Ottwein

J. K.

(2021). Building systemic capacity to improve identification and services in gifted education: A case study of one district. Gifted Child Quarterly, 65(2), 132–152. https://doi.org/10.1177/0016986220967376

40.

National Center for Education Statistics . (2013). English language learners . http://nces.ed.gov/fastfacts/display.asp?id=96

41.

Ober

T. M.

Carter

M. F.

Coggins

M. R.

Filonczuk

Kim

Hong

M. R.

Cheng

(2022). Adaptation to remote teaching during spring 2020 amidst COVID-19: Perspectives of advanced placement statistics teachers. Computers in the Schools, 39(4), 342–372. https://doi.org/10.1080/07380569.2022.2090764

42.

Owen

(2024). The Advanced Placement program and educational inequality. Education Finance and Policy, 20(1), 1–32. https://doi.org/10.1162/edfp_a_00424

43.

Peters

S. J.

(2022). The challenges of achieving equity within public school gifted and talented programs. Gifted Child Quarterly, 66(2), 82–94. https://doi.org/10.1177/00169862211002535

44.

Peters

S. J.

Erstad

Matthews

M. S.

(2017). Advanced academics: A response to intervention perspective in gifted education. In Plucker

J. A.

Rinn

A. N.

Makel

M. C.

(Eds.), From giftedness to gifted education: Reflecting theory and practice (pp. 267–282). Routledge.

45.

Peugh

(2010). A practical guide to multilevel modeling. Journal of School Psychology, 48(1), 85–112. https://doi.org/10.1016/j.jsp.2009.09.002

46.

Phillips

S. F.

Lane

(2021). The potential of Advanced Placement to improve college outcomes and narrow racial/ethnic and socioeconomic disparities. Journal of Advanced Academics, 32(4), 469–500. https://doi.org/10.1177/1932202X211018646

47.

Puryear

J. S.

Kettler

(2017). Rural gifted education and the effect of proximity. Gifted Child Quarterly, 61(2), 143–152. https://doi.org/10.1177/0016986217690229

48.

Rana

D. K.

(2024). Quality education for underrepresented groups: Bridging the gap. International Journal of English Literature and Social Sciences, 9(1), 212–219. https://doi.org/10.22161/ijels.91.28

49.

Rasheed

(2019). Context and content in rural gifted education: A literature review. Journal of Advanced Academics, 31(1), 61–84. https://doi.org/10.1177/1932202X19879174

50.

Rinn

A. N.

(2020). Social-emotional and psychosocial development of gifted and talented individuals. Prufrock Press.

51.

Rinn

A. N.

Mun

R. U.

Hodges

(2022). 2020-2021 State of the states in gifted education. National Association for Gifted Children and the Council of State Directors of Programs for the Gifted. https://nagc.org/page/state-of-the-states-report

52.

Rodriguez

Rodriguez-Wilhelm

Lebioda

Kapp

Wilson

(2022). Skin in the game: A policy implementation study of how school-level bureaucrats set and rationalize advanced placement exam fees for low-income students. Research in Higher Education, 63(3), 369–399. https://doi.org/10.1007/s11162-021-09652-w

53.

Sadler

P. M.

Tai

R. H.

(2007). Weighting for recognition: Accounting for Advanced Placement and honors courses when calculating high school grade point average. NASSP Bulletin, 91(1), 5–32. https://doi.org/10.1177/0192636506298726

54.

Schweber

(2013). Survival lessons: Academic continuity, business continuity, and technology. In Van den Bossche

Gijselaers

W. H.

Milter

R. G.

(Eds.), Facilitating learning in the 21st century: Leading through technology, diversity, and authenticity (pp. 151–163). Springer.

55.

Texas Administrative Code, No. 89.2 . (1996). https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=89&rl=2

56.

Texas Education Agency . (2018). House Bill 1638: Statewide dual credit goals. https://tea.texas.gov/about-tea/news-and-multimedia/correspondence/taa-letters/house-bill-1638-statewide-dual-credit-goals

57.

Texas Education Agency . (2020a). District type, 2019–2020. https://tea.texas.gov/reports-and-data/school-data/district-type-data-search/district-type-2019-20

58.

Texas Education Agency . (2020b). Guidance on grading. https://tea.texas.gov/texas-schools/health-safety-discipline/covid/covid19-guidance-on-grading.pdf

59.

Texas Education Agency . (2020c). Texas academic performance report. https://tea.texas.gov/texas-schools/accountability/academic-accountability/performance-reporting/texas-academic-performance-reports

60.

Texas Education Code §29.052. (2021). https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm

61.

Texas Education Agency . (2021a). 2021 RDA masking rules. https://tea.texas.gov/student-assessment/monitoring-and-interventions/rda/pbmas-pbm/2021rdamaskingrules.pdf

62.

Texas Education Agency . (2021b). Impacts of COVID-19 and accountability updates for 2022 and beyond. https://tea.texas.gov/texas-schools/accountability/academic-accountability/performance-reporting/2021-tac-accountability-presentation-final.pdf

63.

Texas Education Agency . (2021c). Serving emergent bilingual students. https://tea.texas.gov/texas-schools/texas-schools-charter-schools/gen-28-emergent-bilingual-student.pdf

64.

Texas Education Agency . (2022). 2022 Accountability manual for Texas public school districts and campuses. https://tea.texas.gov/texas-schools/accountability/academic-accountability/performance-reporting/2022-accountability-manual-full.pdf

65.

Texas Education Agency . (2023a). 2022 College, career, and military readiness state calculation table. https://rptsvr1.tea.texas.gov/cgi/sas/broker?_service=marykay&_program=perfrept.perfmast.sas&_debug=0&ccyy=2022&lev=S&prgopt=reports/acct/domain1b.sas

66.

Texas

Education Agency.

(2023b). Texas academic performance report . https://tea.texas.gov/texas-schools/accountability/academic-accountability/performance-reporting/texas-academic-performance-reports

67.

Texas Education Agency . (n.d.). Texas Advanced Placement (AP)/International Baccalaureate (IB) incentive program–State exam fee subsidy. https://tea.texas.gov/sites/default/files/taa-texas-advanced-placement-ap-international-baccalaureate-ib-incentive-program-state-exam-fee-subsidy-for-the-2023-2024-school-year_0.pdf

68.

Warne

R. T.

(2017). Research on the academic benefits of the advanced placement program. Sage Open, 7(1), 1–16. https://doi.org/10.1177/2158244016682996

69.

Solanki

Fink

(2021). College acceleration for all? Mapping racial gaps in advanced placement and dual enrollment participation. American Educational Research Journal, 58(5), 954–992. https://doi.org/10.3102/0002831221991138

Assessing the COVID-19 Pandemic’s Influence on Advanced Placement College Readiness Indicators in Texas From 2019 to 2021

Abstract

Keywords

Get full access to this article

References