Social Effects of Hispanic Students Enrolled in an AP Class in Middle School

Abstract

Waco Independent School District (WISD) initiated a project offering AP Spanish Language to Hispanic students in the eighth grade. The Hispanic students in this AP Spanish Language class and a similar comparison group answered survey questions on parental involvement, composition of peer group, sense of belonging at school, academic attitudes, and academic aspirations. Data gathered indicated that the students enrolled in the AP course made friends with peers who cared more about grades, enjoyed reading in English, and were more optimistic about their future family, future job, and their service to the community. These results suggest that Spanish-speaking skills can be viewed as a strength and can be used as a gateway, rather than a barrier, to academic success. Enrolling at-risk native Spanish-speaking students in an AP Spanish Language class during their eighth-grade year can create a peer group that honors the students’ native language. This academically supportive peer group can play a role in students’ decisions to enroll in higher level coursework in high school. Because beliefs about self and school are deep rooted and peer group influences are intensifying during middle school, the academic benefits of AP participation need to be extended to Spanish-speaking Hispanic students. AP Spanish Language programs such as this seems to be a feasible way to target Hispanic middle school students and create an academically supportive peer group that will positively influence students’ educational aspirations.