An in-depth research proposal and study into the success and benefits of introducing an advanced placement program into a low test-scoring high school.
Written in 2002; 5,457 words; 36 sources; MLA; $ 133.95
Paper Summary:
An advanced placement program was developed and implemented in a low-scoring (standardized tests) inner city high school. The paper discusses the program with the understanding that it is new and as such, insufficient time has elapsed to permit an assessment on the basis of the academic performance of the program participants. The paper indicates that there was substantial resistance to the program among both students and parents. The focus of this current study is to asses the changes in acceptance of and support for the program among students and teachers, as such acceptance and support is essential to the long-term success of the program in promoting higher levels of academic performance among high school students. The paper presents the following two research questions: 1. What are the best choices of course material for this particular school? 2. How can this program be supported to increase the student potential for success?
From the Paper:
"The Advanced Placement program has a short history. It began in 1951 as an offshoot of the College Entrance Examination Board's activities. The CEEB has engaged in a long-term process of developing and implementing the program, dealing with issues such as appropriate tests, funding, expansion of curriculum areas, and teacher involvement (Rothschild, 1995). For students, it offers the advantage of a head start on college education, including the possibility of fulfilling some college requirements. For teachers and schools, it offers the opportunity to attract good students and their parents, while keeping students focused and involved. However, there continue to be problems with the program, including lack of access, lack of coordination, and poorly designed programs (Rothschild, 1995). Local initiative is important. For example, the Oklahoma City schools, disheartened by poor achievement on Advanced Placement exams, reorganized their entire program to include more teacher incentives, staff development, student tutoring, and college scholarships. This proved much more successful (Steller and Lambert, 1996)."
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