Analyzing Advanced Placement (AP): Making the Nation's Most Prominent College Preparatory Program More Equitable

Authors

David Naff, Virginia Commonwealth UniversityFollow
Mitchell Parry, Virginia Commonwealth UniversityFollow
Tomika Ferguson, Virginia Commonwealth UniversityFollow
Virginia Palencia, Virginia Commonwealth UniversityFollow
Jenna Lenhardt, Virginia Commonwealth UniversityFollow
Elisa Tedona, Virginia Commonwealth UniversityFollow
Antionette Stroter, Chesterfield County Public SchoolsFollow
Theodore Stripling, University of Chicago Lab SchoolFollow
Zoey Lu, Virginia Commonwealth UniversityFollow
Elizabeth Baber, Virginia Commonwealth UniversityFollow

Document Type

Article

Original Publication Date

2021

Date of Submission

April 2021

Abstract

This report from the Metropolitan Educational Research Consortium (MERC) explores research related to Advanced Placement (AP) courses through an equity lens. It answers five questions: 1) What are AP classes? 2) Who enrolls and succeeds in AP classes? 3) Why do disparities in AP matter? 4) What factors contribute to disparities in AP participation and performance? 5) What policies and practices help to address disparities in AP access, enrollment, and performance? The report comes from the MERC Equitable Access and Support for Advanced Coursework study.

Recommended Citation

Naff, D., Parry, M., Ferguson, T., Palencia, V., Lenhardt, J., Tedona, E., Stroter, A., Stripling, T., Lu, Z., & Baber, E. (2021). Analyzing Advanced Placement (AP): Making the Nation’s Most Prominent College Preparatory Program More Equitable. Richmond, VA: Metropolitan Educational Research Consortium.

Is Part Of

VCU MERC Publications