Three of four DCPS high schools mandating AP enrollment had higher AP exam taking and passing rates after the mandate, but passing rates remained generally low¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In three of the four high schools that adopted an AP enrollment mandate during the study period, AP exam taking and passing rates were higher after the mandate went into place. → Alyson Burnett 2021 q2 i? Despite the increases, AP exam passing rates were generally still low in schools mandating AP course enrollment. → Alyson Burnett 2021

Evidence¶

Alyson Burnett 2021¶

Alyson Burnett, Paul Burkander. (2021). Advanced Placement Participation, Staffing, and Staff Training in the District of Columbia Public Schools. Regional Educational Laboratory Mid-Atlantic, Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/projects/region/mid-atlantic

q2 · i? · associational · r1

Descriptive comparative analysis of student AP exam taking and passing rates in DCPS high schools that mandate AP course enrollment versus schools that do not. The report states "passing rates were generally still low in schools mandating AP course enrollment"; no effect sizes or test statistics are printed.

"Three of the four high schools that adopted a mandate on AP course enrollment during the study period had higher AP exam taking and passing rates after the mandate went into place. However, passing rates were generally still low in schools mandating AP course enrollment."

Discussion¶

Related Claims¶

• Students who received the personalized AP message were more likely to take an AP exam and passed a higher number of exams, making them eligible for college credit — related
• Fewer than one-fifth of DCPS AP teachers participated in the APSI at least once every three years — related
• About half of DCPS AP teachers with a recorded college major had a major aligned with their AP course, and 70 percent had a major aligned with the broader subject area — related
• Mandated rigorous-curriculum policies in CPS sometimes had adverse consequences: the IDS initiative saw test scores decline and the college-prep-for-all policy increased course failure without achievement gains — related
• The evidence base for offering a college-ready curriculum is rated low, with mixed findings on rigorous curricula and positive findings on AP course taking — related
• Most CTE students also participated in college-level coursework, though CTE students had slightly lower AP participation — related