Putting the "A" in AP : the effect of advanced placement state policies on student participation and performance
Gespeichert in:
| Autor*in: |
Callen, Ian [verfasserIn] Stoddard, Christiana [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2024 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: Economics of education review - Amsterdam [u.a.] : Elsevier Science, 1981, 102(2024) vom: Okt., Artikel-ID 102565, Seite 1-18 |
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| Übergeordnetes Werk: |
volume:102 ; year:2024 ; month:10 ; elocationid:102565 ; pages:1-18 |
| Links: |
|---|
| DOI / URN: |
10.1016/j.econedurev.2024.102565 |
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190321744X |
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| 982 | |2 26 |1 00 |x DE-206 |b Advanced courses prepare high school students for college material and the associated exams provide a low cost way to earn college credit. The College Board’s Advanced Placement (AP) program is the most common in the United States, with about 40 percent of graduating seniors taking at least one AP exam in recent years. However, these opportunities are not equal across high school students due to variation in school offerings and potentially limiting exam fees. We examine the effects of two state-level policies designed to provide greater access to this program: the first mandates a minimum number of AP courses to be offered in each high school and the second waives exam fees for all students for at least one exam. Our event study and two-way fixed effect estimates suggest that mandating the provision of AP courses raises the percent of high school graduates taking AP exams by 4 to 5 percentage points, while exam fee waivers increase participation by about 1.5 percentage points. At the same time, pass rates fell after implementation of the two policies, indicating that marginal exam takers are less proficient on the exams. We find both policies have minimal effects on the percent of graduates who passed at least one AP exam or on the number of passing exams per high school student. | ||
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10.1016/j.econedurev.2024.102565 doi (DE-627)190321744X (DE-599)KXP190321744X DE-627 ger DE-627 rda eng Callen, Ian verfasserin aut Putting the "A" in AP the effect of advanced placement state policies on student participation and performance Ian Callen, Christiana Stoddard 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Advanced courses (dpeaa)DE-206 Advanced placement (dpeaa)DE-206 College preparation (dpeaa)DE-206 Stoddard, Christiana verfasserin (DE-588)131609831 (DE-627)511698968 (DE-576)298622874 aut Enthalten in Economics of education review Amsterdam [u.a.] : Elsevier Science, 1981 102(2024) vom: Okt., Artikel-ID 102565, Seite 1-18 Online-Ressource (DE-627)320586618 (DE-600)2018358-6 (DE-576)259271667 0272-7757 nnns volume:102 year:2024 month:10 elocationid:102565 pages:1-18 https://www.sciencedirect.com/science/article/pii/S0272775724000591/pdfft?md5=5e1a7d11b010c6b28ca4677177fe5e17&pid=1-s2.0-S0272775724000591-main.pdf Verlag lizenzpflichtig https://doi.org/10.1016/j.econedurev.2024.102565 Resolving-System lizenzpflichtig GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 102 2024 10 102565 1-18 26 01 0206 4582567096 x1z 23-09-24 26 00 DE-206 Advanced courses prepare high school students for college material and the associated exams provide a low cost way to earn college credit. The College Board’s Advanced Placement (AP) program is the most common in the United States, with about 40 percent of graduating seniors taking at least one AP exam in recent years. However, these opportunities are not equal across high school students due to variation in school offerings and potentially limiting exam fees. We examine the effects of two state-level policies designed to provide greater access to this program: the first mandates a minimum number of AP courses to be offered in each high school and the second waives exam fees for all students for at least one exam. Our event study and two-way fixed effect estimates suggest that mandating the provision of AP courses raises the percent of high school graduates taking AP exams by 4 to 5 percentage points, while exam fee waivers increase participation by about 1.5 percentage points. At the same time, pass rates fell after implementation of the two policies, indicating that marginal exam takers are less proficient on the exams. We find both policies have minimal effects on the percent of graduates who passed at least one AP exam or on the number of passing exams per high school student. |
| spelling |
10.1016/j.econedurev.2024.102565 doi (DE-627)190321744X (DE-599)KXP190321744X DE-627 ger DE-627 rda eng Callen, Ian verfasserin aut Putting the "A" in AP the effect of advanced placement state policies on student participation and performance Ian Callen, Christiana Stoddard 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Advanced courses (dpeaa)DE-206 Advanced placement (dpeaa)DE-206 College preparation (dpeaa)DE-206 Stoddard, Christiana verfasserin (DE-588)131609831 (DE-627)511698968 (DE-576)298622874 aut Enthalten in Economics of education review Amsterdam [u.a.] : Elsevier Science, 1981 102(2024) vom: Okt., Artikel-ID 102565, Seite 1-18 Online-Ressource (DE-627)320586618 (DE-600)2018358-6 (DE-576)259271667 0272-7757 nnns volume:102 year:2024 month:10 elocationid:102565 pages:1-18 https://www.sciencedirect.com/science/article/pii/S0272775724000591/pdfft?md5=5e1a7d11b010c6b28ca4677177fe5e17&pid=1-s2.0-S0272775724000591-main.pdf Verlag lizenzpflichtig https://doi.org/10.1016/j.econedurev.2024.102565 Resolving-System lizenzpflichtig GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 102 2024 10 102565 1-18 26 01 0206 4582567096 x1z 23-09-24 26 00 DE-206 Advanced courses prepare high school students for college material and the associated exams provide a low cost way to earn college credit. The College Board’s Advanced Placement (AP) program is the most common in the United States, with about 40 percent of graduating seniors taking at least one AP exam in recent years. However, these opportunities are not equal across high school students due to variation in school offerings and potentially limiting exam fees. We examine the effects of two state-level policies designed to provide greater access to this program: the first mandates a minimum number of AP courses to be offered in each high school and the second waives exam fees for all students for at least one exam. Our event study and two-way fixed effect estimates suggest that mandating the provision of AP courses raises the percent of high school graduates taking AP exams by 4 to 5 percentage points, while exam fee waivers increase participation by about 1.5 percentage points. At the same time, pass rates fell after implementation of the two policies, indicating that marginal exam takers are less proficient on the exams. We find both policies have minimal effects on the percent of graduates who passed at least one AP exam or on the number of passing exams per high school student. |
| allfields_unstemmed |
10.1016/j.econedurev.2024.102565 doi (DE-627)190321744X (DE-599)KXP190321744X DE-627 ger DE-627 rda eng Callen, Ian verfasserin aut Putting the "A" in AP the effect of advanced placement state policies on student participation and performance Ian Callen, Christiana Stoddard 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Advanced courses (dpeaa)DE-206 Advanced placement (dpeaa)DE-206 College preparation (dpeaa)DE-206 Stoddard, Christiana verfasserin (DE-588)131609831 (DE-627)511698968 (DE-576)298622874 aut Enthalten in Economics of education review Amsterdam [u.a.] : Elsevier Science, 1981 102(2024) vom: Okt., Artikel-ID 102565, Seite 1-18 Online-Ressource (DE-627)320586618 (DE-600)2018358-6 (DE-576)259271667 0272-7757 nnns volume:102 year:2024 month:10 elocationid:102565 pages:1-18 https://www.sciencedirect.com/science/article/pii/S0272775724000591/pdfft?md5=5e1a7d11b010c6b28ca4677177fe5e17&pid=1-s2.0-S0272775724000591-main.pdf Verlag lizenzpflichtig https://doi.org/10.1016/j.econedurev.2024.102565 Resolving-System lizenzpflichtig GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 102 2024 10 102565 1-18 26 01 0206 4582567096 x1z 23-09-24 26 00 DE-206 Advanced courses prepare high school students for college material and the associated exams provide a low cost way to earn college credit. The College Board’s Advanced Placement (AP) program is the most common in the United States, with about 40 percent of graduating seniors taking at least one AP exam in recent years. However, these opportunities are not equal across high school students due to variation in school offerings and potentially limiting exam fees. We examine the effects of two state-level policies designed to provide greater access to this program: the first mandates a minimum number of AP courses to be offered in each high school and the second waives exam fees for all students for at least one exam. Our event study and two-way fixed effect estimates suggest that mandating the provision of AP courses raises the percent of high school graduates taking AP exams by 4 to 5 percentage points, while exam fee waivers increase participation by about 1.5 percentage points. At the same time, pass rates fell after implementation of the two policies, indicating that marginal exam takers are less proficient on the exams. We find both policies have minimal effects on the percent of graduates who passed at least one AP exam or on the number of passing exams per high school student. |
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10.1016/j.econedurev.2024.102565 doi (DE-627)190321744X (DE-599)KXP190321744X DE-627 ger DE-627 rda eng Callen, Ian verfasserin aut Putting the "A" in AP the effect of advanced placement state policies on student participation and performance Ian Callen, Christiana Stoddard 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Advanced courses (dpeaa)DE-206 Advanced placement (dpeaa)DE-206 College preparation (dpeaa)DE-206 Stoddard, Christiana verfasserin (DE-588)131609831 (DE-627)511698968 (DE-576)298622874 aut Enthalten in Economics of education review Amsterdam [u.a.] : Elsevier Science, 1981 102(2024) vom: Okt., Artikel-ID 102565, Seite 1-18 Online-Ressource (DE-627)320586618 (DE-600)2018358-6 (DE-576)259271667 0272-7757 nnns volume:102 year:2024 month:10 elocationid:102565 pages:1-18 https://www.sciencedirect.com/science/article/pii/S0272775724000591/pdfft?md5=5e1a7d11b010c6b28ca4677177fe5e17&pid=1-s2.0-S0272775724000591-main.pdf Verlag lizenzpflichtig https://doi.org/10.1016/j.econedurev.2024.102565 Resolving-System lizenzpflichtig GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 102 2024 10 102565 1-18 26 01 0206 4582567096 x1z 23-09-24 26 00 DE-206 Advanced courses prepare high school students for college material and the associated exams provide a low cost way to earn college credit. The College Board’s Advanced Placement (AP) program is the most common in the United States, with about 40 percent of graduating seniors taking at least one AP exam in recent years. However, these opportunities are not equal across high school students due to variation in school offerings and potentially limiting exam fees. We examine the effects of two state-level policies designed to provide greater access to this program: the first mandates a minimum number of AP courses to be offered in each high school and the second waives exam fees for all students for at least one exam. Our event study and two-way fixed effect estimates suggest that mandating the provision of AP courses raises the percent of high school graduates taking AP exams by 4 to 5 percentage points, while exam fee waivers increase participation by about 1.5 percentage points. At the same time, pass rates fell after implementation of the two policies, indicating that marginal exam takers are less proficient on the exams. We find both policies have minimal effects on the percent of graduates who passed at least one AP exam or on the number of passing exams per high school student. |
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10.1016/j.econedurev.2024.102565 doi (DE-627)190321744X (DE-599)KXP190321744X DE-627 ger DE-627 rda eng Callen, Ian verfasserin aut Putting the "A" in AP the effect of advanced placement state policies on student participation and performance Ian Callen, Christiana Stoddard 2024 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Advanced courses (dpeaa)DE-206 Advanced placement (dpeaa)DE-206 College preparation (dpeaa)DE-206 Stoddard, Christiana verfasserin (DE-588)131609831 (DE-627)511698968 (DE-576)298622874 aut Enthalten in Economics of education review Amsterdam [u.a.] : Elsevier Science, 1981 102(2024) vom: Okt., Artikel-ID 102565, Seite 1-18 Online-Ressource (DE-627)320586618 (DE-600)2018358-6 (DE-576)259271667 0272-7757 nnns volume:102 year:2024 month:10 elocationid:102565 pages:1-18 https://www.sciencedirect.com/science/article/pii/S0272775724000591/pdfft?md5=5e1a7d11b010c6b28ca4677177fe5e17&pid=1-s2.0-S0272775724000591-main.pdf Verlag lizenzpflichtig https://doi.org/10.1016/j.econedurev.2024.102565 Resolving-System lizenzpflichtig GBV_USEFLAG_U GBV_ILN_26 ISIL_DE-206 SYSFLAG_1 GBV_KXP GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_101 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 102 2024 10 102565 1-18 26 01 0206 4582567096 x1z 23-09-24 26 00 DE-206 Advanced courses prepare high school students for college material and the associated exams provide a low cost way to earn college credit. The College Board’s Advanced Placement (AP) program is the most common in the United States, with about 40 percent of graduating seniors taking at least one AP exam in recent years. However, these opportunities are not equal across high school students due to variation in school offerings and potentially limiting exam fees. We examine the effects of two state-level policies designed to provide greater access to this program: the first mandates a minimum number of AP courses to be offered in each high school and the second waives exam fees for all students for at least one exam. Our event study and two-way fixed effect estimates suggest that mandating the provision of AP courses raises the percent of high school graduates taking AP exams by 4 to 5 percentage points, while exam fee waivers increase participation by about 1.5 percentage points. At the same time, pass rates fell after implementation of the two policies, indicating that marginal exam takers are less proficient on the exams. We find both policies have minimal effects on the percent of graduates who passed at least one AP exam or on the number of passing exams per high school student. |
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"><subfield code="d">102</subfield><subfield code="j">2024</subfield><subfield code="c">10</subfield><subfield code="i">102565</subfield><subfield code="h">1-18</subfield></datafield><datafield tag="980" ind1=" " ind2=" "><subfield code="2">26</subfield><subfield code="1">01</subfield><subfield code="x">0206</subfield><subfield code="b">4582567096</subfield><subfield code="y">x1z</subfield><subfield code="z">23-09-24</subfield></datafield><datafield tag="982" ind1=" " ind2=" "><subfield code="2">26</subfield><subfield code="1">00</subfield><subfield code="x">DE-206</subfield><subfield code="b">Advanced courses prepare high school students for college material and the associated exams provide a low cost way to earn college credit. The College Board’s Advanced Placement (AP) program is the most common in the United States, with about 40 percent of graduating seniors taking at least one AP exam in recent years. However, these opportunities are not equal across high school students due to variation in school offerings and potentially limiting exam fees. We examine the effects of two state-level policies designed to provide greater access to this program: the first mandates a minimum number of AP courses to be offered in each high school and the second waives exam fees for all students for at least one exam. Our event study and two-way fixed effect estimates suggest that mandating the provision of AP courses raises the percent of high school graduates taking AP exams by 4 to 5 percentage points, while exam fee waivers increase participation by about 1.5 percentage points. At the same time, pass rates fell after implementation of the two policies, indicating that marginal exam takers are less proficient on the exams. We find both policies have minimal effects on the percent of graduates who passed at least one AP exam or on the number of passing exams per high school student.</subfield></datafield></record></collection>
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26 00 DE-206 Advanced courses prepare high school students for college material and the associated exams provide a low cost way to earn college credit. The College Board’s Advanced Placement (AP) program is the most common in the United States, with about 40 percent of graduating seniors taking at least one AP exam in recent years. However, these opportunities are not equal across high school students due to variation in school offerings and potentially limiting exam fees. We examine the effects of two state-level policies designed to provide greater access to this program: the first mandates a minimum number of AP courses to be offered in each high school and the second waives exam fees for all students for at least one exam. Our event study and two-way fixed effect estimates suggest that mandating the provision of AP courses raises the percent of high school graduates taking AP exams by 4 to 5 percentage points, while exam fee waivers increase participation by about 1.5 percentage points. At the same time, pass rates fell after implementation of the two policies, indicating that marginal exam takers are less proficient on the exams. We find both policies have minimal effects on the percent of graduates who passed at least one AP exam or on the number of passing exams per high school student Putting the "A" in AP the effect of advanced placement state policies on student participation and performance Ian Callen, Christiana Stoddard Advanced courses (dpeaa)DE-206 Advanced placement (dpeaa)DE-206 College preparation (dpeaa)DE-206 |
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"><subfield code="d">102</subfield><subfield code="j">2024</subfield><subfield code="c">10</subfield><subfield code="i">102565</subfield><subfield code="h">1-18</subfield></datafield><datafield tag="980" ind1=" " ind2=" "><subfield code="2">26</subfield><subfield code="1">01</subfield><subfield code="x">0206</subfield><subfield code="b">4582567096</subfield><subfield code="y">x1z</subfield><subfield code="z">23-09-24</subfield></datafield><datafield tag="982" ind1=" " ind2=" "><subfield code="2">26</subfield><subfield code="1">00</subfield><subfield code="x">DE-206</subfield><subfield code="b">Advanced courses prepare high school students for college material and the associated exams provide a low cost way to earn college credit. The College Board’s Advanced Placement (AP) program is the most common in the United States, with about 40 percent of graduating seniors taking at least one AP exam in recent years. However, these opportunities are not equal across high school students due to variation in school offerings and potentially limiting exam fees. We examine the effects of two state-level policies designed to provide greater access to this program: the first mandates a minimum number of AP courses to be offered in each high school and the second waives exam fees for all students for at least one exam. Our event study and two-way fixed effect estimates suggest that mandating the provision of AP courses raises the percent of high school graduates taking AP exams by 4 to 5 percentage points, while exam fee waivers increase participation by about 1.5 percentage points. At the same time, pass rates fell after implementation of the two policies, indicating that marginal exam takers are less proficient on the exams. We find both policies have minimal effects on the percent of graduates who passed at least one AP exam or on the number of passing exams per high school student.</subfield></datafield></record></collection>
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| score |
7.3996077 |