Pathways to AP mathematics in an urban school district
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Authors
Saunders, Rachel
Issue Date
2025-04-08
Item Type
Thesis
Language
en_US
Keyword
Alternative Title
Abstract
This study was used to examine the results of secondary school students who followed one of two pathways to enrollment in Advanced Placement (AP) mathematics courses. Students completed algebra 1 in either the eighth grade (pathway 1) or ninth grade (pathway 2). The study took place in an urban district that uses an open enrollment process for entry to AP courses. Three types of mathematics achievement scores were collected from 131 students enrolled in AP mathematics courses. A chi-square test revealed that students who completed algebra 1 in the eighth grade had significantly higher AP scores than their peers. A 2x2 MANOVA provided comparative information for students based on gender and pathway type with respect to two standardized mathematics assessments. Students who completed algebra 1 in the eighth grade had significantly higher scores on both assessments as compared to their peers who completed algebra 1 in the ninth grade.
Description
Citation
Publisher
Western Connecticut State University