The Impact of School X's Hybrid Learning Program on its Advanced Placement Program

The purpose of this study was to obtain an accurate picture of minority student enrollment in honors and advanced placement (AP) classes at Wichita (Kansas) High School East and to develop a plan of action to close the achievement gap between White and non-White students. Prior to this study there was no clear, concise data to move this discussion into the solution phase. The research was conducted in 35 social studies classes ranging from Grade 9 to Grade 11 over the span of 1½ years. Enrollment numbers, assessment scores, class grades, and teacher recommendations were collected from various building, district, and state resources. The final outcome of this action research was evident within a year yielding a clear pattern of growth in minority enrollment in International Baccalaureate (IB), honors, and AP classes at Wichita High School East.

Twice-exceptional students, those who have disabilities and display areas of gifts or talents, frequently spend their high school years with a focus on their disabilities. Using semistructured interviews, this study explores the perceptions of parents, teachers, and guidance counselors regarding participation of twice-exceptional students in Advanced Placement (AP) and for-college-credit classes. The supports and barriers for students with disabilities participating in AP and for-college-credit classes were identified. Additionally, participants included six college students who had taken AP and/or for-college-credit classes while still in high school. The results of this study indicated that school culture and early placement decisions affect enrollment in AP and for-college-credit classes for the twice-exceptional student. Inconsistencies between students’ goals and transition planning and inconsistent implementation of test and environmental accommodations were documented.

I desperately want to love the Advanced Placement (AP) program. Having taken nine AP courses in high school, taught seven AP classes as an educator, and now starting out my research career working ...

Opportunity gaps between minority and white students and between genders has thus far prevented the concept of an equitable school with equitable opportunities. One important measure of educational equity is participation in Advanced Placement (AP) classes. If both the overall availability of AP courses and achievement within AP courses are increasing while certain subgroups of students, specifically Latinx students, are still lagging far behind in terms of enrollment, more needs to be done to address possible reasons for the disparity. The purpose of this study is to examine innate and environmental protective factors possessed by Latina high school students at an urban high school in New England as they contribute to the resiliency that allows them to stay in a track where they can eventually enroll in Advanced Placement (AP) mathematics courses. Using Resiliency Theory, this narrative study sought to answer the following central research question by interviewing high school Latinx students who have persisted and succeeded in an AP mathematics course: What are the innate traits and lived experiences of Latina students who have successfully completed an AP level mathematics course that have helped them to develop resilience? Findings from this study identified several innate protective factors, including math confidence and knowledge of the Advanced Placement system and several environmental protective factors, including having supportive family members, at least one supportive teacher, a cohort of with whom students to travel from class to class, and being singled out for a specific academic trait, that contributed to their enrollment in in Advanced Placement (AP) mathematics courses. Implications for practice and future research are discussed.--Author's abstract

COVID-19 disrupted global education, prompting use of blended learning. Its impact on children’s quality of life (HRQoL) in low- and middle-income settings remains unclear. We conducted a cross-sectional study of 270 students (ages 8–18) in Bogotá, Colombia, comparing HRQoL and mental health symptoms between blended and in-person learning groups using the KIDSCREEN-27 and WHO RQC questionnaires. No significant differences in HRQoL scores were found between learning modalities. Females reported lower HRQoL than males across several dimensions. Sleep issues, fear, and lack of interest in play were linked to lower HRQoL regardless of teaching method. Blended learning was not associated with reduced quality of life or increased mental health symptoms compared to in-person learning among children and adolescents and should be considered as a viable alternative to in-person learning.

This chapter argues that the greatest asset of the Advanced Placement (AP) program over nearly seven decades has been its capacity to set and maintain lofty academic standards for high school students and to sustain those standards during times when many forces push to relax them. That is an extraordinary accomplishment, considering all that has happened in American education during this period. Academic standards of various kinds have become a big deal, a growth industry, and an endless source of controversy, especially when accompanied—as they usually are—by student tests. Advanced Placement's nongovernmental character is rare in the world of education standards, at least since 1989. That was the year that state governors and President George H. W. Bush convened in Charlottesville, Virginia, and emerged from their “summit” with an ambitious set of national education goals for the year 2000. Congress created the National Council on Education Standards and Testing to “explore the desirability and feasibility of establishing national education standards and a method to assess their attainment” and a National Education Goals Panel to monitor and report on how the country was doing in pursuit of the summit targets. Many complications, modifications, and pushbacks followed. Ultimately, the entire quarter-century sequence left many hostile both to governmental micromanagement of schooling and, especially, to anything that smacked of government-prescribed standards, curricula, and tests. With just a few exceptions and caveats, the AP program has been immune to this suspicion, rancor, and resistance.

Purpose – Blended Learning in the Aerodrome & Heliport course combines theory and practice flexibly and interactively. Conventional methods are less effective due to the lack of active involvement and limited access to learning materials. This study aims to develop blended learning-based learning materials to improve student competency in the Aerodrome & Heliport course at the Makassar Aviation Polytechnic. In addition, this study was conducted due to the low academic achievement of students, with 20% failing the course.Methodology – The research used the Research and Development (R&D) model. However, only the first three stages are worked on: define, design, and develop. This research involves 24 air transport management diploma program students as respondents and two radio aids to air navigation instructor respondents. Data were collected through survey, interview, observation, and documentation. Assessments from experts on blended Learning and aviation education using qualitative and quantitative analysis methods were conducted to assess the validity of the developed teaching materials.Findings – The study demonstrated that blended Learning considerably raised student proficiency. The methodically created instructional materials received a high validity grade from specialists who rated them as "Very Valid" (Va ≥ 0.80). Additionally, the study discovered that using interactive teaching resources—like video tutorials, simulations, and structured learning modules—helped students comprehend complex ideas.Contribution – On a practical level, this study provides real solutions to address learning challenges in aviation vocational education by combining online and in-person Learning. The teaching materials developed can be used as a model by other similar institutions to design tech-based curricula that meet industry needs. Theoretically, the study deepens our understanding of how effective blended Learning can be in technical education, especially in aviation, by emphasizing the need for flexible instructional design that supports higher-order thinking Skills (HOTS).

This qualitative study explored Latina/o students’ sense of belonging in majority White and Asian Advanced Placement (AP) and honors classes in a diverse suburban high school. Using self-determination theory as a framework, I focused on three aspects of sense of belonging: social belonging, teacher–student relationships, and academic belonging. Ten Latina/o tenth- and eleventh-grade students participated in classroom observations, guided journaling sessions, and interviews to capture their sense of belonging in AP and honors classes. Although all of the participants expressed a lack of sense of belonging, they reported that they leveraged their experiences to motivate themselves, increase their engagement, and build resilience.

A decade on, the situation portrayed in the influential report of a deteriorating US science and technology ecosystem has, if anything, worsened.

This article provides an explicit framework for evaluating the expected benefit to college-bound students of courses offered by Advanced Placement (AP) versus concurrent enrollment programs (CEP). District personnel can use it to assess the relative merits of these programs, given the characteristics of their students, in deciding which model to implement or maintain. Simulations reveal that CEP generally provides a higher expected benefit for districts where students who take the course attend private colleges or universities (including public institutions out of state) and perform on the AP exam around national norms. AP favors high schools where students taking the course either face inexpensive costs for study at institutions of higher education or perform exceptionally well on the AP exam. Information from a sample of 240 colleges and universities reveals that few explicitly reject AP or CEP for credit if the student meets a minimum criterion, although more information is provided for AP.

While studies have shown the positive effect of the Advanced Placement (AP) program on college readiness, there are still barriers preventing minority and low socioeconomic status (SES) students who possess high academic potential from participating in the opportunity that AP courses offer. One tool that could help identify students for participation in AP courses is their Preliminary Scholastic Aptitude Test (PSAT) results. Results from multiple regression analyses suggest that portions of the PSAT are significant predictors of AP test performance above and beyond student ethnicity and/or SES.

The Advanced Placement (AP) Program provides a framework for high school students to obtain college credit and/or placement for work done in high school. Toward this end, the College Board outlines course descriptions and organizes examinations in several dozen disciplines, including computer science. To meet its goals, each AP course must align with college courses, so students taking an AP course will master needed content Several approaches are used to monitor this connection between AP courses and college-level courses. This session will review these approaches, considering how the AP CS A course matches introductory college computer science courses.

Rigorous academic preparation in high school is a strong predictor of postsecondary success. The College Board's Advanced Placement (AP) program allows students to earn college credit while in high school; however, disparities in equitable participation remain a persistent concern. This qualitative multiple-case study explored equity-focused AP program implementation in two urban school districts in the Midwest. From interviews with 29 school leaders, the study examined participants’ beliefs, leadership practices, and reflections on equitable AP access. Findings highlight examples of community-engaged, social justice leadership that promote inclusive participation in AP coursework.

This study aims to: (1) find out the application of the blended learning model during the COVID-19 pandemic at MI Nahdlatus Shibyan Ngemplak and MI Maslakhul Falah Glagahwaru, Undaan Kudus District; (2) find problems that arise during the implementation of the blended learning model at MI Nahdlatus Shibyan Ngemplak and MI Maslakhul Falah Glagahwaru, Undaan Kudus District. This study emphasizes more on the type of field research (field research) and is qualitative in nature, with data collection methods in the form of interviews, observation, and documentation. Based on the findings of this study, MI Nahdlatus Shibyan Ngemplak and MI Maslakhul Falah Glagahwaru used a blended learning approach to respond to mass learning during the COVID-19 pandemic. As part of the COVID-19 emergency curriculum, the concept of blended learning has been implemented in the two madrasas since the 2020–2021 school year. The blended learning model in madrasas is divided into two stages, namely planning and implementation. This program follows the syntax of the blended learning model, which includes information search, acquisition, and synthesis in online or face-to-face learning. The function of the teacher as a mediator for the ongoing teaching and learning activities cannot be separated from the successful application of the blended learning paradigm. Classroom management, management of learning activities, and learning techniques are examples of tactics that must be planned. In implementing the blended learning model, there are obstacles, including in terms of buildings and infrastructure, facilities, and parental support.

Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study