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The Role of Advanced Placement and Honors Courses in College Admissions

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  • Geiser, Saul
  • Santelices, Veronica

Abstract

This study examines the role of Advanced Placement (AP) and other honors-level courses as a criterion for admission at a leading public university, the University of California, and finds that the number of AP and honors courses taken in high school bears little or no relationship to students’ later performance in college. AP is increasingly emphasized as a factor in admissions, particularly at selective colleges and universities. But while student performance on AP examinations is strongly related to college performance, merely taking AP or other honors-level courses in high school is not a valid indicator of the likelihood that students will perform well in college. These findings suggest that institutions may need to reconsider the use of AP as a criterion in “high stakes” admissions, particularly given the marked disparity in access to AP and honors courses among disadvantaged and underrepresented minority students.

Suggested Citation

  • Geiser, Saul & Santelices, Veronica, 2004. "The Role of Advanced Placement and Honors Courses in College Admissions," University of California at Berkeley, Center for Studies in Higher Education qt3ft1g8rz, Center for Studies in Higher Education, UC Berkeley.
    • Handle: RePEc:cdl:cshedu:qt3ft1g8rz
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    Citations

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    Cited by:

    1. Russell T. Warne, 2017. "Research on the Academic Benefits of the Advanced Placement Program," SAGE Open, , vol. 7(1), pages 21582440166, January.
    2. C. Kirabo Jackson, 2010. "A Little Now for a Lot Later: A Look at a Texas Advanced Placement Incentive Program," Journal of Human Resources, University of Wisconsin Press, vol. 45(3).
    3. Mary E. M. McKillip & Anita Rawls, 2013. "A Closer Examination of the Academic Benefits of AP," The Journal of Educational Research, Taylor & Francis Journals, vol. 106(4), pages 305-318, July.
    4. Arce-Trigatti, Paula, 2018. "The impact of state-mandated Advanced Placement programs on student outcomes," Economics of Education Review, Elsevier, vol. 63(C), pages 180-193.
    5. Cecilia Speroni, "undated". "Determinants of Students' Success: The Role of Advanced Placement and Dual Enrollment Programs," Mathematica Policy Research Reports e3994f748a66428b802df56d0, Mathematica Policy Research.
    6. repec:mpr:mprres:7289 is not listed on IDEAS
    7. Shanyce Campbell, 2012. "For Colored Girls? Factors that Influence Teacher Recommendations into Advanced Courses for Black Girls," The Review of Black Political Economy, Springer;National Economic Association, vol. 39(4), pages 389-402, December.
    8. Dylan Conger & Mark C. Long & Patrice Iatarola, 2009. "Explaining race, poverty, and gender disparities in advanced course-taking," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 28(4), pages 555-576.
    9. Kristin Klopfenstein & M. Kathleen Thomas, 2009. "The Link between Advanced Placement Experience and Early College Success," Southern Economic Journal, John Wiley & Sons, vol. 75(3), pages 873-891, January.
    10. Russell T. Warne & Ross Larsen & Braydon Anderson & Alyce J. Odasso, 2015. "The Impact of Participation in the Advanced Placement Program on Students' College Admissions Test Scores," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(5), pages 400-416, August.
    11. Christopher Clark & Benjamin Scafidi & John R. Swinton, 2012. "Does Ap Economics Improve Student Achievement?," The American Economist, Sage Publications, vol. 57(1), pages 1-20, May.

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