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dc.contributor.advisorCucchiara, Maia Bloomfield
dc.creatorKuhn, Andrew T.
dc.date.accessioned2020-11-04T16:09:57Z
dc.date.available2020-11-04T16:09:57Z
dc.date.issued2015
dc.identifier.other931912221
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3145
dc.description.abstractThe academic intensity of one's high school experience is most important to success in college. Tracking causes in-school segregation that most often results in low levels of participation by students of color and low socioeconomic status (SES) in upper level classes, including Advanced Placement (AP). Using a practitioner's vantage point, this dissertation is a mixed-method case study of AP course-taking at one inner-ring suburban high school that eliminated its lowest track prior to the first year of data analysis and allowed open enrollment to AP courses prior to the third. To track the impact of these changes, five years of AP course-taking data were analyzed for participation by students of color and those of low SES. The data revealed an increase in AP course enrollment by students of color from 12% to 22%, and by students of low SES from 2% to 8%. Interviews with 19 influential educators followed the quantitative analysis. In five years, this diverse Pennsylvania public high school moved from a system characterized by a number of barriers preventing low-income and minority students from taking higher level courses to an institution that has provided a rich choice of AP course offerings, established a Black Scholars program to encourage the academic success of students of color, and created open enrollment to its AP courses. While all teachers had some struggles adjusting to teaching AP courses in open enrollment era, teachers assumed either a resistant stance and intimidating approach to non-traditional AP students or a progressive stance, inviting and supporting non-traditional students in their course. Those teachers who created an emotionally and academically safe environment, expressed caring for their students, and employed flexible approaches to instruction and assessment attracted the most diverse set of students to their AP courses. Lincoln is not necessarily a model school as more work is needed to continue to create rigorous, inclusive learning environments in all classes, yet this study indicates that if students have the opportunity to take on challenging coursework like AP and work to master the course with the support of excellent teachers, long-term reward is sure to follow.
dc.format.extent147 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Leadership
dc.subjectEducational Administration
dc.subjectEducation
dc.subjectActing White
dc.subjectAdvanced Placement
dc.subjectCulture of Caring
dc.subjectEquity
dc.subjectFlexibility
dc.subjectOpen Enrollment
dc.titleEQUITY IN ADVANCED PLACEMENT COURSE-TAKING: A CASE STUDY OF AN INNER-RING SUBURBAN HIGH SCHOOL
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberJordan, Will J.
dc.contributor.committeememberShapiro, Joan Poliner
dc.contributor.committeememberMcGinley, Christopher W.
dc.contributor.committeememberWitham, Keith
dc.description.departmentEducational Leadership
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3127
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-11-04T16:09:57Z


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