Open AccessTHE RELATIONSHIP OF AP® TEACHER PRACTICES AND STUDENT AP EXAM PERFORMANCE
Author(s) -
Paek Pamela L.,
Braun Henry,
Trapani Catherine,
Ponte Eva,
Powers Don
Publication year - 2005
Publication title -
ets research report series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.235
H-Index - 5
ISSN - 2330-8516
DOI - 10.1002/j.2333-8504.2005.tb01987.x
Subject(s) - context (archaeology) , class (philosophy) , mathematics education , class size , professional development , psychology , schedule , faculty development , pedagogy , computer science , biology , paleontology , artificial intelligence , operating system
This report analyzes the relationship of Advanced Placement Program® (AP®) teacher practices and student performance on AP Biology and AP U.S. History Exams. Using a national survey of AP teachers, the study developed four models for each subject with public school teachers only and both public and nonpublic school teachers, using two standards of success (scoring 3 or better and scoring 4 or better on the exams). Professional development and school and class context were statistically significant across all models; however, types of professional development differed. Resources were important for AP U.S. History teachers, while class size and schedule impacted AP Biology teachers. This indicates additional resources might enhance learning in AP U.S. History, while AP Biology teachers might be more effective with smaller, daily classes.