東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Closing the gap between educational ...

Stoker, Ginger Lynn.

FindBook

Google Book

Amazon

博客來

Closing the gap between educational aspirations and outcomes: Is Advanced Placement (AP) the answer?

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Closing the gap between educational aspirations and outcomes: Is Advanced Placement (AP) the answer?/
作者:	Stoker, Ginger Lynn.
面頁冊數:	459 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2399.
Contained By:	Dissertation Abstracts International71-07A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3408602
ISBN:	9781124049403

Closing the gap between educational aspirations and outcomes: Is Advanced Placement (AP) the answer?
Stoker, Ginger Lynn.

Closing the gap between educational aspirations and outcomes: Is Advanced Placement (AP) the answer? - 459 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2399.

Thesis (Ph.D.)--The University of Chicago, 2010.

Over the past decade, the Advanced Placement (AP) program has been increasingly promoted as a promising way to improve the low-achievement and low levels of four-year college enrollment among low-income and minority students. Remarkably, despite the vigorous push for AP, there is a scarcity of research suggesting that expanding the AP program is the best way to improve academic preparation or four-year college enrollment. Moreover, despite the fact that AP is rapidly being promoted as a way to close the minority achievement gap, most research on AP has been conducted using largely non-minority students in relatively advantaged schools. This dissertation seeks to remedy this by investigating the impact of the AP program on the college qualifications, college support, and four-year college enrollment of primarily low-income and minority students in a less-advantaged urban high school district. Specifically, this dissertation proposes that AP participation increases urban high school students' four-year college enrollment through its impact on human capital (i.e., college qualifications) and social capital variables (i.e., support for college), and tests a model of four-year college enrollment for urban high school students that incorporates and highlights the need for access to both of these types of capital. This model is tested through two sets of analyses: (1) hierarchical linear modeling with propensity score matching, and (2) multilevel structural equation modeling.

ISBN: 9781124049403Subjects--Topical Terms:

626654
Education, Sociology of.

Closing the gap between educational aspirations and outcomes: Is Advanced Placement (AP) the answer?
LDR:04480nam 2200337 4500 001 1403949
005 20111116122842.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124049403
035 $a (UMI)AAI3408602
035 $a AAI3408602
040 $a UMI $c UMI
100 1 $a Stoker, Ginger Lynn. $3 1683244
245 1 0 $a Closing the gap between educational aspirations and outcomes: Is Advanced Placement (AP) the answer?
300 $a 459 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2399.
500 $a Adviser: Melissa Roderick.
502 $a Thesis (Ph.D.)--The University of Chicago, 2010.
520 $a Over the past decade, the Advanced Placement (AP) program has been increasingly promoted as a promising way to improve the low-achievement and low levels of four-year college enrollment among low-income and minority students. Remarkably, despite the vigorous push for AP, there is a scarcity of research suggesting that expanding the AP program is the best way to improve academic preparation or four-year college enrollment. Moreover, despite the fact that AP is rapidly being promoted as a way to close the minority achievement gap, most research on AP has been conducted using largely non-minority students in relatively advantaged schools. This dissertation seeks to remedy this by investigating the impact of the AP program on the college qualifications, college support, and four-year college enrollment of primarily low-income and minority students in a less-advantaged urban high school district. Specifically, this dissertation proposes that AP participation increases urban high school students' four-year college enrollment through its impact on human capital (i.e., college qualifications) and social capital variables (i.e., support for college), and tests a model of four-year college enrollment for urban high school students that incorporates and highlights the need for access to both of these types of capital. This model is tested through two sets of analyses: (1) hierarchical linear modeling with propensity score matching, and (2) multilevel structural equation modeling.
520 $a In the first set of analyses, the study employs a series of hierarchical linear (HLM) and hierarchical generalized linear models (HGLM) to investigate the impact of AP course-taking on ACT scores, high school GPAs, four-year college application completions, FAFSA completions, four-year college enrollment, and the selectivity of the four-year college in which students enrolled. Additional analyses look at the relationship between AP participation and four measures of college information and support. Propensity score analysis is used to simulate random assignment and reduce selection bias. Results of the analyses suggest that, while AP participation does not have a significant effect on ACT English scores, it does have significant, positive effects on the other college-going outcomes. However, the relationships between AP participation and outcomes on the survey measures were mixed.
520 $a The second set of analyses combines the college qualifications, college support, and college enrollment variables with a measure of school-level achievement in a multilevel structural equation model to test the theoretical model of four-year college enrollment and to investigate the impact of AP in a model of four-year college enrollment. Estimation of the model showed good fit to the data, and the final model strongly supported the theoretical model. As hypothesized, results of the analyses showed that students who took AP courses performed significantly better on the college qualifications and college support outcomes. Moreover, both the college qualifications and the college support measures were significant predictors of completing three or more four-year college applications and had indirect effects on four-year college enrollment through their effects on these variables. Overall, the final model showed that both human capital and social capital play important roles in four-year college enrollment.
590 $a School code: 0330.
650 4 $a Education, Sociology of. $3 626654
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0340
690 $a 0458
690 $a 0727
710 2 $a The University of Chicago. $b Social Service Administration. $3 1670275
773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a Roderick, Melissa, $e advisor
790 1 0 $a Pollack, Harold $e committee member
790 1 0 $a Raudenbush, Stephen $e committee member
790 $a 0330
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3408602