Gender, teacher, and school characteristics as predictors of advanced placement physics performance

Abstract

Advanced placement (AP) physics performance is an important metric for examining precollege student preparation for post‐secondary study. The present study examined potential predictors of AP Physics 1 performance including gender, teacher, and school‐level characteristics. A theoretical framework proposed teacher preparation and experiential variables are predictive of student outcomes, in addition to contextual variables that include demographics and academic offerings. Data showed that AP Physics 1 participants varied statistically from the overall high school population in terms of gender and ethnicity, with more women, White, and Asian students enrolled. AP Physics 1 teachers tended to be more experienced than other physics teachers. A multivariable linear regression model indicated significant negative predictors included female gender and socioeconomic status; the sole positive academic predictor was whether the school offered AP Chemistry. Notably, physics performance was not predicted by physics teacher characteristics including gender, certification type, years of experience, course load in physics, and isolation. Physics performance was also unrelated to school size, AP Physics enrollment, and access to AP Biology and Calculus. Results suggest that targeted resources should be identified to support teachers in high poverty schools, and training them to enact strategies that diminish gender achievement gaps.