Pub Date : 2024-01-09DOI: 10.1177/1932202x231225279
Angela M. Novak
{"title":"The Editorial Words: Voice and Agency","authors":"Angela M. Novak","doi":"10.1177/1932202x231225279","DOIUrl":"https://doi.org/10.1177/1932202x231225279","url":null,"abstract":"","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"32 49","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139442733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-09DOI: 10.1177/1932202x231223760
K. Shum, Shannon M. Suldo, Elizabeth Shaunessy‐Dedrick, Lindsey M. O’Brennan
In this study, we used an extreme case approach to examine the facilitators and barriers of cognitive engagement among freshmen in Advanced Placement (AP) or Pre-International Baccalaureate (IB) courses. Twelve ninth-grade AP/IB students participated in semistructured interviews focused on cognitive engagement. After analyzing the data using a generic approach with an emphasis on constant-comparative methods, we identified five themes related to facilitators (i.e., students’ role, teachers’ role, parents’ role, school connectedness, and technology's role) and three themes related to barriers (i.e., student perceptions, negative academic experiences, and distractions). Most themes aligned with a priori themes derived from the literature. The findings can help educators understand what accelerated students perceive as helpful or harmful in promoting their level of cognitive engagement, which, in turn, may influence their academic achievement.
{"title":"A Qualitative Exploration of the Facilitators and Barriers of Cognitive Engagement Among Ninth-Grade Students in Accelerated Curricula","authors":"K. Shum, Shannon M. Suldo, Elizabeth Shaunessy‐Dedrick, Lindsey M. O’Brennan","doi":"10.1177/1932202x231223760","DOIUrl":"https://doi.org/10.1177/1932202x231223760","url":null,"abstract":"In this study, we used an extreme case approach to examine the facilitators and barriers of cognitive engagement among freshmen in Advanced Placement (AP) or Pre-International Baccalaureate (IB) courses. Twelve ninth-grade AP/IB students participated in semistructured interviews focused on cognitive engagement. After analyzing the data using a generic approach with an emphasis on constant-comparative methods, we identified five themes related to facilitators (i.e., students’ role, teachers’ role, parents’ role, school connectedness, and technology's role) and three themes related to barriers (i.e., student perceptions, negative academic experiences, and distractions). Most themes aligned with a priori themes derived from the literature. The findings can help educators understand what accelerated students perceive as helpful or harmful in promoting their level of cognitive engagement, which, in turn, may influence their academic achievement.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"3 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139444318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-05DOI: 10.1177/1932202x231223039
M. Peters, Emily L. Mofield
We employed a mixed methods research design using survey data to examine gifted students’ perceptions of implicit theories of intelligence, giftedness, need for cognition, and goal orientations. Eighty-one gifted middle-school students completed the Mindset Assessment Profile (MAP) plus open-ended questions concerning giftedness, expectations, challenges, and personal goals. Results indicated that giftedness and intelligence were viewed as somewhat related ( r = .19, r = .31), but gifted students also perceived giftedness as less malleable than intelligence ( g = −.39) on some MAP items. Many perceived both intelligence and giftedness as malleable constructs that could develop through effort and opportunity. The majority expressed preference for making a good grade rather than being challenged, though many also reported a need for cognition, supported by participation in gifted programming. Participants not only provided positive connotations of giftedness, understanding its connection to challenging curricular opportunities, but also conveyed limited descriptors of giftedness such as “being smart,” providing a need to communicate domain-specific giftedness from a talent development perspective.
{"title":"Examining Students’ Perceptions of Giftedness, Need for Cognition, and Goal Orientations","authors":"M. Peters, Emily L. Mofield","doi":"10.1177/1932202x231223039","DOIUrl":"https://doi.org/10.1177/1932202x231223039","url":null,"abstract":"We employed a mixed methods research design using survey data to examine gifted students’ perceptions of implicit theories of intelligence, giftedness, need for cognition, and goal orientations. Eighty-one gifted middle-school students completed the Mindset Assessment Profile (MAP) plus open-ended questions concerning giftedness, expectations, challenges, and personal goals. Results indicated that giftedness and intelligence were viewed as somewhat related ( r = .19, r = .31), but gifted students also perceived giftedness as less malleable than intelligence ( g = −.39) on some MAP items. Many perceived both intelligence and giftedness as malleable constructs that could develop through effort and opportunity. The majority expressed preference for making a good grade rather than being challenged, though many also reported a need for cognition, supported by participation in gifted programming. Participants not only provided positive connotations of giftedness, understanding its connection to challenging curricular opportunities, but also conveyed limited descriptors of giftedness such as “being smart,” providing a need to communicate domain-specific giftedness from a talent development perspective.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"29 38","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139382543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.1177/1932202x231221143
Rachael A. Cody, Gregory T. Boldt, E. J. Gubbins
This study used a mixed-methods design to examine teachers’ responses to professional learning on mathematics differentiation. Grade 3 classroom teachers ( N = 28) attended four 2-h professional learning sessions and an additional 2 h individually on differentiation and completed pre- and post-surveys with quantitative and short response items assessing their experiences. Although teachers did not report changes in overall differentiation rates, implementation of less extensive practices (i.e., talk moves and mathematical practices) increased. Changes did not appear to be driven by teachers’ valuation of differentiation, which was high across surveys. Rather, a thematic analysis indicated that teachers simultaneously weighed benefits, challenges, and alignment with existing practices when making decisions about whether to implement differentiation strategies.
{"title":"How Teachers Make Decisions in Response to Professional Learning: A Study on Grade 3 Differentiation in Mathematics","authors":"Rachael A. Cody, Gregory T. Boldt, E. J. Gubbins","doi":"10.1177/1932202x231221143","DOIUrl":"https://doi.org/10.1177/1932202x231221143","url":null,"abstract":"This study used a mixed-methods design to examine teachers’ responses to professional learning on mathematics differentiation. Grade 3 classroom teachers ( N = 28) attended four 2-h professional learning sessions and an additional 2 h individually on differentiation and completed pre- and post-surveys with quantitative and short response items assessing their experiences. Although teachers did not report changes in overall differentiation rates, implementation of less extensive practices (i.e., talk moves and mathematical practices) increased. Changes did not appear to be driven by teachers’ valuation of differentiation, which was high across surveys. Rather, a thematic analysis indicated that teachers simultaneously weighed benefits, challenges, and alignment with existing practices when making decisions about whether to implement differentiation strategies.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"54 23","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-17DOI: 10.1177/1932202x231220052
Kimberly M. McCormick, Keri M. Guilbault
During the COVID-19 pandemic, schools across the globe shifted to emergency remote instruction. This mixed methods study explored gifted education teachers’ experiences and perspectives regarding remote instruction during the first year of the pandemic. Technology training, preparation in gifted education pedagogy, and teachers’ perceptions of their effectiveness during remote instruction were examined. Qualitative and quantitative data were collected from 310 teachers across 31 states using an online survey and focus groups. Results revealed that teachers augmented traditional instruction to include strategies that facilitated student interaction, enrichment opportunities, timely feedback, and social and emotional curriculum. Teachers who reported receiving sufficient technology training felt better able to integrate creativity into their virtual lessons. Two major themes emerged describing how educators optimized their teaching practices: (a) 24/7 Learning Environment and (b) Personalization. Recommendations include the need for continued professional learning for administrators and educators to advance remote learning for gifted learners.
{"title":"Thriving Amidst the Pandemic: Teaching Gifted Students Online and the Role of Adaptation and Innovation","authors":"Kimberly M. McCormick, Keri M. Guilbault","doi":"10.1177/1932202x231220052","DOIUrl":"https://doi.org/10.1177/1932202x231220052","url":null,"abstract":"During the COVID-19 pandemic, schools across the globe shifted to emergency remote instruction. This mixed methods study explored gifted education teachers’ experiences and perspectives regarding remote instruction during the first year of the pandemic. Technology training, preparation in gifted education pedagogy, and teachers’ perceptions of their effectiveness during remote instruction were examined. Qualitative and quantitative data were collected from 310 teachers across 31 states using an online survey and focus groups. Results revealed that teachers augmented traditional instruction to include strategies that facilitated student interaction, enrichment opportunities, timely feedback, and social and emotional curriculum. Teachers who reported receiving sufficient technology training felt better able to integrate creativity into their virtual lessons. Two major themes emerged describing how educators optimized their teaching practices: (a) 24/7 Learning Environment and (b) Personalization. Recommendations include the need for continued professional learning for administrators and educators to advance remote learning for gifted learners.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"25 42","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-13DOI: 10.1177/1932202x231219277
Dongsim Kim, Dahyeon Ryoo, Myunghwa Lee
This study aimed to develop and validate a scale of parental competency of science-gifted students in South Korea. The parental competency of science-gifted students is constructed in three dimensions (Learner, Fosterer, Scientist) from the literature review. We in-depth-interviewed science-gifted students and parents to discover the competency behavior indicators. To confirm the content validity, 15 experts in Korea conducted a Delphi method. We were determined lifelong learning, information utilization as the sub-elements of learner, partnership, parenting attitude, empathy of fosterer, and science capability, responsibility in science, and career preparation of scientist. As a result, we developed the initial instrument with 45 items. To validate the instrument, we carried out an online survey with 512 parents. Finally, 23 items of the measurement instrument for parental competency underwent development with three dimensions and eight sub-dimensions. This study provides a reliable instrument for parental competency and contributes to its enhancement for science-gifted students.
{"title":"Development of a Scale to Measure the Parental Competency of Science-Gifted Students in South Korea","authors":"Dongsim Kim, Dahyeon Ryoo, Myunghwa Lee","doi":"10.1177/1932202x231219277","DOIUrl":"https://doi.org/10.1177/1932202x231219277","url":null,"abstract":"This study aimed to develop and validate a scale of parental competency of science-gifted students in South Korea. The parental competency of science-gifted students is constructed in three dimensions (Learner, Fosterer, Scientist) from the literature review. We in-depth-interviewed science-gifted students and parents to discover the competency behavior indicators. To confirm the content validity, 15 experts in Korea conducted a Delphi method. We were determined lifelong learning, information utilization as the sub-elements of learner, partnership, parenting attitude, empathy of fosterer, and science capability, responsibility in science, and career preparation of scientist. As a result, we developed the initial instrument with 45 items. To validate the instrument, we carried out an online survey with 512 parents. Finally, 23 items of the measurement instrument for parental competency underwent development with three dimensions and eight sub-dimensions. This study provides a reliable instrument for parental competency and contributes to its enhancement for science-gifted students.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"144 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139006147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-06DOI: 10.1177/1932202x231218048
O. Desmet, Sandra Camargo Salamanca, Hyeseong Lee, Abdullah Tuzgen
Using PISA 2012 data, we conducted multilevel modeling analyses to explore how student–teacher relationships (STRs) affected mathematics motivation across EU countries. We compared this relationship across high and low achievers and explored how sex, economic, social, and cultural status (ESCS), ability grouping, class size, and teacher intentions moderated this relationship. Results show that positive STR was associated with higher motivation. High-ability students, boys, and high ESCS students had higher motivation, but we found no statistically significant interactions between STR and low or high ability. Class size, ability grouping, and teacher intentions had no statistically significant effects on mathematics motivation. Overall, our findings suggest that positive perceptions of STR can positively impact student motivation in mathematics and that this effect is consistent across different demographic groups. Thus, general trends around STR and motivation also apply to high-achieving populations.
{"title":"The Effect of Student–Teacher Relationships on Students’ Math Motivation Across EU Countries","authors":"O. Desmet, Sandra Camargo Salamanca, Hyeseong Lee, Abdullah Tuzgen","doi":"10.1177/1932202x231218048","DOIUrl":"https://doi.org/10.1177/1932202x231218048","url":null,"abstract":"Using PISA 2012 data, we conducted multilevel modeling analyses to explore how student–teacher relationships (STRs) affected mathematics motivation across EU countries. We compared this relationship across high and low achievers and explored how sex, economic, social, and cultural status (ESCS), ability grouping, class size, and teacher intentions moderated this relationship. Results show that positive STR was associated with higher motivation. High-ability students, boys, and high ESCS students had higher motivation, but we found no statistically significant interactions between STR and low or high ability. Class size, ability grouping, and teacher intentions had no statistically significant effects on mathematics motivation. Overall, our findings suggest that positive perceptions of STR can positively impact student motivation in mathematics and that this effect is consistent across different demographic groups. Thus, general trends around STR and motivation also apply to high-achieving populations.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"19 2","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-06DOI: 10.1177/1932202x231218339
Stephen M. Ponisciak, Karen M. Morris
The Advanced Placement Teacher Investment Program in Indiana (AP-TIP IN) program trains teachers to prepare students for college with rigorous math, science, and English coursework using the College Board Advanced Placement Program®. The program's goals are to increase enrollment in math, science, and English Advanced Placement® courses, and increase the number of qualifying scores on AP® exams; subsequently, improved performance in these exams should lead to better postsecondary outcomes. We use comparative interrupted time series models to compare program schools and matched comparison schools and find that AP-TIP IN schools increased the proportion of students taking and passing AP exams, while post-secondary outcomes were similar to matched comparison schools.
印第安纳州的AP-TIP教师投资计划(AP-TIP in)计划利用美国大学理事会大学先修课程®培训教师，通过严格的数学、科学和英语课程为学生上大学做准备。该计划的目标是增加数学、科学和英语大学先修课程的入学人数，并增加AP考试的合格分数;随后，这些考试成绩的提高将导致更好的高等教育结果。我们使用比较中断时间序列模型来比较项目学校和匹配的比较学校，发现AP- tip IN学校增加了参加和通过AP考试的学生比例，而中学后的结果与匹配的比较学校相似。
{"title":"Improving Student Access to and Teacher Training for Advanced Placement","authors":"Stephen M. Ponisciak, Karen M. Morris","doi":"10.1177/1932202x231218339","DOIUrl":"https://doi.org/10.1177/1932202x231218339","url":null,"abstract":"The Advanced Placement Teacher Investment Program in Indiana (AP-TIP IN) program trains teachers to prepare students for college with rigorous math, science, and English coursework using the College Board Advanced Placement Program®. The program's goals are to increase enrollment in math, science, and English Advanced Placement® courses, and increase the number of qualifying scores on AP® exams; subsequently, improved performance in these exams should lead to better postsecondary outcomes. We use comparative interrupted time series models to compare program schools and matched comparison schools and find that AP-TIP IN schools increased the proportion of students taking and passing AP exams, while post-secondary outcomes were similar to matched comparison schools.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"42 13","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138597819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-07DOI: 10.1177/1932202x231211633
Janessa Bower, Selcuk Acar, Ugur Kursuncu
The demand for a creative workforce has never been higher, yet schools struggle to teach and assess creativity among students efficiently. Compositions are an effective way to incorporate creativity across the curriculum; however, essays are time consuming to evaluate for quality or creativity. This study explored (a) if high creativity scores are related to high quality and sophistication in academic writing, and (b) if extant text-mining tools effectively identify quality, sophistication, and creativity in academic essays. Four teacher raters analyzed quality, sophistication, and creativity of 230 essays written by students aged 15–17 for Advanced Placement Language and Composition. We also used text-mining tools (e.g., semantic distance, Shannon's entropy, idea density) to score these essays. Teacher-rated creativity scores correlated with quality and sophistication scores, as well as with some of the text-mining tools, suggesting that these tools can capture quality and sophistication in addition to creativity. Implications for educational practice are discussed.
{"title":"Measuring Creativity in Academic Writing: An Analysis of Essays in Advanced Placement Language and Composition","authors":"Janessa Bower, Selcuk Acar, Ugur Kursuncu","doi":"10.1177/1932202x231211633","DOIUrl":"https://doi.org/10.1177/1932202x231211633","url":null,"abstract":"The demand for a creative workforce has never been higher, yet schools struggle to teach and assess creativity among students efficiently. Compositions are an effective way to incorporate creativity across the curriculum; however, essays are time consuming to evaluate for quality or creativity. This study explored (a) if high creativity scores are related to high quality and sophistication in academic writing, and (b) if extant text-mining tools effectively identify quality, sophistication, and creativity in academic essays. Four teacher raters analyzed quality, sophistication, and creativity of 230 essays written by students aged 15–17 for Advanced Placement Language and Composition. We also used text-mining tools (e.g., semantic distance, Shannon's entropy, idea density) to score these essays. Teacher-rated creativity scores correlated with quality and sophistication scores, as well as with some of the text-mining tools, suggesting that these tools can capture quality and sophistication in addition to creativity. Implications for educational practice are discussed.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"86 9","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135540412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores the direction and magnitude of racial disparities on three advanced placement (AP) computer science (CS) exams, namely AP CS Principles, AP CS A, and AP CS AB, based on the test scores of more than one million students who have taken AP CS exams between 1997 and 2020. Using Mann–Kendall test and Sen's slope procedures we found that the number of Black, Hispanic, and Native American students in AP CS exams have increased steadily and significantly over years, yet they are still far from reaching parity. Further, our findings suggest that the racial disparities among top achievers are very wide. The results provide educators and researchers support for identifying and quantifying the racial disparities in advanced academic programs and may inform the development of policies, practices, and programs to reduce racial disparities in pre-college CS education and further.
本研究以 1997 年至 2020 年间参加 AP CS 考试的 100 多万名学生的考试成绩为基础，探讨了三种高级计算机科学（CS）考试（即 AP CS Principles、AP CS A 和 AP CS AB）中的种族差异的方向和程度。利用曼-肯德尔（Mann-Kendall）测试和森氏斜率（Sen's slope）程序，我们发现参加 AP CS 考试的黑人、西班牙裔和美国本土学生的人数多年来一直在稳步大幅增加，但仍远未达到均等。此外，我们的研究结果表明，成绩优异者之间的种族差异非常大。这些结果为教育工作者和研究人员识别和量化高级学术课程中的种族差异提供了支持，并可能为制定政策、实践和计划提供信息，以减少大学预科计算机科学教育和进一步学习中的种族差异。
{"title":"Quo Vadis Racial Disparities? Trend Analysis of the Participation and Top Achievement in Advanced Placement Computer Science Exams","authors":"Kadir Bahar, Erdogan Kaya, Xiaolu Zhang, Eter Mjavanadze","doi":"10.1177/1932202X231218487","DOIUrl":"https://doi.org/10.1177/1932202X231218487","url":null,"abstract":"This study explores the direction and magnitude of racial disparities on three advanced placement (AP) computer science (CS) exams, namely AP CS Principles, AP CS A, and AP CS AB, based on the test scores of more than one million students who have taken AP CS exams between 1997 and 2020. Using Mann–Kendall test and Sen's slope procedures we found that the number of Black, Hispanic, and Native American students in AP CS exams have increased steadily and significantly over years, yet they are still far from reaching parity. Further, our findings suggest that the racial disparities among top achievers are very wide. The results provide educators and researchers support for identifying and quantifying the racial disparities in advanced academic programs and may inform the development of policies, practices, and programs to reduce racial disparities in pre-college CS education and further.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"13 1","pages":"240 - 270"},"PeriodicalIF":1.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139296101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：