Differences in Student Participation and Performance in Advanced Coursework as a Function of Economic Status

Robert R. Michaels-Johnson; John R. Slate

Authors

Robert R. Michaels-Johnson
John R. Slate

Keywords:

economically disadvantaged, students in poverty, advanced coursework, advanced placement, international baccalaureate, college readiness

Abstract

Examined in this investigation was the relationship of student economic status with the completion of advanced coursework for Texas high school students in the 2013-2014 and 2014-2015 school years. Also analyzed was the relationship of student economic status with scoring above the statespecified criterion on advanced coursework examinations for the same school years. Using statewide data on all Texas high schools available from the Texas Academic Performance Reports, inferential statistical procedures revealed the presence of statistically significant differences. The percentage of students in poverty who completed advanced coursework in both school years was statistically significantly lower than all Texas students who completed advanced coursework. Similarly, fewer students in poverty scored above criterion on advanced coursework examinations. Implications of the findings were provided, along with suggestions for further research.

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How to Cite

Differences in Student Participation and Performance in Advanced Coursework as a Function of Economic Status. (2017). Global Journal of Human-Social Science, 17(C4), 9-15. https://socialscienceresearch.org/index.php/GJHSS/article/view/2408

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