RUNNING HEAD: Research on Advanced Placement 1

Research on Advanced Placement

Anissa Borgens

Arizona State University

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Research on Advanced Placement

Advanced Placement, or AP, is a program designed by the College Board that allows

high students to take classes that will apply for college credit. This program should ideally

provide the experience of what an entry-level college course is like while still attending high

school. The College Board states that the benefits of taking AP courses are the ability to earn

college credits, skip introductory classes, stand out to future colleges and save time and money

(What Is AP?). The AP Program dates to the 1950s and due to its duration, many studies have

been conducted to assess the effectiveness of AP classes on students.

In the 1950s, The College Board felt as though high-school may not be enough preparation for

college-bound students and created the AP program to help prepare students for future endeavors

(McCammon). As time has gone on, more students have gotten involved in the program. In

2017, the College Board reported: “a record 1.17 million students in the high school class of

2017 took at least one Advanced Placement course” (Jaschik, 2018). This number has only

increased in the following years.

Studies have shown that students who are involved in these Advancement Placement classes

and pass with at least a three score are much more likely to experience success in college courses

that follow than students who didn’t take those AP classes (Morgan & Klaric, 2006).

Subsequently, studies have shown that students who took at least one AP exam are more likely to

graduate from college in four years or less. This is partially because AP classes create a means

for students to earn necessary college credits while still attending high school (Mattern, Marini &

Shaw, 2012). This proves that there is a positive correlation between AP classes and collegiate

success.
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Additionally, studies have shown that AP can serve as a way for students to better understand

their interests and talents with a specific subject. This is made evident by a study that concluded

that students who took an AP exam were likely to major in that subject. Also, students who took

an AP exam are more likely to enter college with a declared major than those who did not

(Mattern, Marini & Ewing, 2010). This is especially true for STEM majors. AP classes have

proven to achieve the goal set upon them of preparing high students for their futures, including

students who are traditionally underrepresented. Low income, Black and Hispanic students see at

least a twenty-six percent increase in the probability of graduating in five years or less, than their

counterparts who did not take an exam. (Dougherty, Mellor & Jian, 2006).

All in all, the relationship between AP classes and student success is a positive one. However,

it is important to acknowledge some of the cons of taking AP courses. The AP curriculum and

exams can be rigorous and students who are not prepared for the workload may shy away from

taking these advanced classes. Additionally, the cost of taking the exam to receive college credit

is only consistently increasing. “In 2015, each exam cost $91” (McCammon). As this price goes

up, the AP classes and ability to carry credits to college become less feasible and accessible for

those with low socioeconomic status. Claims that AP courses favor the privileged can be realized

when examining how the price has risen.

While there are some negatives to AP classes, overall the program can be good for those

looking to prepare for college and post-grad opportunities. The program succeeds in its goal of

preparation and the skills passed on to students in taking classes are indisputable. As the program

continues each year, it will be interesting to see if the classes become too undemanding for

students and if the College Board will have to up the raise the stakes for those seeking the rigor

exemplified by Advanced Placement.

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Works Cited

Dougherty, C., Mellor, L., & Jian, S. (2006, February). The Relationship Between Advanced

Placement and College Graduation. Retrieved from http://hub.mspnet.org/index.cfm/12852.

Jaschik, S. (2018, February 12). Record Numbers Take Advanced Placement Courses. Retrieved

from https://www.insidehighered.com/quicktakes/2018/02/21/record-numbers-take-advanced-

placement-courses.

Mattern, K., Shaw, E., & Ewing, M. (2010, November 30). Advanced Placement Exam

Participation: Is AP Exam Participation and Performance Related to Choice of College Major?

Research Report No. 2011-6. Retrieved from https://eric.ed.gov/?id=ED561044.

Mattern, K., Marini, J., & Shaw, E. (2012, November 30). Are AP® Students More Likely to

Graduate from College on Time? Research Report 2013-5. Retrieved from

https://eric.ed.gov/?id=ED556464.

McCammon, E. (n.d.). A Complete History of AP Classes and Controversies. Retrieved from

https://blog.prepscholar.com/history-of-ap-classes-exams.

Morgan, R., & Klaric, J. (2006, November 30). AP Students in College: An Analysis of Five-Year

Academic Careers. Research Report No. 2007-4. Retrieved from

https://eric.ed.gov/?id=ED561034.

What Is AP? – AP Students – College Board. (n.d.). Retrieved from

https://apstudents.collegeboard.org/what-is-ap.