High achievement on advanced placement exams: the relationship of school-level contextual factors to performance

• Autores: Virginia H. Burney
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 54, Nº 2, 2010, págs. 116-126
• Idioma: inglés
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• Resumen

  • The purpose of the study was to identify school- and district-level variables that relate to advanced academic achievement, as defined by the ratio of number of scores of 3,4, or 5 on Advanced Placement exams to school enrollment. The study initially included 46 variables for 339 public high schools in one Midwestern state. Hierarchical linear regressions were applied to 14 and then 7 independent variables, explaining 80% of the variance in advanced academic achievement among high schools. Findings indicate that after accounting for seemingly fixed factors, schools and districts can still contribute significantly in the development of advanced academic achievement. Implications for educators and policy makers are discussed.