Factors affecting African-American enrollment and intent to enroll in an advanced placement program in a suburban high school, 2017
Pugh, Dana L.
2010-2019
It was a goal of this study to identify factors affecting African-American enrollment and intent to enroll in an advanced placement program and other select variables such as prior course work, teacher expectations, academic motivation, peer affiliation, counselor advisement, teacher perception, and student self-efficacy. Pearson correlations, ANOVA, Post Hoc and regression tests were used to analyze the data that had the greatest significance on African-American enrollment in an advanced placement program. The researcher concluded that teacher expectations, peer affiliation, and student intent to enroll have the greatest significance on African-American enrollment in an advanced placement program. Recommendations were suggested for classroom teachers, educational leaders, and future researchers. KEY TERMS: Academic Achievement, Advanced Courses, Advanced Placement Programs, Student Placement, Articulation, Prior Learning, Curriculum and Instruction, Curriculum and Social Inquiry, Educational Administration and Supervision, Educational Leadership, Gifted Education
text
application/pdf
2017-05-22
dissertation
Doctor of Education (EdD)
Clark Atlanta University
Educational Leadership
Turner, Trevor Hill, Barbara Groves, Darrell
Georgia--Atlanta
http://hdl.handle.net/20.500.12322/cau.td:2017_pugh_dana_l