Is increased access enough? Advanced placement courses, quality, and success in low-income urban schools

Document Type

Article

Publication Title

Journal for the Education of the Gifted

ISSN

0162-3532

Volume

34

Issue

3

DOI

10.1177/016235321103400305

First Page

468

Last Page

487

Publication Date

1-1-2011

Abstract

This article combines descriptive statistics and interviews with college-bound high school students to explore the connection between increased access and academic quality of Advanced Placement (AP) courses in low-income urban high schools. Results suggest that although moderately more opportunities to take AP courses exist than in previous years, students’ sense of their own preparation and their resultant performance on AP exams do not indicate quality or appropriate preparation for college. The article is guided by a “funds of knowledge” framework, which emphasizes the value of instrumental and content aptitudes in preparation for college success.

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