Abstract
This study explored the impact of the English Advanced Placement (AP) program on college success among rural Appalachian students attending four private colleges in central and eastern Kentucky: Alice Lloyd College, Georgetown College, Lindsey Wilson College, and University of the Cumberlands. A Pearson Product-Moment Correlation r and an independent-samples t-test were conducted. With respect to rural Appalachian students, statistical analyses revealed that the English ACT score is a better predictor of first-semester college grade point average than the English AP score. Analyses also revealed no statistically significant difference between first-semester college GPAs of rural Appalachian students with English AP credit and rural Appalachian students without AP credit. The study results are helpful for students, parents, administrators, and policymakers evaluating the English AP program at local high schools and colleges.
Highlights
ObjectivesThis study aimed to address the lack of research with regard to the Advanced Placement (AP) program and rural students
This study provides important information to faculty, staff, and students at Alice Lloyd College, Georgetown College, Lindsey Wilson College, and University of the Cumberlands, as well as administrators, policymakers, parents, and students of high schools and colleges serving rural Appalachian students
Findings of this study indicate the English ACT score is a better predictor than the English Advanced Placement (AP) score of first-semester college GPA for rural Appalachian students
Summary
This study aimed to address the lack of research with regard to the AP program and rural students
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