Advanced Placement Research Articles

Leveling Up: An Academic Acceleration Policy to Increase Equity in Advanced High School Course Taking

Taking advanced courses in high school predicts many positive outcomes, yet low-income students and students who identify as Black and Hispanic are underrepresented. Policies such as “algebra for all” that accelerate middle school students into advanced courses are well-studied, but little is known about newer academic acceleration policies that target older students. Between 2014–2015 and 2016–2017, 72 districts in Washington implemented Academic Acceleration policies, which identified proficient 11th- and 12th-grade students for automatic acceleration into AP, IB, and other dual credit courses. We used difference-in-differences models to examine changes in advanced course enrollments, GPAs, and high school graduation between districts that began implementing the policy at different times. We found advanced course enrollment increased and became more equitable postpolicy.

Trauma Compendium: Management of the Entrapped Patient – a position statement and resource document of NAEMSP

ABSTRACT Entrapped patients may be simply entombed or experiencing crush injury or entanglement. Patients with trauma who are entrapped are at higher risk of significant injury than patients not entrapped. Limited access and prolonged scene times further complicate patient management. Although patient entrapment is a significant focus of specialty teams, such as urban search & rescue (US&R) teams that operate as local, regional, and/or national resources in response to complex scenes and disaster scenarios, entrapment is a regular occurrence in routine EMS response. Therefore, all EMS clinicians must have the training and skills to manage entrapped patients and to support medically-directed rescue throughout the extrication process. NAEMSP recommends: EMS clinicians must perform a timely and thorough primary and secondary assessment and reassessments in parallel with dynamic extrication planning; the environment may require adaption of standard assessment techniques and devices. EMS clinicians should establish early, clear, and ongoing communications with rescue personnel to ensure a coordinated patient-centered medically directed approach to extrication. Communication with the patient should be frequent, clear, and reassuring. EMS clinicians should immediately take measures to effectively prevent and manage hypothermia. EMS clinicians should recognize airway management in the entrapped patient is always challenging. When required, advanced airway placement should be performed by the most experienced operator with proficiency in multiple modalities and alternative techniques in limited access situations. In entrapped patients who are experiencing or are at risk for crush syndrome, EMS clinicians should initiate large-volume (i.e., 1-1.5 liters/hour for adults and 20 milliliters/kilogram/hour for pediatric patients for the initial 3-4 hours) fluid resuscitation with crystalloid, preferably normal saline, as early as possible and prior to extrication. In entrapped patients who are experiencing or are at risk for crush syndrome, EMS clinicians should administer medications to mitigate risks of hyperkalemia, infection, and renal failure, early and prior to extrication. Tourniquet application should be considered in the setting of the crushed extremity as a potential adjunct to medical optimization before extrication of some patients. Patients with prolonged entrapment with the potential for severe injuries require complex resuscitation and may benefit from EMS physician management on scene. EMS systems should consider an early EMS physician response to entrapped patients.

국내외 과학영재학교 수학과 교육과정 편성 현황 분석

This study attempted to analyze the characteristics of the mathematics curriculum of eight domestic science gifted schools to derive implications to consider when organizing the mathematics curriculum of domestic gifted schools in the future. To achieve this, the study compared the content elements of mathematics subjects offered in science high schools for gifted students with those structured according to the 2022 revised mathematics curriculum. Additionally, an analysis was conducted on the content elements of Advanced Placement (AP) subjects and other subjects that, while not included in the 2022 revised mathematics curriculum, are additionally studied at these science high schools. The analysis revealed that the mathematics curriculum in science high schools for gifted students showed a relatively low reflection rate of content elements included in the 2022 revised mathematics curriculum, such as <Discrete Mathematics>, <Practical Statistics>, and <Advanced Geometry>. Moreover, there was a noticeable lack of the <Probability and Statistics> subject in the AP curriculum. The study also highlighted the need for a comprehensive review of the content covered in <Linear Algebra> and <Differential Equations> when organizing future curricula. Furthermore, a comparative analysis of the curricula in three international science high schools for gifted students indicated that these institutions generally offer more credit hours and a wider variety of elective subjects, thus ensuring greater flexibility and broader learning opportunities for students. This suggests that the organization and operation of the mathematics curriculum in domestic science high schools for gifted students should embrace more flexibility and openness to effectively nurture mathematical talents.

Social Justice Leadership: Creating Equity-Driven Advanced Placement Programs

ABSTRACT A rigorous academic education in high school is one of the most important predictors of college success. The College Board’s Advanced Placement (AP) program allows students to earn college credit and/or advanced placement in high school. However, the lack of equitable participation in the AP program has not gone unnoticed by educators, policymakers, or researchers. This qualitative study was designed to fill a gap in the existing research by investigating the implementation of equity-focused AP programs in two urban districts in the Midwest. This qualitative, multiple-case study centered on the voices of 29 participants in two urban school districts who shared descriptions of their beliefs, actions, and reflections about their leadership practices regarding their AP programs. The findings show evidence of community-engaged social justice leadership in the school leaders’ personal beliefs about student access to AP, their situational awareness of their respective school communities, and the equity-focused leadership actions in service of their AP programs. Findings also demonstrated the importance of building the capacity of educators in different roles to engage in leadership activities in service of the equity-focused AP program.

Comparing Chinese high school students’stress, anxiety and depression in domestic and international schools

This study investigates the differences in stress, anxiety, and depression among students in the Chinese domestic high school system and the international schools using Advanced Placement (AP) curriculum in China. Using a mixed-methods approach, this paper will analyze the difference between the two systems and explore factors contributing to the difference. The findings from this study will contribute to a better understanding of the mental health challenges faced by Chinese high school students and inform strategies to promote their well-being. In addition, the study will shed light on the potential benefits and drawbacks of the different educational systems, and help stakeholders make informed decisions about educational policies.

A preliminary study of educational experiences that promote perceptions of college readiness in individuals from lower socioeconomic backgrounds interested in pursuing a career in science, technology, engineering, math, or medicine (STEMM)

IntroductionCollege readiness encompasses many different domains, including content knowledge, metacognitive skills, communication skills, learning strategies, and transitional knowledge. College readiness impacts academic achievement; moreover, student perceptions regarding college readiness impact their behavior and decision to attend college. High-achieving students from lower socioeconomic status (SES) areas possess grit and intelligence, but systemic barriers and inequities can interfere with the achievement of academic success in part due to reduced college readiness.MethodsIn this study, we explore if educational opportunities, such as outreach and pathway programs (OPP), Advanced Placement and International Baccalaureate, and college dual enrollment, impact perceptions of college readiness in a nationwide sample of 339 matriculating college students who wish to enter into Science, Technology, Engineering, Mathematics, and Medicine (STEMM) related fields.ResultsOPPs (p = 0.005) and dual enrollment (p = 0.002) are predictive of higher perceptions of college readiness. When individuals are partitioned into low and high SES by a median-split, OPPs (p = 0.015) and dual enrollment (p < 0.001) are predictive for students from low SES areas only.ConclusionThis work indicates the importance of educational opportunities in improving perceptions of college readiness for students from low SES areas and potentially how resources may be better allocated in the future.

Supporting decision-making for individuals living with dementia and their care partners with knowledge translation: an umbrella review.

Living with dementia requires decision-making about numerous topics including daily activities, such as advance care planning (ACP). Both individuals living with dementia and care partners require informed support for decision-making. We conducted an umbrella review to assess knowledge translation (KT) interventions supporting decision-making for individuals living with dementia and their informal care partners. Four databases were searched using 50 different search-terms, identifying 22 reviews presenting 32 KT interventions. The most common KT decision topic was ACP (N=21) which includes advanced care directives, feeding options, and placement in long-term care. The majority of KT interventions targeted care partners only (N=16), or both care partners and individuals living with dementia (N=13), with fewer interventions (N=3) targeting individuals living with dementia. Overall, our umbrella review offers insights into the beneficial impacts of KT interventions, such as increased knowledge and confidence, and decreased decisional conflicts.

PSII-11 Temporal variables of the four-beat stepping gaits of the Mountain Pleasure Horse

Abstract The Mountain Pleasure Horse (MPH) is the oldest gaited horse breed in North America with genetic testing finding the breed is ancestral to all other American gaited horse breeds according to the MPH Association (MPHA). Further, the breed is classified as “threatened” according to the Livestock Conservancy with only 2,670 purebred MPHs living today. To expand numbers, the registration books for the MPHA were opened in 2009; however, 5 yr later the books were closed due to negative consequences including potential changes within the gait. Therefore, to ensure the preservation of the gait of the MPH, the objective of this study was to define the temporal variables of the four-beat stepping gaits of the purebred MPH. The six horses utilized for this study were MPHA registered with permanent registration status and were verified to be purebred using blood typing and pedigree tracing with pedigrees tracing back to the foundation sires on both sides of the pedigree as identified by the MPHA. Horses were ridden by their respective trainers at a flat walk and saddle rack following MPHA judging guidelines with those strides utilized for the study being selected by representatives of the breed association. A total of 10 strides for each horse (n = 60) for each gait were selected. Student’s paired t-tests were utilized to determine differences in temporal variables between gaits with P-value set at 0.05. Comparisons were also made within gaits using student’s paired t-test to determine differences between lateral and diagonal variables. Both gaits had a lateral footfall pattern that alternated between bipedal and tripedal support. The saddle rack was performed at a faster velocity than the walk with a longer stride length and shorter stride and stance durations (Table 1). Advanced placements and bipedal support were similar between gaits with lateral and diagonal variables similar within gaits (Flat Walk Lateral-Diagonal Comparisons: Advanced Placement; P = 0.31, Bipedal Support; P = 0.08; Saddle Rack Lateral-Diagonal Comparisons: Advanced Placement; P = 0.23, Bipedal Support; P = 0.11), thus, indicating the gaits had a regular rhythm with no couplets. These variables assist in distinguishing between the gaits of the MPH and between those performed by other gaited horse breeds.

Computer science for English learners: supporting teacher learning and improved practice to engage multilinguals in AP computer science principles

Multilingual learners, also known as English learners (ELs), are underrepresented in K-12 computer science (CS) courses, where they often struggle. This paper demonstrates how a Computer Science for English Learners (CSforEL) professional development (PD) program supported Advanced Placement CS Principles (APCSP) teachers in attending to both content and language demands while teaching ELs. We highlight qualitative findings showcasing how CSforEL PD yielded (micro)shifts in teacher practice and EL Student-Content interactions. Specifically, we discuss how unique instructional scaffolds offered within the PD shifted teachers’ awareness regarding EL students’ needs, and helped them support their EL students more effectively.

Enhancing network lifetime in wireless sensor networks through coverage-aware optimized sensor activation

Wireless sensor networks (WSNs) are a pivotal technology in the modern era, enabling the monitoring and sensing of environmental conditions across vast areas with unprecedented precision and flexibility. At the heart of WSNs lie crucial challenges such as optimizing coverage, extending network lifetime, and strategizing node deployment to ensure efficient operation while conserving energy. This paper introduces the coverage-aware optimized sensor activation and deployment (CAOSAD) Strategy, a novel methodology designed to address these challenges. By integrating advanced node placement algorithms and scheduling techniques, the EcoNet lifespan maximization (ELM) strategy significantly enhances area and target coverage, minimizes energy consumption, and thereby prolongs the network’s operational lifespan. We present a comprehensive framework that dynamically adjusts node activity based on a predictive model, ensuring robust coverage and connectivity with minimal energy expenditure. Through a series of simulations, the ELM strategy demonstrates a substantial improvement in network sustainability compared to existing methodologies, offering a promising approach for the development of future WSNs. By focusing on the synergy between coverage optimization, energy-efficient node deployment, and innovative scheduling algorithms, this paper contributes a ground-breaking perspective to the research and application of WSNs, setting a new benchmark for the design of eco-friendly and durable sensing infrastructures.

Conceptualizing United States democracy: insights from government content standards

ABSTRACT Objectives In this Paper, I examine how high school social studies content standards in the United States address fundamental concepts of American governance, particularly the concept of democracy. Methods I conducted a qualitative textual analysis of government/civics content standards from all 50 states, Washington DC, and the Advanced Placement United States Government and Politics (AP Gov) course materials. I applied a framework that distinguishes between 'thick' and 'thin' democracy, drawing on theoretical insights from scholars like Michael Apple and John Dewey. Results My findings reveal how democratic ideals are framed and conceptualized within secondary government and civics education in the United States. I identified significant variations in how democracy is addressed in state academic content standards, with important implications for how democracy is taught in American schools. Conclusion I advocate for curricular approaches that promote a more robust and participatory form of democracy, emphasizing critical engagement and collective well-being. This study underscores the importance of recognizing democracy as both a political and governmental concept in shaping educational discourse and policy as well as a practice and way of seeing society.

Course Correction: Navigating Equity in Ninth-Grade Advanced Placement

This robust mixed-methods study examines ninth-grade advanced course placement in Arkansas, revealing disparities rooted in race and socioeconomic status. Utilizing a logit analysis for a five-year pooled sample ( n = 163,616), we find persistent enrollment gaps for Black ninth-grade students after controlling for prior academic achievement, highlighting systemic barriers to access to advanced courses. Socioeconomic divides are also evident in our analysis. Qualitative findings from counselor interviews highlight the importance of parental involvement in course placement decisions, particularly for students from lower socioeconomic backgrounds. Overall, we find through these interviews that districts consider a myriad of factors when considering course placement for ninth-grade courses. We recommend systemic changes for districts, including local norm-based placement systems and automatic enrollment policies to enhance fairness in advanced course placement.

Geography Teachers’ Pedagogical Reasoning and Action While Integrating Sustainable Development into APHG Courses

The aim of this study is to explore the pedagogical reasoning and action of high school geography teachers when teaching sustainable development within the context of the Advanced Placement Human Geography classroom. Through a multiple case study approach, this research examines the instructional decisions and rationales of seven APHG teachers throughout their entire teaching activities. The findings illuminate how participating teachers make informed instructional decisions through specific teaching strategies and practices and the rationale behind their decisions, encompassing both planned pedagogical actions and responses to unexpected instructional challenges in their classrooms.

Racialized teacher tracking: the systematic exclusion of black teachers from advanced-level coursework

ABSTRACT This study systematically investigates the relationship between race/ethnicity and assignment patterns to Advanced Placement (AP) courses by exploring notions of racialized teacher tracking. Administrative data are used to examine AP course assignment in Texas high schools between 2012–2019. Findings show consistent disparities in the likelihood of Black teachers being assigned an AP course, even when controlling for teachers’ graduate degrees, certification pathways, and career levels. Alongside interrelated micro and macro-level institutional factors influencing teacher assignment, findings demonstrate that race/ethnicity structures Black teachers’ access to school resources and shapes perceptions of their legitimacy and status.

Detectability of semen remained in a condom under various conditions

Some research has identified the prevalence and motivation of using condoms by assailants during sexual assault cases proving the necessity of analyzing condom trace evidence. The majority of the papers published have discussed forensic analysis of lubricants from condoms retrieved at sexual assault scenes but those discussing the identification of semen from condoms are rare. Therefore, the present study aims to provide insight into the detectability of the semen that remained in a condom, to examine the effect of exposure time, environmental conditions, and condom type, and ultimately to determine the capability of the AP test and Microscopic examination for identification of this sample type. In the study, samples were collected from three male donors after being instructed on the proper way of collecting the semen sample. The received samples from the donors were checked first by microscopic examination to observe the sperm to confirm that the sample being handled was semen. After confirmation, samples were transferred to 4 prepared condoms (brands: dkt xxx and Manforce) and kept in conditions i.e. two condoms in a refrigerator maintained from 2 to 10°C and other ones at ambient temperature (weather status: summer season of average 39°C). The samples were analyzed into two batches, the first analysis batch was conducted after the samples were exposed to the conditions within 11–60 days. After analysis from the first batch, the samples were continuously kept in the same condition for the consecutive second batch conducted when the samples reached 40–90 days. This study has determined that semen remaining in a condom can be detected and each test studied is appropriate according to the exposure stage, i.e., time and conditions of exposure. It has been found that nonmotile spermatozoa can be observed when semen remains in the condom for a few days. However, if the sample reaches approximately 25 days at room temperature above 25°C or 54 days below 10°C, the semen may dry out limiting the effectiveness of microscopic examination. Despite this, even semen that remained in a condom for up to 90 days can be identified by Acid Phosphatase. Results on condom type used reveal that condom constituents can crossreact with semen but none of them can limit the semen identification with Acid Phosphatase.

Use of En-Bloc Multiple Monitored Electroconvulsive Therapy in Benzodiazepine Refractory Malignant Catatonia.

We report a case of an adolescent female experiencing benzodiazepine and single-stimulation electroconvulsive (ECT)-refractory malignant catatonia, who improved with the use multiple monitored ECT (mmECT). Per the 2001 American Psychiatric Association guidelines, mmECT should be considered only in cases of intractable seizures or neuroleptic malignant syndrome. Since 2001, neuroleptic malignant syndrome and malignant catatonia have been described as occurring along the same spectrum of illness. Therefore, given the life-threatening nature of her condition, as well as the brief seizure duration she experienced from single-stimulation ECT, the patient was treated with en-bloc and 2-stimulation mmECT. The patient demonstrated a significant improvement in response to this treatment, with her Bush-Francis Catatonia Rating Scale score decreasing by 89%. At 2-year follow-up in an outpatient neurodevelopmental catatonia clinic, the patient has been able to return to school in her previous advanced placement classes and has not required maintenance ECT.

The Seal of Biliteracy as a recruitment tool in postsecondary language study

AbstractAs state‐level Seals of Biliteracy for high school graduates become more common, postsecondary language programs face questions about how to recognize this credential. While scholarship has examined the implementation of state Seals in secondary education, less attention has been paid to the role of postsecondary language programs in this new policy milieu. This study examined how receiving a Seal of Biliteracy might motivate students to study language(s) in college and the impact of awarding advanced placement and retroactive credit for the Seal. A survey of Seal of Biliteracy recipients (n = 61) in Nebraska and interviews with undergraduate students who received the award (n = 8) suggest that postsecondary language departments could leverage the Seal of Biliteracy to recruit students to language programs and likewise lend support to state implementation efforts. Findings point to the critical role academic credit policies play in making language study more attractive to Seal of Biliteracy recipients.

A Case Study of Taking AP Computer Science Principles (AP CSP): A Student’s Perspective

With the increased demand for computer science degrees in the work force, computer science is becoming more prominent in high schools. AP Computer Science Principles (AP CSP) is a course that serves as a bridge into computer science. Code.org provides a year long curriculum for this AP course to be led by teachers in the classroom. Beyond an analysis of the pass rates of students, and with the recency of the AP CSP course, a reflection of the AP CSP curriculum from the student’s perspective, is in order. This study breaks down the strengths and weaknesses of AP CSP from a student’s perspective. Results show there are many strengths in relation to the Code.org curriculum. However, AP CSP can be a little challenging in motivating and engaging students if not executed properly by the teacher.

Examining the impact on TPACK and knowledge subcomponents in dually certifying secondary mathematics teacher candidates with a Computer Science add-on endorsement

This study examined the impact on secondary mathematics teacher candidates (TCs) TPACK knowledge and knowledge subcomponents of a two-course sequence based on the high school Advanced Placement (AP) Computer Science Principles (CSP) course leading to add-on teaching credentials for Computer Science (CS). We further examined the outcomes of Praxis II preparation modules on CS content knowledge of the preservice TCs compared to inservice teachers seeking an additional teaching field of CS. Our results indicate strong findings on the Technology Knowledge (TK) and TPACK factors for TC participants compared to their peers, as well as higher Praxis II scores than inservice teachers. We discuss the findings and implications for CS teacher certification embedded within other secondary teaching disciplines.

How Do Teachers Collaborate in Informal Professional Learning Activities? An Epistemic Network Analysis

Teachers turn to many sources for support and professional learning, including social media-based communities that have shown promise to help teachers access resources and facilitate productive exchanges. Although such online communities show promise, questions about their quality for providing a suitable learning environment remain insufficiently answered. In this study, we examine how teachers’ engagement on Twitter (now known as “X”) may adhere to characteristics of high-quality professional development (PD) activities. In that, we employ advanced conversational analysis techniques that extend the primarily descriptive methods used in prior research. Specifically, we collected data from three Twitter communities related to Advanced Placement Biology (N = 2,040 tweets, N = 93 teachers). Qualitative two-cycle content analyses derived both tweet content and sentiment. Using epistemic network analyses, we examined the collaborative structures to examine how participation patterns can identify characteristics of high-quality online PD. Results indicate that some teachers use Twitter with a content focus and coherent to their individual contexts and prior knowledge. Notably, differences in collaboration and participation patterns by teachers’ overall activity level hint at the existence of an online community of practice. More active teachers communicated more about how their individual contexts relate to instruction, whereas less active teachers exhibited more targeted engagement, for instance, related to sharing teaching resources and organizing learning opportunities. Overall, this study illustrates how Twitter may provide a meaningful learning environment to teachers so that it can serve as a relevant avenue for their professional learning.