High School Advanced Placement Research Articles

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.

Design of Jacob’s ladder-based teaching aids for illustrating the dualities of benzene derivatives

Abstract The dualities of benzene derivatives often make basic organic chemistry challenging for students. This includes the relationship between full structural and line-angle formulas, the distinctions between preferred and systematic IUPAC names for benzene derivatives, and the nuances between ortho-, para-, and meta-directors. To effectively demonstrate these dualities of benzene derivatives, we have designed a range of teaching aids rooted in the folk toy, Jacob’s ladder. This paper presents lectures designed for advanced placement high school students and nonchemistry majors, employing this innovative series of Jacob’s ladder-based teaching aids. The majority of students found the lecture engaging, and many developed a comprehensive understanding of the dualities of benzene derivatives.

Things Matter: A Posthuman Empirical Inquiry into the Actualization of Gender in an Advanced Placement Biology Classroom

The purpose of this study was to investigate and document the conditions in which gender was actualized in a high school Advanced Placement biology classroom. The authors of this study begin with the assumption that equitable and inclusive science instruction should not reinforce or condition students into thinking about themselves as single beings with fixed identities. Rather, science instruction should support a view that students are changing beings who can become other.
 We also draw on scholars of new materialisms to examine how things matter in the actualization of students’ gender. Our study traces how gender followed unpredictable lines of flight and shows what gender could become. Using these theories to explain our findings we offer a new concept for the science classroom, students’ subjectivities-in-motion.

Perspectives of Chinese Undergraduates in the US towards Advanced Placement High School Curriculum in China

The Advanced Placement (AP) curriculum program is a rapidly growing university preparation program that is being adopted by high schools in China. Despite the fast growth of AP high school curriculum programs, and high expectations from students and parents in China, empirical studies exploring the Chinese AP learners' perceptions of their university preparation are limited. This study aims at exploring the AP learners' perspectives on the AP high school curriculum program in equipping them for universities when they are studying in the US. Students’ responses to the Chinese AP program were collected through a questionnaire and individual semi-structured interviews. The findings show that students generally felt positive about the AP academic courses, which prepared them for their transition to universities. They also expressed that the English learning environment in the AP program developed English competence. However, they felt disappointed about the lack of teaching of paraphrasing skills, and were frustrated about not gaining much intercultural communicative competence in casual communication. This result sheds light on the under-researched area of the Chinese AP high school curriculum for the AP administrator and curriculum designers.

Evaluating the Relationship between Advanced Placement and Financial Well-Being in Adulthood

There is growing policy interest in understanding how educational opportunity influences long-run life trajectories. We examine the relationship between Advanced Placement (AP) and early-career financial well-being using a unique dataset that links the universe of PSAT-takers with their high school AP experiences and financial information thirteen years after high school completion. We find that AP students earn $6,500-$14,000 more per year in their early-30s compared to individuals who did not take AP Exams after controlling for differences in student backgrounds, academic preparation, and access to AP. The largest incremental increase in estimated income – from $82,416 to $88,977 – is associated with students taking their first AP Exam. Early-career income continues to rise with additional AP Exam-taking, but at a slower rate. Presumably because of these income gains, students who take more AP Exams are less likely to miss payments on their student loans, despite holding more education debt on average in their early-30s. Furthermore, our results indicate that AP is a strong predictor of early-career financial well-being across students from many different backgrounds and across all regions of the country. These findings provide suggestive evidence that the benefits to taking AP courses are widespread and accrue well beyond college.

The Purple Flask: A Novel Reformulation of the Blue Bottle Reaction

Herein we describe The Purple Flask, a novel color-changing redox reaction that uses ascorbic acid as an electron donor, atmospheric oxygen as an electron acceptor, a copper–iron mixture as a redox catalyst, and the purple phenothiazine dye thionine as redox indicator. This formulation has several advantages over other versions of the classic “blue bottle” reaction for classroom demonstrations: (i) It uses noncaustic chemicals and proceeds at mildly acidic pH 4.2. (ii) The purple color generated by the oxidation reaction is intense, but fades rapidly. (iii) The reduction reaction rate is very temperature sensitive, which enables exploration of the impact of temperature on reaction kinetics. The Purple Flask is a vivid classroom demonstration that quickly captures student attention and can be used to illustrate the principles of redox chemistry in settings ranging from middle school through high school advanced placement chemistry and introductory college chemistry.

An Investigation of Students’ Use of a Computational Science Simulation in an Online High School Physics Class

Science educators have begun to explore how students have opportunities to not only view and manipulate simulations, but also to analyze the complex sources of data they generate. While scholars have documented the characteristics and the effects of using simulations as a source of data in face-to-face, K-12 classrooms, how simulations can be taken up and used in such a way in fully-online classes is less-explored. In this study, we present results from our initial qualitative investigation of students’ use of a simulation in such a way across three lessons in an online, Advanced Placement high school physics class. In all, 13 students participated in the use of a computational science simulation that we adapted to output quantitative data across the lesson sequence. Students used the simulation and developed a class data set, which students then used to understand, interpret, and model a thermodynamics-related concept and phenomenon. We explored the progression of students’ conceptual understanding across the three lessons, students’ perceptions of the strengths and weaknesses of the simulation, and how students balanced explaining variability and being able to interpret their model of the class data set. Responses to embedded assessment questions indicated that a few developed more sophisticated conceptual understanding of the particle nature of matter and how it relates to diffusion, while others began the lesson sequence with an already-sophisticated understanding, and a few did not demonstrate changes in their understanding. Students reported that the simulation helped to make a complex idea more accessible and useful and that the data generated by the simulation made it easier to understand what the simulation was representing. When analyzing the class data set, some students focused on fitting the data, not considering the interpretability of the model as much, whereas other students balanced model fit with interpretability and usefulness. In all, findings suggest that the lesson sequence had educational value, but that modifications to the design of the simulation and lesson sequence and to the technologies used could enhance its impact. Implications and recommendations for future research focus on the potential for simulations to be used to engage students in a variety of scientific and engineering practices in online science classes.

Advanced Placement (AP) Computer Science Principles: Searching for Equity in a Two-Tiered Solution to Underrepresentation

The purpose of this research is to examine the relationship between students’ participation in the two high school AP computer science exam options and their selected fields of study once they enter post-secondary education. Two studies using national public-use datasets of participation and performance were conducted. Study 1 compared score distributions for the traditional Computer Science A exam to those of the newer Computer Science Principles exam during its first two years of implementation. In Study 1, Chi-square analyses indicated large differences in performance between the two exams, with the Computer Science Principles scores clustering more around marginal pass rates. Descriptive data indicate that African American, Latino, and female students participated in larger proportions on the new exam, whereas traditionally overrepresented groups are continuing to opt more for the traditional Computer Science A course. In Study 2, logistic regression analyses were conducted on the 2016 second follow-up data collection of the High School Longitudinal Study 2009 (HSLS:09). Those analyses revealed that 11th Grade enrollment in computer science courses that concentrate on computer programming significantly predicted selection of a STEM major as the first declared major after high school. Although students who enrolled in Computer Science A were five times as likely to declare a STEM major, a comparison of the curricula and assessments for the two courses suggests that the Computer Science Principles exam places far less emphasis on programming. The potential implications of the differential foci and emphases of the two courses are discussed.

Advanced Placement (AP) Computer Science Principles: Searching for Equity in a Two-Tiered Solution to Underrepresentation

The purpose of this research is to examine the relationship between students’ participation in the two high school AP computer science exam options and their selected fields of study once they enter post-secondary education. Two studies using national public-use datasets of participation and performance were conducted. Study 1 compared score distributions for the traditional Computer Science A exam to those of the newer Computer Science Principles exam during its first two years of implementation. In Study 1, Chi-square analyses indicated large differences in performance between the two exams, with the Computer Science Principles scores clustering more around marginal pass rates. Descriptive data indicate that African American, Latino, and female students participated in larger proportions on the new exam, whereas traditionally overrepresented groups are continuing to opt more for the traditional Computer Science A course. In Study 2, logistic regression analyses were conducted on the 2016 second follow-up data collection of the High School Longitudinal Study 2009 (HSLS:09). Those analyses revealed that 11th Grade enrollment in computer science courses that concentrate on computer programming significantly predicted selection of a STEM major as the first declared major after high school. Although students who enrolled in Computer Science A were five times as likely to declare a STEM major, a comparison of the curricula and assessments for the two courses suggests that the Computer Science Principles exam places far less emphasis on programming. The potential implications of the differential foci and emphases of the two courses are discussed.

Acknowledging students\u2019 concerns about evolution: a proactive teaching strategy

BackgroundThe religious or cultural objections by many people to the teaching of evolution in high school biology classrooms can impact both students’ willingness to explore a scientific understanding of evolutionary theory and teachers’ willingness to provide sound instruction on the topic. Pedagogical approaches designed to address this tension in the public or private US high school classroom during regular biology classroom instruction on evolution are needed. We developed a Cultural and Religious Sensitivity (CRS) Teaching Strategies Resource to aid teachers in acknowledging students’ religious and cultural concerns about evolution, introducing the variety of possible relationships between science and religion, and focusing on the nature of science. The resource provides both background information for the teacher and activities to engage students in two 50–75 min directed classroom discussions. The CRS resource is part of a designed-based study, the Teaching Evolution through Human Examples (TEtHE) project that created and field tested four curriculum units for advanced placement high school biology classes that use human examples to teach evolution (Pobiner et al. Evol Educ Outreach. 2018;11:3 2018). Here we describe the design of the CRS resource and qualitative results of student focus groups that explore the extent to which the CRS resource activities helped to create a supportive classroom environment as well as more generally what benefits, if any, students derived from participating in these activities.ResultsFocus groups were conducted with students from five classes of four different teachers in both public and private US high schools. Focus group transcripts were analyzed to identify common themes expressed in relation to the students’ experience of one of the two CRS activities. Benefits of participating in these activities noted by students included reduced tension around the topic of evolution, a recognition that evolution is not necessarily in conflict with religious belief, and an increased understanding of the cultural context of modern and historical views about evolution.ConclusionsThe themes identified through qualitative analyses of focus group transcripts support the conclusion that acknowledging students’ concerns about evolution is a promising pedagogical approach to teaching evolution in conjunction with lessons designed to teach the content of evolutionary theory. The approach merits further research with general introductory high school biology classes.

Book Review: The Great Depression and the New Deal: Key Themes and Documents

Olsen and Gumpert designed this new book to serve the ready reference needs of “advanced high school and early undergraduate readers” (vii), but they emphasize support for high school advanced placement US history classes and the Common Core curriculum. The content of the book covers the period from the Stock Market crash in October 1929 until the beginning of World War II in September 1939, but the focus on “key themes” means that the authors do not seek the broad topical scope of an encyclopedia.

Measuring Yeast Fermentation Kinetics with a Homemade Water Displacement Volumetric Gasometer

A simple homemade water displacement volumetric gasometer constructed from plastic water bottles, plastic tubing, and a graduated cylinder was used to measure the evolution of carbon dioxide by the fermentation of sugars by baker’s yeast. The apparatus provides reproducible, quantitative data that can be graphed to display phenomena such as induction lag time, steady-state growth, and nutrient depletion, and can be used to demonstrate the effect of a variety of conditions (such as carbohydrate type and concentration, inhibitors, pH, and temperature) on yeast fermentation kinetics. Advanced students can use the gasometer to calculate kinetic parameters such as the Michaelis constant, maximal velocity, and activation energy. The gasometer can be a versatile tool for exploring the principles of fermentation and enzyme kinetics in science laboratories ranging from elementary school to high school advanced placement chemistry and first-year college chemistry.

Gender Differences in Placement, Support, and Participation in Early School Programs for Urban Hispanic Students in Advanced Placement

This study investigated differences between males and females of 352 urban, predominately U.S.-born Hispanic students enrolled in advanced placement (AP) courses. The gender composition was 131 (37.2%) male and 221 (68.2%) female and the majority of students was enrolled in 11th and 12th grades. Our findings indicated that (a) more females than males were enrolled in AP courses, (b) females perceived school support as more important than males, and (c) participation in elementary and middle school programs, such as gifted and talented programs and magnet schools were important for participation in high school AP courses. Implications for school policy are noted.

An examination of Melody’s identities, contexts, and learning in a US science classroom: implications for science education of Asian transnational students

This study examines how Melody, a Korean transnational girl in the US, participates in high school AP (Advanced Placement) biology class, engages in identity work, and learns science. Melody was a daughter of a gireogi family (a transnational family separated for educational purposes), living with her mother and brother in the US. The recent increase of transnational educational migration among Asian students and the importance of identity in understanding students’ learning and participation motivated this study. I define identity as a type of personhood and view that it is always performed and negotiated by individuals in their social lives. Drawing on ethnographic data collected in Melody’s AP Biology class, I will show Melody constructed identities as a non-participant, limited English-proficient student and incompetent biology learner. Her identity construction was influenced by the meso level contexts (e.g., school, classroom) and personal contexts (e.g., gireogi family contexts). Yet, Melody constantly negotiated with these contexts to re-figure her identities to be more conducive to her biology learning and to enhance her classroom participation. This study demonstrates how individual students in the US, while coming from a stereotypically successful ethnic group, experience their life contexts and explore possibilities for learning and being in different ways. Implications include how researchers and teachers should pay attention to individual differences and contexts in order to better facilitate their science learning and classroom participation. I will also provide implications for education in countries that send gireogi families and transnational students.

ConfChem Conference on Flipped Classroom: Flipping at an Open-Enrollment College

The flipped classroom is a blended, constructivist learning environment that reverses where students gain and apply knowledge. Instructors from K–12 to the college level are interested in the prospect of flipping their classes, but are unsure how and with which students to implement this learning environment. There has been little discussion regarding flipping the classroom with students who are less academically prepared, specifically those students at open-enrollment colleges. Students at an open-enrollment college differed in their perceptions of the flipped classroom from those perceptions reported by instructors in advanced placement high school chemistry classes or chemistry at competitive colleges and universities. The focus of this paper is to provide readers with insights about flipping a general chemistry class at an open-enrollment college. This study compared high school class rank and mathematics placement level to overall course grades in two different iterations of the flipped classroom and...

Green Soap: An Extraction and Saponification of Avocado Oil

An introductory level green chemistry experiment is described that places a new twist on soap-making in lab. In this experiment, oil is extracted from an avocado, after which the oil is saponified to produce bars of green craft soap. Commonly used extraction solvents, such as petroleum ether, methylene chloride, and hexane, are replaced with safer ethyl acetate to extract the oil. Students find the experiment helpful in discovering the reality of fats and oils in foods, and in becoming aware of the direct relationship between oils in plants and soap. This experiment has been successfully carried out by students of introductory organic chemistry lab classes, but could be used by a general chemistry or an advanced placement high school class.

Flipped Classrooms for Advanced Science Courses

This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.

Effects of the Flipped Classroom Model on Student Performance for Advanced Placement High School Chemistry Students

This mixed-methods study investigated the effects of the flipped classroom on academic performance of high school advanced placement chemistry students. Student perceptions about the approach were also studied. The control group consisted of students from the 2011–2012 academic year, in which traditional teaching methods were used. The treatment group consisted of students from the 2012–2013 academic year, in which the flipped classroom approach was used. Identical assessments were administered and analyzed through both descriptive statistics and independent t tests. A statistically significant difference was found on all assessments with the flipped class students performing higher on average. In addition, most students had a favorable perception about the flipped classroom noting the ability to pause, rewind, and review lectures, as well as increased individualized learning and increased teacher availability. This contribution is part of a special issue on teaching introductory chemistry in the context of the advanced placement (AP) chemistry course redesign.

Filling a Plastic Bag with Carbon Dioxide: A Student-Designed Guided-Inquiry Lab for Advanced Placement and College Chemistry Courses

A guided-inquiry lab, suitable for first-year general chemistry or high school advanced placement chemistry, is presented that uses only inexpensive, store-bought materials. The reaction of sodium bicarbonate (baking soda) with aqueous acetic acid (vinegar), under the constraint of the challenge to completely fill a sealable plastic bag with the gaseous carbon dioxide product, is presented to students of chemistry. Students must marshal their knowledge of non-STP gas stoichiometry, including the often misunderstood concept of limiting and excess reagents, to successfully complete the task. This contribution is part of a special issue on teaching introductory chemistry in the context of the advanced placement (AP) chemistry course redesign.

Changing course: the gender gap in college selectivity and opportunities to learn in the high school curriculum

Gender gaps in learning and education outcomes have changed dramatically over the last few years. However, researchers have not adequately assessed how the high school learning environment differentially affects boys and girls. An important component of the learning environment in US secondary school is the opportunity to learn in an Advanced Placement (AP) curriculum, which allows high school students to do college-level work. Using the US National Education Longitudinal Study 1988–2000, we explain how high school AP curriculum interacts with gender to predict the selectivity of colleges that students attend. The results show that girls and boys who attend high schools with a larger percentage of students in AP curriculum attend more selective colleges (that require higher standardised scores for admissions); yet the positive effect of the opportunity to learn in an AP curriculum is greater for girls than for boys. This research furthers the debate about the effects of school structure on gender stratification.