Factors Affecting African-American Enrollment and Intent to Enroll in an Advanced Placement Program in a Suburban High School

• Main Author: Pugh, Dana L.
• Format: Others
• Published: DigitalCommons@Robert W. Woodruff Library, Atlanta University Center 2017
• Subjects: 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
• Online Access: http://digitalcommons.auctr.edu/cauetds/68; http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=1170&context=cauetds

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.