Advanced Placement courses have become so associated with college readiness that the number of classes offered in a high school is considered a bellwether of the school's seriousness about college readiness and access to higher education. A new study suggests, however, that Advanced Placement's benefit may come from the placement-style assessment, rather than the course material.
In a study in the latest issue of The Journal of Educational Research, Utah Valley University researchers led by psychologist Russell T. Warne analyzed the records of more than 90,000 students who graduated from Utah public schools in 2010 and 2011. They divided the students into four groups: those who did not take an AP English or Calculus class; those who took one of the courses but not the test; those who took the courses and tests but scored only a 1 or 2; and those who took the courses and passed the tests with at least a 3—the minimum generally needed for college credit.
