The AP Challenge: Student Self-Perceptions after the Initial Stages of an Intervention Program at the University of Virginia

Mary NguyenSummer Undergraduate Research Program

The University of VirginiaJuly 25, 2009

BackgroundProblem: Under-representation of minority

students among the highest-achieving students

But ACCESS ACADEMIC IMPROVEMENT

Increased AP enrollment decreased exam scores (College Board, 2007)

Preliminary Solutions

Affirmative development of students’ intellective competence (National Study Group for the Affirmative Development of Academic Ability, 2004).Requires access to educational interventions at

various levels: the classroom, school, and community

How? Teaching and instruction in the classroomTrusting relationships in the schoolSupports for pro-academic behavior in the

school and community

The AP Challenge ProgramLarge-scale mock-up of the successful “AP Network” at

Wakefield High School in Arlington, VA

Partnership with the Virginia Beach Public Schools

Five ProngsSupport Structure Provisions for Students

UVA Summer Prep Program Achievement Seminars with Counselors AP Challenge Community Website

Teacher Training AP Curriculum Development School Counselor TrainingEngaged Academic Community

Research Questions What are students’ self-perceptions like after their

week-long summer prep program at U.Va.?

How are students’ intensity of attitudes, centrality of belief, and committed action related?

Why? Attributional ambiguity & stereotype threatIncreased likelihood of prejudicial treatment as

performance increases (National Study Group for the Affirmative Development of Academic Ability, 2004).

MethodologyCreated a new survey instrument with some

questions incorporated from Borman, G.D., Stringfield, S., & Rachuba, L. (1998).

Why?Flexibility of question formatMeasure changes in self-perceptions reliably Study correlations between variables with

multiple question items

Intensity & Centrality of Beliefs

93%

90%

88%

Top Three Student Moti-vations for Enrolling in AP

Classes by Overall Fre-quency

Colle

ge C

redi

t

Incr

ease

d Cha

nces

of C

olle

ge A

dmission

Desire

to F

ight

Rac

ial S

tere

otyp

es

Prepa

ratio

n fo

r Col

lege

Wor

k

Mor

e Cha

lleng

ing

Curric

ulum

47.50%42.50%

27.50%25.00%

20.00%20.00%17.50%

7.50% 7.50%2.50%

Centrality of Motivations for Enrolling in AP Classes

Percentage of Stu-dents Who Ranked in Top 3

Percentage of Stu-dents Who Ranked as 1st

3%

29%

68%

Levels of Determination to Succeed Academically

AverageAbove Av-erageHigh

Family Personal Teachers0%

10%20%30%40%50%60%70%80%90%

100% 90.00% 87.50%

70.00%

Top 3 Factors

Family Personal Friends

96.70%83.30%

71.40%

40%

60%

10%

Centrality of Determination Factors

Percentage of Students Who Ranked in Top 3Percentage of Students Who Ranked 1st

Average Above Average

High0.00

2.00

4.00

6.00

8.00

10.00

12.00

14.00

16.00

How Often Students Do Homework based on their De-

termination Level

SometimesUsuallyAlways

Committed Action

79%

10%

3%

8%

What Do You Hope to do after High School?

4-year college that is the best fit for you, no matter where it is

Local 4-year col-lege

Community Col-lege

Other

72%

13%

8%

8%

In contrast, what do you expect to do after high

school? 4-year college that is the best fit for you, no matter where it is

Local 4-year col-lege

Community Col-lege

Enroll in challenging HS coursework

SAT Testing Timeline and Deadlines

College Application Timeline and Deadlines

Financial Aid Application Timeline and Deadline

2.77

2.56

2.69

2.64

Students' Knowledge about the College Application

Process

Conclusions and Further ResearchThe data does not suggest a strong relationship

between the strength, or presence, of a belief and its centrality This relationship will vary among individual students

The committed action measures appear promising

Further Research QuestionsGender differences between students’ motivations and

levels of determination A qualitative study of students’ responses to meaningful

and meaningless homework assignments

ReferencesCollege Board. (2006). National Summary Report

2005. Retrieved July 21, 2009, from http://www.collegeboard.com/student/testing/ap/exgrdum/2005.html

National Study Group for the Affirmative Development of Academic Ability. (2004). All students reaching the top: Strategies for closing academic achievement gaps. Illinois: Learning Point Associates.

Borman, G. D., Stringfield, S., & Rachuba, L. (1998). Advancing minority high achievement: National trends and promising programs and practices. New York: College Board.