The Advanced Placement Program and Gifted Learners: A Comparative Study of Success
Given the growing number of districts that have adopted the Advanced Placement program as the sole means for serving their Gifted students at the secondary level, it was surprising to us that no published empirical quantitative studies were located in which the effectiveness of Advanced Placement (AP) courses in meeting the learning needs of exceptional studies was examined. Moreover, because AP courses are open to all students, whether identified as Gifted or not, no empirical data are available which suggests that exceptional learners in these courses benefit any more or less than the rest of the student body enrolled in them. In this study, we examined differences between AP course enrollment, test participation rates, and test scores in students identified as Gifted compared to non-identified students. Using archival data from one large urban school district in the Southwest, Gifted students had statistically significantly higher rates of course enrollment, higher rates of test participation, and overall test success when compared to non-indentified students, with effect sizes ranging from small to large by topic (.19 to .52).
Moore, George W.
Slate, John R.