Advanced Placement/International Baccalaureate Completion Rates by Student Gender, Ethnicity/Race, and Economic Status: A Multiyear, Statewide Investigation

Authors

  • Stacey M. Moseley Sam Houston State University, US
  • John R. Slate Sam Houston State University, US

Keywords:

Advanced Placement, Asian, Black, economically disadvantaged, ethnicity/race, Hispanic, International Baccalaureate, White

Abstract

In this multiyear investigation, the degree to which differences were present in the percentages of students who met criterion on Advanced Placement/International Baccalaureate examinations as a function of their ethnicity/race and economic status was addressed for the 2016-2017 through the 2019-2020 school years. Statistically significant differences were present in the met criterion rates for Advanced Placement/International Baccalaureate examinations across all four years. Black students had the lowest percentages of any ethnic/racial group who met criterion on Advanced Placement/International examinations, and the percentage of Asian students were over six times higher than the percentages for Hispanic and White students. Students who were economically disadvantaged had lower percentages who met criterion on Advanced Placement/International examinations than their peers.

Downloads

Published

2023-11-14

How to Cite

Stacey M. Moseley, & John R. Slate. (2023). Advanced Placement/International Baccalaureate Completion Rates by Student Gender, Ethnicity/Race, and Economic Status: A Multiyear, Statewide Investigation. esearch and dvances in ducation, 2(11), 1–14. etrieved from https://www.paradigmpress.org/rae/article/view/873

Issue

Vol. 2 No. 11 (2023): November

Section

Articles