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Abstract
American high schools offer advanced science instruction using either the traditional "honors" model or the College Board's Advanced Placement (AP) format. The curricula of honors classes are established locally, and student performance is internally evaluated whereas AP curricula are developed nationally and student performance is externally evaluated in a manner which provides students an opportunity to earn college credit. Using a within-subjects design and controlling for student and teacher characteristics, analyses were made of the perceptions of teachers, administrators, students, and admissions officers regarding the relative influence of program format upon the "quality" of science education.
It was concluded that the AP Program is significantly more effective than comparable honors programs in stimulating the professional development of teachers and the academic performance of students. Teachers reported giving substantially more effort when teaching their AP classes, and this resulted in marked improvements in their own mastery of the subject matter, communication with peers, interaction with professors, involvement in professional activities, and overall intellectual stimulation. Teachers attributed these improvements to the professional accountability and national recognition associated with the AP Program.
Both administrators and admissions officers place considerably more confidence in the quality of AP courses and have established policies which reflect this favoritism. The AP format raises performance expectations as reflected by curricular objectives and practices which emphasize a much broader and deeper understanding of the subject matter. Multiple regression analyses demonstrate that AP coursework is a better predictor of studious behavior as well as admission to selective institutions. Among first-time, full-time college freshmen, 39% reported AP and 50% reported honors coursework on their transcripts, reflecting the fact that advanced coursework has become an important factor in the admissions process.
AP teachers deal with time constraints by minimizing student-centered activities, especially laboratory work. The introduction of "recommended" experiments in AP Biology, however, has been effective in improving the laboratory experience and has demonstrated the influence of national assessment in shaping the curricula teachers adopt. While further research is needed, evidence suggests that the AP format is more effective than honors in promoting quality science education.
