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Distance learning has been used as one method to increase access for students who have otherwise been underrepresented in college preparatory courses like Advanced Placement (AP). This study evaluated the impact of a statewide Virtual Advanced Placement (VAP) program on access to AP courses for students from underrepresented populations. Survey and interview data indicate a heavy focus on recruiting students from diverse racial and ethnic backgrounds. However, English language learners and students with disabilities continued to be underrepresented in VAP programs. A discussion of the findings and implications for research and practice are also provided.
INTRODUCTION
Advanced Placement (AP) programs were established in the mid 20th century in an effort to increase rigor for students who had mastered typical high school curricula. Generally, AP provides high school students access to college level coursework and allows these students to, at the discretion of colleges and universities, receive college credit given successful completion of coursework and accompanying exams (Walker & Pearsall, 2012). Some researchers have suggested that involvement in advanced or rigorous coursework such as AP during high school can have a significant positive impact on students' academic and social outcomes (Attewell & Domina, 2008; Foust, Hertberg-Davis & Callahan, 2009). Specifically, AP participation has been associated with higher levels of satisfaction with high school experiences, competitive advantages for college admission, higher levels of 4-year college enrollment, higher college grade point averages, and greater longterm financial success (Clinedinst & Hawkins, 2009; Flowers, 2008; Taliaferro & DeCuir- Gunby, 2008). Even stronger positive correlations exist on the aforementioned outcomes for those students who both participate in AP curriculum and earn passing scores of three out of five or better on AP exams (Bleske-Rechek, Lubinski, & Benbow, 2004; Warne, Larsen, Anderson, & Odasso, 2015).
There are questions, however, about whether AP courses actually increase college readiness or whether the kinds of students who choose to take AP courses are already highly motivated and likely to attend and succeed in college (Foust et al. 2009; Klopfenstein, 2010). In addition, other factors associated with AP (e.g., smaller class sizes, being exposed to higher quality teachers, or associating with students who are more motivated to learn) confound the ability to make specific claims about the benefits of AP programs. Despite the uncertainty about...