Impact of the English Advanced Placement (AP) Program on College Grade Point Average among Rural Appalachian Students

  • Shannon Deaton University of the Cumberlands
Keywords: English; advanced placement program; assessment; education; Appalachia; rural

Abstract

This study explored the impact of the English Advanced Placement (AP) program on college success among rural Appalachian students attending four private colleges in central and eastern Kentucky: Alice Lloyd College, Georgetown College, Lindsey Wilson College, and University of the Cumberlands. A Pearson Product-Moment Correlation r and an independent-samples t-test were conducted. With respect to rural Appalachian students, statistical analyses revealed that the English ACT score is a better predictor of first-semester college grade point average than the English AP score. Analyses also revealed no statistically significant difference between first-semester college GPAs of rural Appalachian students with English AP credit and rural Appalachian students without AP credit. The study results are helpful for students, parents, administrators, and policymakers evaluating the English AP program at local high schools and colleges.  

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Author Biography

Shannon Deaton, University of the Cumberlands
Dr. Shannon Deaton began his career in P-12 education as a middle grades English teacher. He currently serves as Assistant Professor of Education and Director of the Master of Arts in Teaching (MAT) Program at University of the Cumberlands in Williamsburg, KY.
Published
2014-07-15
How to Cite
Deaton, S. (2014). Impact of the English Advanced Placement (AP) Program on College Grade Point Average among Rural Appalachian Students. The Rural Educator, 35(3). https://doi.org/10.35608/ruraled.v35i3.344
Section
Research Articles