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Using Texas administrative records, the study examines transitions from public middle schools to high schools in 2010/2011, focusing on students with lower prior achievement and excluding cases where AP was unavailable. The analysis evaluates whether early AP engagement supports educational equity, challenges assumptions about readiness based on prior test performance, and assesses readiness for postsecondary success.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effects-of-early-ap-course-taking-on-high-school-outcomes-and-college-enrollment-for-less-academically-prepared-students-policy-brief/586950/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effects-of-early-ap-course-taking-on-high-school-outcomes-and-college-enrollment-for-less-academically-prepared-students-policy-brief/586950.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central question of the policy brief?","Question",{"text":112,"@type":113},"Whether early participation in AP courses improves educational outcomes and college enrollment for students who are considered academically underprepared based on prior performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study define academically underprepared students?",{"text":117,"@type":113},"Students are identified using prior standardized test scores in reading and mathematics, selecting those with lower prior academic achievement.",{"name":119,"@type":110,"acceptedAnswer":120},"What data and setting are used for the analysis?",{"text":121,"@type":113},"The brief uses student-level administrative records from the Texas Education Research Center at the University of Texas at Austin, examining 98,040 students who transitioned from public middle schools to high schools in Texas in 2010/2011.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586950,1792210622,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Education Research Center POLICY BRIEF  \n[www.texaserc.utexas.edu](www.texaserc.utexas.edu)  \nEffects of Early AP Course Taking on High School Outcomes and College Enrollment for Less Academically Prepared Students  \nHan Bum Lee, Sofia Bahena, & Sharon L. Nichols  \nAugust 2024  \nWhat We Studied  \nExisting research suggests a strong relationship between a rigorous high school curriculum and academic outcomes. The literature supports the premise that students who engage in challenging high school coursework are more likely to graduate, enroll in higher education, and complete their college degrees (e.g., Adelman, 2006; Long et al., 2012) . Within this academic discourse, the Advanced Placement (AP) curriculum is often recognized as a cornerstone of college preparatory education, offering rigorous coursework that purportedly equips students with the skills and knowledge necessary for postsecondary success (see Kolluri (2018) for a comprehensive review) . Originating from a collaboration between elite high schools and colleges, the AP program was designed to offer academically talented students an opportunity to undertake college-level academic work during their high school years. With the increasing need for jobs requiring postsecondary education, enhancing college readiness has become a critical concern for educational leaders and policymakers, and the AP program, in particular, has taken a pivotal role in addressing this challenge. It has been deliberately expanded to include a wider range of schools, especially those serving underrepresented demographics and low-income student populations. This expansion is part ofa broader strategy to make high-quality academic experiences more accessible to all students, irrespective of their socioeconomic status (Schneider, 2011) .  \nImportantly, broadening the AP program has not necessarily yielded the expected benefits. Despite the program ’s objectives, research indicates that many students fail to reap the anticipated benefits of AP participation (Dougherty et al., 2006; Geiser & Santelices, 2006). This gap between expectation and reality has sparked a scholarly debate regarding the inclusivity and effectiveness of AP courses, questioning whether these benefits are equitably distributed or primarily advantageous to students already on a trajectory for academic success. Kolluri (2018) proposed three hypotheses to make sense of the relationship between AP participation and outcomes, one of which suggests that underrepresented student populations do not pursue AP-level coursework because they may not be academically “ready”(typically as measured by past grades or past performance on standardized tests) . Despite the fallibility of such measures and the fact that future academic success is more than one’s past performance, many teachers and counselors rely heavily on standardized test performance and/or past grades to identify (or encourage) student placement in AP coursework. Therefore, underrepresented student populations (those from poorer communities or those identified among minoritized populations) who disproportionately score lower on these“traditional” metrics are also disproportionately left out of AP pursuits. One goal of this paper is to challenge the assumption that only high achieving students (as gauged by performance on standardized test scores, for example) can persist in and would yield the benefits of AP course taking.  \nThe expansion and increasing popularity of AP programs have also led to a new and significant trend: students are taking AP courses earlier in their high school journey, with a notable increase in enrollment among freshmen and sophomores. This emerging pattern signals a growing ambition among younger students to challenge themselves  \nwith AP exams (TPEIR, 2023) . However, despite this shift towards early engagement in AP coursework, research on its effectiveness remains scarce, particularly for students who may not be academically prepared for such rigoro","cbCaidtFBJDQv53L","https://ap.wps.com/l/cbCaidtFBJDQv53L","pdf",283108,"English","# What We Studied\n# How We Analyzed the Data\n# Study Population and Definitions","[{\"question\":\"What is the central question of the policy brief?\",\"answer\":\"Whether early participation in AP courses improves educational outcomes and college enrollment for students who are considered academically underprepared based on prior performance.\"},{\"question\":\"How does the study define academically underprepared students?\",\"answer\":\"Students are identified using prior standardized test scores in reading and mathematics, selecting those with lower prior academic achievement.\"},{\"question\":\"What data and setting are used for the analysis?\",\"answer\":\"The brief uses student-level administrative records from the Texas Education Research Center at the University of Texas at Austin, examining 98,040 students who transitioned from public middle schools to high schools in Texas in 2010/2011.\"}]","Effects of Early AP Course Taking on High School Outcomes and College Enrollment for Less Academically Prepared Students - Policy Brief | PDF",1792060113,15]