Released September 23, 2008
CLEMSON, S. C. — Advanced placement programs in high school help students of all races earn better grades, degrees and salaries, according to a study by Clemson University professor Lamont Flowers.
In his study “Racial Differences in the Impact of Participating in Advanced Placement (AP) Programs on Educational and Labor Market Outcomes,” Flowers looked at the effect of participation in AP programs on college entrance exam scores, undergraduate grade point averages, degrees attained and incomes.
The study examined data from 15,000 students reported in the National Educational Longitudinal Study of 1988. Of these students, 28 percent claimed to have participated in AP programs.
Flowers found that all races were more likely to perform better across the four categories, but to what degree varied by race. Asian and Pacific Islanders experienced the greatest overall impact from AP programs. The programs had a substantial impact on Caucasians, while African-Americans and Hispanics experienced smaller benefits.
He concluded that AP programs contribute to personal success both educationally and financially. But he also emphasized the important role of parents in exploring AP programs with their child.
“Parents should also work with teachers and school counselors to examine the particular needs of their child in light of his or her family resources, learning style and educational and occupational goals,” Flowers said. “While this recommendation is useful for all parents, it may be particularly relevant for parents of under-represented students in AP programs in light of the study’s findings.”
Flowers’ study will be published in Educational Foundation’s Winter-Spring issue this fall.
Advanced Placement is a program designed to offer challenging coursework at the college level to high school students. Students take assessment exams and may earn college credit on 34 different tests in 22 subject areas from calculus to European history, according to the College Board Web site.
Flowers holds the Distinguished Professor of Educational Leadership position in the Eugene T. Moore School of Education. He is executive director of the Charles H. Houston Center for the Study of the Black Experience in Education. He specializes in issues relating to African-American educational experiences and diversity in education. Flowers has written or co-written more than 65 articles or publications.
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http://www.clemson.edu/newsroom/articles/2008/september/AP_study.php5
Contacts: Lamont Flowers, 864-656-0313, lflower@clemson.edu
Hannah Sykes, 864-656-2061, hsykes@clemson.edu
