Abstract
In the realm of Advanced Placement (AP) education, a persistent achievement gap exists, with low-socioeconomic students consistently underperforming compared to their affluent peers. This disparity is particularly notable in AP English Language and Composition, where 93% of students fail to achieve a score of three or higher, the score for earning college credit. This study hypothesizes that this gap is partly due to inadequate support for AP teachers, particularly the lack of collaborative planning time. In most high schools, AP English Language and Composition teachers have no dedicated time for collaboration, instead focusing on other areas like End of Course subjects or Dual Credit courses. Using a mixed-method approach with an embedded experimental model, this study examines how providing these teachers with structured collaborative planning time affects their perceptions of support and, ultimately, their students' achievement outcomes. By addressing this systemic issue, the study seeks to enhance educational equity, empowering underserved students to fully benefit from AP opportunities.
Date of publication
Summer 8-1-2024
Document Type
Dissertation
Language
english
Persistent identifier
http://hdl.handle.net/10950/4750
Committee members
Michael R.L. Odell, Ph.D., Committee Chair, Dr. Brandon Bretl, Ph.D., Committee Co-Chair, and Robert Stevens, Ed.D.
Degree
Doctor of Education in School Improvement
Recommended Citation
Gomez, Yolanda, "Impact of Teacher Support Systems on Advanced Placement Achievement Outcomes" (2024). Education Theses and Dissertations. Paper 30.
http://hdl.handle.net/10950/4750
Included in
Curriculum and Instruction Commons, Higher Education Commons, Secondary Education Commons