Gender Differences In Stephanie Moller's AP Course Curriculum

When it comes time for high school students to enroll in classes, many of them decide against taking an Advanced Placement class as a result of false assumptions. Why do false assumptions about AP courses exist when the concept was to help students further their education? While it is true that many students take advantage of these courses, the idea of taking an AP course originated as a beneficial route for students. Arguments that were previously stated in articles can easily be rebutted by analyzing the benefits of taking an Advanced Placement course. High school students may benefit by taking AP courses by developing college-level skills, saving money and time, and impressing college admission officers.

In the past females have achieved less well than boys at higher levels in the education system, then during the 1990', the girls over took boys at all levels in the education system. The percentage of females in the UK achieving two or more A-levels or equivalent has increased from 20% in 1990 to 42% in 2006. Over the same time period, the percentage of males achieving the same level increased from 18% to 33%. On the other hand, there still continues to be a large difference in the choice of subjects by males and females. Even with the national curriculum being restrictive in the lower levels, meaning both male and females do the same subjects, when they get to a-levels and degree level, both male and females still tend to choose different

In perspective of students from underrepresented populations, the numbers are much lower in comparison the number of students participating in the AP course program. However, among concurrent and post-secondary enrollment options the number of low-income students rose 40% from the previous school year, while white student participation percentages remains stagnant ("Postsecondary enrollment options," 2012). This is a state funded program, with affiliated state colleges and universities from which the college credit is earned, which is very beneficial for those who do not have the financial support to attend college. Other benefits to these programs are they allow students to complete a “trial run” of college classes to determine if this is part of their career path without exhausting personal finances. These courses also give students exposure to the high academic expectations associated with college-level work, allow them to find new challenges, and give them momentum to pursue a college degree by awarding them college credits before they graduate high school.

In "When Bright Girls Decide That Math is "a Waste of Time", the main claims that are argued, are that adolescent girls are more susceptible to be pressured into an old stereotype that conveys women should not indulge themselves into mathematics and the sciences. This is a stereotype that has gradually weakened over the years. In paragraph 9 she constitutes an assessment ran in 1981 on female achievements. By doing this it created a sense of logos. Tests were run on girls between 9th and 12th grade to determine the difference in studies. Girls were as equal to or better that boys in problem solving and spatial abilities, this changed four years later and the boys were on top in these areas. The author provides counterevidence when she describes

677 classes were taken collectively by all of the 110 students that were used in this study. Of those 677 classes, 345 were college preparation (or CP) classes, 300 were honors classes, and 32 were advanced placement (or AP) classes; 51% of the classes were college preparation, 44% of the classes were honors, and 5% of the classes were advanced

As Gentry was in class, he was making eye contact with a girl, which is distracting him.this distraction could be prevented by separating girls from boys.Teachers should separate classes by gender.

Across the nation, a current and critical issue that recently has been brought to light is a students’ access to accelerated courses such as the Advanced Placement, or AP courses. Research and data have shown that there has been a push for equity of all students being able to enroll in such courses as well as given an equal opportunity to access viable and rigorous curriculums ingrained in the courses (Colgren, 2015; Rowland, 2016; VanSciver, 2006). AP courses have traditionally consisted of predominately homogenous with restrictive barriers that limit the accessibility and access to participate in them. There has been a current trend of an open enrollment policy to both honors and AP courses that accept all students who are motivated to participate in courses that challenging academic curriculums (Winebrenner, 2006). This trend is due to motive and empower students from the underrepresented groups not typically seen in accelerated courses. In order for AP programs to grow and succeed, they should not be aimed just towards the typical, traditional AP student (Ashmead, 2013; Rowland, 2016) but rather should be open to

The second intrinsic aptitude point, men are better than women at mathematics, engenders a discussion of the legitimacy of the SAT-M as a metric for the specific aptitudes that lead to a PhD in STEM. Plainly, the SAT test as a whole, and certainly the SAT-M, is an excellent indicator of such success. Researchers at the University of Minnesota found SAT scores to be an uncannily accurate indicator of success even at the highest reaches of academia: “Remarkably, those [with exceptional academic outcomes, such as doctoral-level degrees, scholarly publications, and patents] around the 99.13th percentile [of the SAT] published less research and obtained fewer patents than those at the 99.88th percentile [of the SAT], even when controlling for type of institution and degree earned.” Given that the SAT is a precise indicator of success, Spelke’s claim of bias is undone. First, the aforementioned study concludes that “predictive bias” on the SAT is “fiction.” Second, the deletion of female-favoring questions only explains why female scores are not higher than male scores, but it does not explain why male scores are higher than female scores. Third, given that the SAT is undoubtedly predictive at the levels with which this debate is

Research on stereotype threat and women’s performance on math tests conducted by Spencer, Steele, and Quinn (1999) documented that women perform more poorly on moderately difficult math tests than their male counterparts. They also demonstrated that this difference in scores could be eliminated when the researchers told the participants that the test they were taking did not produce any gender differences in scores. However, when they told the participants that the test did produce gender differences, the females performed significantly worse than their male counterparts who were equal to them in intelligence.

(Jenkins). Throughout my high school years, I have taken four advanced placement and four dual enrollment courses. While I have greatly benefited from taking dual enrollment courses and received thirteen hours of college credit, I have only qualified on one advanced placement standardized test. Even though advanced placement has been around longer, the “area universities say the number of high school students taking what’s known as dual credit courses is growing rapidly — and argue that those classes may offer more benefits than AP for some students” (Bock). Dual enrollment courses prepare and challenge students for the college experience. Taking dual enrollment courses results in increasing the number of students applying for and attending

The test review on the SAT is completed along with the design to measure cognitive abilities, achievement, and intelligence. The description of the test and the intention of the test is included in this written assignment. Furthermore, the psychometric properties of the SAT are discussed. This includes its relation to reliability and validity. The discussion of items that are from the test is explained and any issues or concerns of the test are introduced. Finally, the test’s strengths and weaknesses, including a test evaluation are outlined.

The Scholastic Aptitude Test, or SAT is a very well known test, especially by high school students across America. This test consist of 138 questions, all multiple choice except for several math graphs, divided into two sections-math and verbal, both scored on a scale of 200 to 800 (Pacenza). The SAT’s are currently a determining factor for college admissions. This paper will only address the SAT’s, not the PSAT’s or the ACT”s. The SAT was born in the 1920s-the product of a growing desire by American educators, led by Harvard president James Bryant Conant, to open up their universities to the best students across the country (Pacenza). After searching for something that could satisfy their quest for intelligence, the American educators came to a test created by Princeton psychologist Carl Brigham. Brigham had created this test because he concluded in his 1922 book, A Study of American Intelligence that, "American intelligence is declining, and will proceed with an accelerating rate as the racial admixture becomes more and more extensive." The test was created because according to the author there needed to be a “division since racial admixture becomes more and more extensive.” The author made the test to be able and pick out the smart, white males and be able to put them in recognized institutions.

The role of stereotype threats that occur in the standard intellectual and cognitive assessments, could be in various forms and ways such as race or gender. The hypothesis is that gender gaps between students could cause a stereotype threat specifically among female students in their academic performance in various intellectual tasks in “target-directed skills such as throwing and catching objects” (Passer & Smith, 2015, p.364). The hypothesis will discuss if there is such a wide gap between female and male students in these “male-dominated” activities and what ways are the female individuals’ under the stereotype threat, and if there are any ways to solve this problem.

This journal summary explores a peer reviewed article that answers the question, “Do Growth Mindsets in Math Benefit Females”? The article was written by Jessica L. Degol from Pennsylvania State University, and Ming Te Wang, Ya Zhang, and Julie Allerton from the University of Pittsburgh School of Education. The purpose of this research was to gain understanding into the math growth mindset of female students, grades 9-12, as they begin to choose career fields after high school. Through research, it has been discovered that although female’s have lower ability self-concepts and expectations of success in math, they are still equivalent in their math performance compared to males (Degol, Wang, Zhang, and Allerton, 2018). Yet, males

Researchers and testing has proven over time, that some cognitive abilities between males and females change throughout infancy and adolescents. Girls generally perform and use their verbal skills much earlier than boys. Women do much better on exams such as SAT’s in the verbal areas where men excel in the mathematical arena. This finding in itself may seem to solidify the fact of biological makeup. If that is the case, then why do girls perform equally as proficient in the area of math until they reach their “tween” and teenage years, which is generally between 6th and 7th grade? At this point, there seems to be a decline in the female’s performance in the area of math.