Using Distance Learning to Impact Access of Diverse Learners to Advanced Placement Programs

• Published in: Quarterly review of distance education 2017-06, Vol.18 (2), p.39-56
• Main Authors: Fenty, Nicole S, Allio, Andrea
• Format: Article
• Language: English
• Subjects: Access to Education; Achievement Tests; Advanced Placement program; Advanced Placement Programs; African American Students; College Preparation; College preparatory programs; College students; Demographic aspects; Disabilities; Disproportionate Representation; Distance Education; Distance learning; Educational Technology; English as a second language; English as a second language learning; English language; English Language Learners; Enrollment Trends; Ethnic Groups; Focus Groups; Grants; High Schools; Interviews; Minority students; Qualitative Research; Racial Differences; Scores; Secondary school students; Statistical Analysis; Student Diversity; Student Records; Student Recruitment; Surveys
• ISSN: 1528-3518; 2169-1266

Distance learning has been used as one method to increase access for students who have otherwise been underrepresented in college preparatory courses like Advanced Placement (AP). This study evaluated the impact of a statewide Virtual Advanced Placement (VAP) program on access to AP courses for students from underrepresented populations. Survey and interview data indicate a heavy focus on recruiting students from diverse racial and ethnic backgrounds. However, English language learners and students with disabilities continued to be underrepresented in VAP programs. A discussion of the findings and implications for research and practice are also provided.