Jack Crandall
Pronouns: He/His
Research Mentor(s): Steven Lonn, Director of Data, Analytics, and Research
Research Mentor School/College/Department: Office of Enrollment Management,
Presentation Date: Thursday, April 22, 2021
Session: Session 6 (4pm-4:50pm)
Breakout Room: Room 20
Presenter: 3
Abstract
Since the first Advanced Placement (AP) tests were given in 1952, the approach to awarding collegiate credit for these examinations has greatly fluctuated. While the grading scale for these exams ranges from 0 to 5, the amount and type of college credit equated with these scores is highly subjective. In this study, we examined the institutional policies of the members of the Big Ten conference and the Association of American Universities (AAU) in order to understand how institutions differ in their credit policies for STEM AP exams. Given the proliferation of AP courses, this project is paramount in educating high school students about how their success in AP exams can result in very different amounts and types of credit depending on their enrolled institution. The investigators also hope to inform future policy decisions in providing more transparent and fair credit policies across higher education institutions.
Authors: Jack Crandall, Steven Lonn
Research Method: Qualitative Study
