Math

Characteristics of 2005-2006 seniors enrolled in accelerated academic courses (Advanced Placement, International Baccalaureate, Dual Enrollment and honors) participants in Florida:

• Students eligible for the Federal Lunch Program were underrepresented in accelerated programs.
• Female students were more likely to enroll in accelerated programs than male students. Female enrollment in Advanced Placement and honors classes at Grade 12 was also higher than males, accounting for the majority of the students enrolled in these programs.
• African-American and Hispanic students were underrepresented in both the International Baccalaureate and Dual Enrollment programs. In AP and honors, Hispanic students were represented commensurate with their representation in the general population, and Black students were underrepresented to a lesser extent.

Descriptive analyses suggest that prevalence of accelerated coursetaking in Florida high schools varies according to several factors:

• Accelerated coursetaking was most prevalent at large and mid-size city and suburban schools compared to small metropolitan suburbs, towns, and rural areas.
• Schools with the lowest proportion of accelerated coursetaking included:
  • Schools enrolling a majority of African-American students.
  • Schools enrolling few Hispanic students.
  • Schools with a high proportion of students enrolled in free/reduced lunch programs.
  • Small schools.

The factors that influence students’ decisions to participate in accelerated academic programs include (based on qualitative research in schools):

• District level policies/practices such as the push to increase participation in the AP program.
• Previous participation in accelerated programs.
• Advice and/or recommendations from parents, teachers, and counselors.
• Students’ own interests (i.e., students most frequently discussed the opportunity to boost one’s weighted GPA and earn college credit as their own reasons for participating in accelerated academic programs).