The AP Science Impact Study, which is funded by the National Science Foundation, seeks to understand the impact of Advanced Placement Biology and Chemistry classes on the high school students who take them. It examines the effects of the updated inquiry-based curriculum on students’ confidence in scientific inquiry skills and their post-high school plans, including college type, selectivity, and major. This study has policy implications for science curriculum and the next generation STEM workforce.
So far this year, Mark C. Long and Dylan Conger have presented the Effects of Advanced Placement Science Courses on Students' Science Interest and Ability: Evaluation from a Randomized Control Trial paper at APPAM, SEA, SREE, and AEFP conferences in Washington D.C. Alec Kennedy recently presented our findings at the American Educational Research Association (AERA) conference in San Antonio, TX.
Raymond McGhee Jr. will be presenting our findings at the National Science Teachers Association (NSTA) 6th Annual STEM Forum & Expo, July 12th - 14th, 2017 in Kissimmee/Orlando, Florida.
AP Science & Inquiry-Based Learning
Advanced Placement courses are designed to prepare high school students for the rigor of college coursework. The curriculum was revised by The College Board in 2012 and 2013 to better develop students’ ability to conduct scientific inquiry, emphasizing critical thinking over factual recall. The current AP classes are designed to give students confidence in their scientific inquiry skills, hopefully leading them on to further scientific study.
STEM & Policy Implications
Strengthening our teaching and learning of science, engineering, and quantitative reasoning is important for the workforce readiness of students, the growth of the U.S. economy, and our ability to develop innovative solutions to increasingly complex policy problems. This study will help guide policymakers and funders to implement effective, large-scale educational policy and funding decisions and help guide educators in advising individual students and prioritizing particular classes and curriculums.
While non-experimental studies have shown large, positive effects of advanced high school courses, we seek to fill in the gaps by using an experimental design to control for other variables. Most educational studies are observational in nature and do not involve a control and treatment group that can be compared with one another. With a randomized experimental design, we can control for extraneous variables and make greater inferences about causation instead of just correlation.
The central hypothesis of our proposed research is that taking an inquiry-based AP® Biology or Chemistry course will cause students to be more interested and competent in scientific inquiry, more likely to enroll in and complete college, and more likely to pursue and persist in STEM majors. We further expect that students with less prior preparation will have more to gain from the inquiry-based AP® course and, thus, receive greater academic benefits than students with more prior preparation. Finally, we expect larger effects in classrooms where the curriculum is implemented with a high degree of fidelity.
The AP Science Impact study involves several different components to analyze our hypothesis, including the newly created scientific inquiry instrument, student surveys, teacher and administrator surveys and in-person interviews, classroom observations, and administrative student data. The project is funded by the National Science Foundation, partners with researchers at George Washington University, Equal Measure, and other institutions, and is done in collaboration with The College Board.
Mark C. Long is a Professor of Public Policy and Governance and an Adjunct Professor of Economics at the University of Washington. He is affiliated with several centers on campus including Scholars Strategy Network, Center for Education Data & Research, West Coast Poverty Center, and the Center for Studies in Demography and Ecology.
Dr. Long’s research examines the effects of public policies (particularly education policy) on economic opportunity and efficient social mobility, with emphasis on estimating the benefits and costs of those policies. He was the recipient of the American Educational Research Association’s Palmer O. Johnson award for “the highest quality of academic scholarship published in one of the [four] AERA journals during the 2008 volume year” and co-recipient of the 2014 Wilder School Award for Scholarship in Social Equity and Public Policy Analysis for advancing the public’s understanding of social equity. He is a co-editor of Journal of Policy Analysis and Management and vice president of the Policy Council of the Association for Public Policy Analysis and Management.
Dr. Long holds a Ph.D. and M.A. in Economics from the University of Michigan. He also holds an M.P.P. from the University of Michigan, and a B.A. from DePauw University. View bio: Mark C. Long
Dylan Conger is a Professor and Director of the Masters in Public Policy program at the Trachtenberg School of Public Policy and Public Administration. She is also a research affiliate at the George Washington Institute of Public Policy and New York University’s Institute for Education and Social Policy.
Dr. Conger’s research concerns disadvantaged, immigrant, and minority youth with a focus on education policies and urban areas. She is currently a managing editor of the Journal of Policy Analysis and Management, has published in numerous journals, and is on two advisory committees for the U.S. Department of Education. She has served on the Board of Directors of the Association for Education Finance and Policy and the Editorial Boards of Educational Evaluation and Policy Analysis and Educational Research. She is also a Technical Panel Member for the National Center for Education Statistics’ National Assessment of Educational Progress High School Transcript Study. Before joining the faculty of the Trachtenberg School, Dr. Conger held research positions at the Vera Institute of Justice and Abt Associates, Inc.
Dr. Conger received her Ph.D. in Public Policy from New York University, her M.P.P. from the University of Michigan, and her B.A. in Ethnic Studies from the University of California at Berkeley. View bio: Dylan Conger
Raymond McGhee Jr. is a Senior Director at Equal Measure, where he directs and contributes to the evaluations of several national multi-site initiatives in the fields of college access and success, youth economic development, family and economic security, and STEM. Prior to Equal Measure, he was a Senior Research Scientist in SRI International’s education division, conducting research and program evaluations on efforts to improve students’ transition from secondary school to postsecondary school and to the workforce. McGhee has worked with states, districts, community-based organizations, and schools to plan and implement formative and summative evaluations. He has also been involved in studying recruitment, retention, and induction programs designed to prepare postsecondary students for careers in STEM.
McGhee received his Ph.D. in Education, M.A. in Applied Linguistics, and B.A. in Linguistics from the University of California, Los Angeles. View bio: Raymond McGhee
Alec Kennedy is a Research Assistant and PhD Candidate at the Evans School of Public Policy and Governance at the University of Washington. He has a general interest in education policy research and the economics of education. His work focuses on understanding the effectiveness and implications of education policies with a particular focus on the impacts of such policies on economically disadvantaged and at-risk student populations. He has earned a M.S. in Public Policy and Management from the University of Washington and B.A.s in Economics and Statistics from the University of California, Berkeley. View bio: Alec Kennedy
Kelsey Rote is a Research Analyst at the Evans School of Public Policy and Governance at the University of Washington. She is interested in education policy and research spanning all ages, from early learning to adult education. Prior to joining the Evans School, she taught English as a Peace Corps Volunteer in Ukraine, analyzed risk and protective factors for high school students in Central and South Seattle, and created foreign language curricula using infant and child brain development research. She earned an M.S.W. in Administration and Public Policy from the University of Washington and B.A.s in Psychology and Sociology from Seattle Pacific University.
Nicole Bateman is a Research Assistant and Master of Public Administration student in the Evans School of Public Policy and Governance at the University of Washington. Her policy interests are diverse and include climate and energy, urban, and education policy. Prior to attending the Evans School, Nicole spent several years with a technology-consulting firm and also worked with the League of Conservation Voters to advocate for strong environmental policy and candidates for public office. She earned B.A.s in English and Political Science from Seattle University.
Michal Kurlaender serves as our evaluation consultant for this research study. Kurlaender is an Associate Professor, Chair of the graduate group in education, and Chancellor’s Fellow at UC Davis’ School of Education. She investigates students’ educational pathways, in particular K-12 and postsecondary alignment, and access to and success in postsecondary schooling. She has expertise on alternative pathways to college and college readiness at both community colleges and four-year colleges and universities. Kurlaender also studies the impact of racial and ethnic diversity on student outcomes, and is an expert on the dismantling of desegregation plans and persistent inequalities in schools. She serves on the executive committee of the UC Davis Center for Poverty Research, is the UC Davis site director of the Educational Evaluation Center, and is a researcher with the Center for Analysis of Postsecondary Education and Employment at Columbia University. Kurlaender received her Ed.D. and Ed.M. from Harvard University Graduate School of Education and B.A. from the University of California, Santa Cruz. View bio: Michal Kurlaender
Richard Murnane, an economist, is the Thompson Research Professor at the Harvard Graduate School of Education and a research associate at the National Bureau of Economic Research. Murnane is well-known for his expertise in education policy as well as randomized controlled trials in the field of education. Alongside his colleague Greg Duncan, Murnane recently published Restoring Opportunity: The Crisis of Inequality and the Challenge for American Education (2014). View bio: Richard Murnane
Helen R. Quinn is Professor Emerita of Particle Physics and Astrophysics at Stanford’s SLAC National Accelerator Laboratory, and has taught physics at both Harvard and Stanford. Dr. Quinn is an internationally recognized theoretical physicist who holds the Dirac Medal, the Klein Medal, the Compton Medal, and the Sakurai Prize. She is a member of the American Academy of Arts and Sciences, the National Academy of Science, and the American Philosophical Society, and a Fellow and former president of the American Physical Society. She served as Chair of the US National Academy of Science Board on Science Education (BOSE) and has served as a member of the BOSE study that formed the basis of the Next Generation Science Standards (NGSS) that have been adopted by multiple states in the US. Dr. Quinn was recently appointed by the President of Ecuador as a member of the initial commission to help guide the development of the National University of Education of Ecuador. View bio: Helen Quinn
Aaron Rogat has a Ph.D. in Molecular Cell Biology and is involved in science education curriculum development, assessment, and policy. He is a Research Associate at Purdue’s Department of Educational Studies and a former Research Scientist at Educational Testing Service (ETS). Rogat is interested in using advances from the learning sciences to develop tools that support the teaching and learning of science. Over the past several years his research and development efforts have focused on the development and use of learning progressions and innovative assessments for teachers and students, many of which are computer-based. He also has specific interests in supporting the learning of biology and the ability to develop and use scientific models. View bio: Aaron Rogat
Liaison with The College Board
Tanya Sharpe (Senior Director of AP Science) will serve as an information resource to the research team regarding the results of Board research on developments in the AP science curriculum and professional development activities for AP.
We have 23 schools in 11 districts across the country. District partners include: Charlotte-Mecklenburg (NC), Winston-Salem/Forsyth (NC), Cranston Public Schools (RI), East Side Union (CA), Lynwood Unified (CA), Jefferson Parish (LA), Richmond (VA), Metro Nashville (TN), Anaheim Union (CA), El Paso ISD (TX), Detroit EAA (MI).
This research project is done in partnership with the researchers at the Evans School of Public Policy and Governance at the University of Washington, Trachtenberg School of Public Policy and Public Administration at George Washington University, Equal Measure, and SRI International.
General inquiries about the AP Science Impact Study may be addressed to Kelsey Rote, Research Analyst, at email@example.com