“Advanced Placement Human Geography: A Freshman-Level Course with FarReaching Benefits”
Submitted Summer 2011 to partially fulfill the requirements of a Masters in
Science Degree at the University of Oregon
Rob Shepard
September 3, 2011
ii
Abstract
The objective of this inquiry was to examine 1) the impact of Advanced Placement
Human Geography (APHG) on student achievement and 2) the impact of placing APHG during a
student’s 9th grade year. The research was gathered using data acquired from Township High
School District #214 in the northwest suburbs of Chicago, Illinois. The College Board supplied
quantitative data and qualitative data was gathered at Elk Grove High School using a survey.
The results of the research pointed to a clear benefit for students who took the APHG exam. The
benefits of taking the exam ranged from an increased performance on the AP World History
exam to a belief among students that they were more prepared for the rigor and expectations of
high school. Residual benefits of implementing APHG at the freshman level also included the
implementation of a mainstream Human Geography course that previously did not exist within
the District. While there is room for further research as a result of the study, the study supported
the implementation of APHG at the freshman level as an introductory course to the structure and
rigor needed to be successful in Advanced Placement classes.
iii
Acknowledgements
In the process of completing this research, I recognize that I could not have done it
without the dedicated help of many people. I would like to thank the University of Oregon and
the professors of the EDGE program for opening my eyes to the many ways geographic
education is critical in today’s high schools. In particular, I would like to thank Dr. Lynn Songer
for her dedication and advising as I navigated my way through this process. There is no doubt
that my ability to push my writing to the deadline caused stress in her as much as it caused stress
in me.
I would also like to thank Carol Biging and Barbara Hammond at Elk Grove High
School. Their ability to gather information and organize it for me provided me with the basis for
all of my research. They have been invaluable in my ability to complete this research
successfully.
I could not have completed this process if it was not for the generous support of my
colleagues at Elk Grove High School. They readily provided suggestions and assisted in the
dissemination of surveys. Specifically, I would like to thank Dan Davisson, teacher of AP World
History, who provided invaluable suggestions and a sympathetic ear as I worked through the
process. There is no doubt that this research would still be half finished if not for his support.
Finally, I would like to thank my family. Whether it was stressing the importance of
education when I was younger or encouraging me through the final stages of completing this
research, they have always been my biggest supporters. I could not have completed this task if
not for their unwavering support and belief in my abilities.
iv
Table of Contents
Abstract......................................................................................................................
Acknowledgements
ii
...................................................................................................... iii
Chapter 1: Introduction ................................................................................................. 1
Chapter 2: Literature Review
.......................................................................................
Chapter 3: Research Methods
.................................................................................
Chapter 4: Results
......................................................................................................
6
15
18
Chapter 5: Discussion .............................................................................................
22
Appendix A: Data-Analysis
....................................................................................
29
.........................................................................................
36
Appendix B: Data-Graphs
Appendix C: Student Questionnaires .......................................................................... 37
Appendix D: Student Questionnaires: Selected Comments
Bibliography
.......................................
...........................................................................................................
42
45
v
Chapter 1
Introduction
The front page in the May 31, 2011 edition of the Chicago Tribune greeted readers with
the headline “Advanced Placement Class Opportunities Unequal.” The article outlines the
inequities of Advanced Placement (“AP”) class availability across the State of Illinois despite
noting that Advanced Placement classes have “long [been] considered the gold standard for
college readiness.” With the inequities that are apparent within the system, the article challenges
schools and school districts to provide greater opportunities for AP courses for all students but
especially among the traditionally disenfranchised (minorities, impoverished and girls). While
wealthier districts have had tremendous advantages in the implementation of AP courses, poorer
districts have seen the gulf between them and their rich brethren widen. Within this context, and
with the backdrop of AP courses offered to freshmen in Township High School District #214
(“District #214”) being challenged among some parents, it is imperative to investigate the
viability, effectiveness and benefits of taking Advanced Placement Human Geography
(“APHG”) at the freshman level. The aim of the project is to explore the relationship between
APHG in the 9th grade and Advanced Placement World History in the 10th grade by comparing
student test scores, attitudes and beliefs regarding the AP experience.
District #214 is situated in the northwest suburbs of Chicago, Illinois and services the
communities of Arlington Heights, Buffalo Grove, Elk Grove, Mt. Prospect, Prospect Heights,
Rolling Meadows, Wheeling and Des Plaines. As the second largest district in the state of
Illinois, its student population numbers 12,353 as of the 2009-10 school year (Township High
School District #214 2011). The school district is recognized as a Blue Ribbon School District
and has recently received the 2010 Lincoln Bronze Award for "Commitment to Excellence" that
1
recognizes the District for being a leader in “contributing to the economic development and
ethical competitiveness in the state” (Friends of District #214 2011). The district is relatively
affluent as the per capita income is $28,330 while the median income is $66,687 (Teacher Salary
Info 2011). The location, prestige and affluence of District #214 has made it a centerpiece for
reform and monitoring in the State of Illinois.
Since the District has a large student body and considerable money to support them, it has
faced tremendous scrutiny. The Lincoln Bronze Award is affirmation that the District has
attempted to streamline its processes to make sure that it is fiscally responsible and an asset to its
constituency. In this manner, the District, spearheaded by Superintendent David Schuler,
developed three goals in 2007 that would be the crux of its guiding principles. One goal deals
with increasing standardized test scores between a student’s 8th grade EXPLORE score and their
Junior year ACT score; a second goal involves increasing the number of A’s, B’s and C’s in the
District until a 95% success rate is attained in all classes; and a third goal states, “The number of
students enrolled in at least one AP course will increase over the previous year, as will the
number of students taking at least one AP exam and the number of students earning a passing
score on an AP exam, until at least 50% of all students have earned a score of three or higher on
an AP final.” The third goal became the basis for implementing new AP programs in all member
schools including APHG during the freshman year. The APHG course supplanted a broader
social science survey course called Honors Social Science. Some schools had implemented or
experimented with APHG prior to the 2007 goals, but as a result of the new district goals, all
schools needed to implement the APHG curriculum by the 2008-2009 school year. Elk Grove
High School had never been involved with APHG prior to 2008-2009 and I was chosen, along
2
with Lindsay Gallagher, to spearhead the design, implementation and instruction of the course at
Elk Grove High School.
As reported by the Illinois State Report Card, Elk Grove High School is a predominantly
white school with a large Hispanic population (Figure 1). About 22% of the school is defined as
“low-income” and the population remains relatively transient in comparison with the state
average (Figure 1). While the school has remained above the state average on the Prairie State
Achievement Exam (“PSAE”) tests scores in math, reading and science, it falls far short of the
100% threshold declared by No Child Left Behind (NCLB). About 68% of students are meeting
or exceeding standards in reading while 64.9% are meeting or exceeding standards in
mathematics and 67% are meeting or exceeding standards in science (Figure 2). At this point,
Elk Grove High School is currently not meeting Adequately Yearly Progress (AYP).
In terms of AP participation, Elk Grove students took 993 AP tests in 2010 with 56.5% of
the students achieving a score of 3 or above. All AP tests are scored on a scale of 1-5 with a “5”
being the highest score and a “1” being the lowest score. According to the College Board
website, a score of “3” or above is considered “qualified to receive college credit or advanced
placement.” While AP participation ranked fourth among the six member schools in District
#214, the “success rate” at Elk Grove High School of achieving 3 or above ranked last by 16
percentage points (Township High School District #214 2011). AP participation has steadily
risen at Elk Grove High School in order to meet the district’s third goal and APHG was
developed in order to enhance AP opportunities at the school. Elk Grove High School is fully
vested in enhancing the number of AP classes offered, the number of students taking the AP test
and the number of students achieving a 3 or above on the AP test.
3
The question regarding AP offerings, and the focus of this research, has centered on the
implementation of a college-level course for high school freshmen. At a recent Open House, I
fielded numerous questions ranging from the impact of a low grade on a student’s transcript to
the ability to teach an authentic college-level class to 14 and 15-year-old students. These
questions are a microcosm of the critique that APHG faces as it finds itself implemented at its
largest numbers at the freshman level of high school. According to the 2010 Report on the
Status of U.S. Geography Education, almost 51,000 students took the AP Human Geography test
in 2009 with nearly 50% of all test-takers being in the 9th grade (Roth 2011). A rise in available
AP tests throughout the four-year high school period has created a logjam of AP tests for
upperclassmen while leaving the freshman year relatively devoid of AP content. AP Human
Geography, in order to maintain its relevancy, has to establish itself as a bridge AP program from
middle school to high school that generates a class rooted in rigor, that is accepting of a
transitional status for students, that calms the fears of parents and establishes high standards of
excellence as measured by the AP College Board.
Placing APHG as a freshman level course not only enhances geographic awareness, but
also establishes the tools and methods that are critical to be successful in other AP social science
courses (World History, U.S. History, etc.). Content that is both implicit and explicit transfers to
other courses, as well as expectations for the successful completion of any AP course (study
skills, time management, test preparation, quality, course structure, critical thinking). Along this
line, there is a need to prove that APHG, taken in the 9th grade, creates benefits for the student
who then takes AP World History in the 10th grade. The benefits gained are evidenced in AP
scores by the same students who take both tests and students who do not take APHG and through
attitudes and beliefs generated through student surveys and discussions with school
4
administrators. Further benefits of the APHG curriculum is the establishment of a regular level
Human Geography course that coincides with many of the themes of the AP course while also
producing greater movement from the regular to AP sequence from the freshman to sophomore
year.
Figure 1
(Illinois Report Card 2010)
Figure 2
(Illinois Report Card 2010)
5
Chapter 2
Literature Review
The AP program, under the guidance of the College Board, has long operated as the
conduit between high stakes high school curriculum and college preparation. Started under a
pilot program in 1952 before being acquired by the College Board in 1955, the program was
born out of a desire to universalize a public education program that lacked focus and direction.
The stated mission of the College Board is, “to ensure that every student has the opportunity to
prepare for, enroll in and graduate from college.” While the Scholastic Aptitude Test (SAT) was
the entry point for the College Board into public high schools, the Board recognized that
expanding into the classroom and overseeing the way material was taught was critical for college
preparation. In this manner, the Board has focused its work in three areas: College Readiness,
College Connection and Success, and Advocacy. All three categories seek to prepare students
for college, engage students in the process, and provide equitability for all students.
As of today, the College Board administers a significant number of tests through its AP
program. According to the 7th Annual Report AP Report (2011) produced by the College Board,
the class of 2010 saw 3,018,460 students walk through the doors of their local high school. Of
those students, 28.3% - or just over 850,000 - took an AP test while 16.9% of the class - just over
510,000 students - received a passing score of “3” or above. The trend has seen a nearly 100%
increase in overall AP participation since 2001 while experiencing only a 5% drop in AP success
scores as defined by receiving a “3” or above on the exam on a scale of 1 to 5 (College Board
2011). Considering that an additional 400,000 students are now taking the test, the slight drop in
success could be predicted and seems less significant when compared with greater accessibility.
Furthermore, the mere participation in an AP class garners tremendous benefits. According to
6
the 7th Annual AP Report to the Nation,
A recent College Board study showed that students who scored 3 or higher on four
popular AP Exams earned higher first-year GPAs, were more likely to continue on to a
second year of college, and were more likely to attend selective institutions, on average,
than students with comparable SAT scores and high school GPAs who did not take AP.
(College Board 2011)
The advantages of AP participation have long been claimed to be far-reaching and a predictor for
post-high school success.
In order to enhance the robust offerings of AP classes, the College Board introduced AP
Human Geography (APHG) in the 2000-2001 school year. Despite having over 30 courses,
APHG was offered as an additional social science class to enhance the way students view the
complexities of physical and human environments on Earth. By using spatial concepts and
analysis techniques, students gain a better understanding of the world in which they live and how
the Earth’s processes combined with human interactions shape the world. With this backdrop,
APHG has seen its test-taking participation increase from 3,272 students in 2001 to nearly
60,000 students in 2010 (Roth 2010). The majority of the increase in student participation in
APHG has occurred in the 9th grade. Currently, nearly 50% of all students taking the test are in
the 9th grade. However, the overall mean score for APHG is 2.56 and ranks last among all AP
courses offered (Roth 2010). Considering the comparably low AP test scores among APHG
students and the increase in student participation among a population that is four years away
from college, the question becomes whether the subject and AP designation are appropriately
placed and marketed. In order to establish a line of research, a consideration of benefits and
hindrances of the AP program in general, and APHG at the freshman level in particular, must be
examined.
7
The difficulty that has long plagued geographic education at the high school level is
establishing a need and direction for the discipline within the high school curriculum. Cutter,
Colledge, and Graf (2002) argue that geographers at the university level often focus their energy
on small and focused problems that can be solved
rather quickly while promoting their own
ambitions toward tenure and monetary gain.
Furthermore, the disconnect that university
geographers have with other geographers and
high school teachers becomes more pronounced
when the discipline of geography has failed to
identify the “big questions” that could guide
geographic research and instruction (Table 1). To
this degree, geography has found itself often
Table 1 Big Questions in Geography
1. What makes places and landscapes different
from one another, and why is this important?
2. Is there a deeply held human need to organize
space by creating borders, boundaries, and
districts?
3. How do we delineate space?
4. Why do people, resources, and ideas move?
5. How has the earth been transformed by human
action?
6. What role will virtual systems play in learning
about the world?
7. How do we measure the unmeasurable?
8. What role has geographical skill played in the
evolution of human civilization, and what role can
it play in predicting the future?
9. How and why do sustainability and
vulnerability change from place to place and over
time?
10. What is the nature of spatial thinking,
reasoning, and abilities?
(Cutter, Colledge and Graf 2002)
operating outside of the core of American public
education. As Murphy (2006) argues, “Geography instruction does not figure prominently in the
curriculum of many primary and secondary schools, the discipline is absent from a number of
influential colleges and universities, and it often struggles for resources and attention even at
institutions that have formal geography programs.” The fact that geography has become
marginalized in the curriculum, without a clear direction of how or why it needs to go forward,
presents a difficult situation for the high school teacher looking to legitimize its existence in the
ever-increasing high-stakes testing and cost-cutting environment of public education.
Providing a direction for geographic education has come in a variety of forms. The U.S.
Department of Education, in conjunction with business leaders, professionals, researchers,
8
professors and teachers, developed a report in 2009 that challenges geography educators to move
beyond place-name identification to critical, skill-oriented geography concepts in order to bring
the discipline into the mainstream (National Assessment Governing Board 2009). Murphy
(2006) also argues that geography must move away from place-name identification and instead
embrace a regional approach to geography that looks to understand the world in which we live,
how that world came to be, and how that world can move forward. The leadership of the
geography discipline recognizes that in order for the discipline to move into a greater level of
relevancy it must move away from traditional assumptions of geography as a study shrouded in
rote memorization and regurgitation. While traditional geographic outlooks over the past 50
years have been relatively narrow and disconnected from the world-at-large, geography is at an
important defining moment in its history. Without a high-stakes, standardized test at the
conclusion of its discipline and without a universalizing direction from professionals and
academia, geography risks being replaced by other social science disciplines that have made
investments in the structures of gaining a foothold in the American educational system
(Cooledge 2002).
Without a clearly defined direction, geographic education can look to its successes for
inspiration. The development and implementation of APHG during the 2000-2001 school year
helped give the discipline a much-needed high-stakes test to drive its decision-making at the high
school level. The premise for devising a Human Geography class at the high school level was
born, in part, out of studies regarding the lack of geographic awareness among high school
students. Hess (2009) points to a recent survey of 17-year-old Americans that produced such
startling statistics as “nearly a quarter of those surveyed could not identify Adolf Hitler; 10
percent think he was a munitions manufacturer,” or “more than a quarter think Columbus sailed
9
after 1750,” and more than half do not know about the Renaissance (Hess 2009). The lack of
geographic knowledge and historical understanding among American students is concerning
when considering the enhanced American role in global issues and a world that has become more
and more globalized. Further identifying the lack of geographic awareness, Vanneman (1996)
observed that rote knowledge was not the only deficient element among American students. The
conclusions from the author identified deficiencies in core geographic concepts: space and place,
environment and society, and spatial dynamics and connections (Vannemann 1996). The
overarching problem facing the American student, therefore, is the inability to master a
geographic skill-set that is rooted in educational theory and applicability to the real world. The
need to coordinate and streamline geographic education is paramount to the continued relevancy
of the discipline.
Advanced Placement Human Geography, designed by critical university professors and
chairs such as Alexander Murphy, Patricia Gober, David Lanegran, and Sarah Bednarz was
developed with the goal of enhancing geographic awareness and accountability in the United
States. To that end, Patricia Gober, former chair of the AP Human Geography Development
Committee, stated,
Given the importance of the AP Human Geography program to the discipline of
geography, you will be doing an important service to the profession in
recognizing the achievement of the AP Human Geography students and helping
them integrate into the discipline of geography at the postsecondary level. AP
Human Geography students come to our universities more interested in and better
prepared to study geography. If only a small portion of test-takers become new
geography majors, our discipline will grow and solidify its position as a core
discipline in American higher education. (College Board 2006)
The belief is that APHG is a gateway to further the relevancy of the discipline, enhance
geographic awareness among students and promote future geographers in the field. With this
10
backdrop, it is imperative to understand the role of AP programs in the promotion of geography
in America’s schools. Broadly speaking, the AP program has increased the rigor of the high
school classroom while producing predicted results for future academic success. While
examining the infancy of APHG, Bailey (2003) noted the potential (and in many cases realized)
of the curriculum. The potential for APHG included, among others:
Record numbers of university entrants with a systematic knowledge of the content
and perspectives of introductory human geography; high levels of quality
assurance, fairness and reliability in assessment; learning objectives that are both
conceptual and content-driven; and seamless cooperation between school and
university educators in course design, monitoring and development (Bailey 2003).
The drive for AP programs in school districts across America allows for the legitimate and
desired placement of APHG. As schools look to coordinate and streamline curriculums, it
becomes intuitive that a mainstream version of Human Geography, targeted at the general ageappropriate population, becomes a byproduct of the AP program. Using APHG as a catalyst,
geographic education has a pathway to become a core subject in schools across the nation.
Recognizing the power of AP programs in steering curriculum decisions is only part of
the issue facing educators; examining the positive impact of AP courses is another important
aspect. As administrators face greater scrutiny in local papers, and as pressure remains on fiscal
responsibility, decisions regarding wholesale changes in courses come under great consternation
and reflection. Implementing curricula changes that embrace AP programs is filled with
tremendous benefits that are often used to justify the high monetary costs being offset by the
high educational enrichment. The research supporting the inclusion and predicted success of AP
participants is tremendous. Realized gains occur at both the high school and collegiate level. At
the high school level, students experience a program that is rooted in rigor and results-driven
assessment.
11
In APHG, the normally semester-long college course can be stretched over an entire
academic year thus allowing teachers to focus on such skills as critical thinking, geospatial
concepts and enhanced writing techniques (Trite, Lange and Lange 2000). Furthermore, in order
to reward these high achieving students that are taking on additional rigor, many schools offer
GPA incentives that reflect the difficulty of the workload. In districts such as District #214,
students receive an additional point toward their GPA for taking an AP course. Thus, on a fivepoint scale, an “A” in an AP class would receive a score of six, a “B” a score of five, etc. In
addition, students often receive the benefit of greater access to high quality teachers and
resources that is often limited to the rest of the school population (Santoli 2003). The cumulative
effect of all of these benefits is greater accessibility to demanding universities and greater
opportunities for success at the university-level.
The impact of AP courses on university performance has been monitored since the
creation of the AP program. Numerous studies have found a correlation between AP success and
college success. One study “shows that students who take AP courses and earn AP grades of 3
or higher are more likely to graduate from college than students who take the course but do not
take the exam, who in turn are more likely to graduate than students who do not participate in an
AP course at all” (Dougherty, Mellor, and Jian, 2006 as cited by Handwerk, Tognatta, Coley and
Gitomer, 2008). Identifying success on an AP exam by achieving a score of “3” or above, or
simply partaking in the AP experience, achieves a corresponding success at the collegiate level.
Additionally, students tend to take coursework and apply for college majors in subjects where
high-level results were achieved on the corresponding AP examination (Morgan and
Maneckshana 2000). As studies have supported the increased likelihood of graduation and
course selection, so too do studies point to a greater sense of preparedness and slightly higher
12
GPAs in college (Santoli 2003). The benefits of AP courses are evident at both the high school
and university level. Considering that some universities give college credit for receiving scores
of “3” or above on AP tests, and the numerous other advantages substantiated by research, AP
programs make a viable and critical argument to be placed in high schools across the United
States.
While researchers make a compelling case for AP programs, the program does not come
without its critics. Some researchers argue that participation in AP programs alone do not
account for long-term success or immediate success at the university level. Klopfenstein (2005)
argues that the high school’s curriculum, family and school characteristics are the most critical
factors in determining college success. Despite numerous journals and articles attempting to
draw a statistical connection with AP participation and collegiate success, Klopfenstein argues
that none are able to draw the connection. Burney (2010) goes on to argue that minority status,
individuals receiving free and reduced lunch, and community educational levels are the primary
determination of academic success, not AP participation. In turn, the inability of programs such
as APHG to have a universalized program is a detriment to consistent and viable curriculum
prior to entering college. Since these programs lack consistency, and the acknowledgement of
“success” rests on the results of one test over a four hour time period, AP programs have a clear
gap in justifying their absolute existence at the high school level with valid and reliable
assessment practices.
While recognizing the flaws and limitations of the AP program is critical for objective
inquiry, clearly the benefits of the program make it worth investigating further. The unclear
direction of geographic education in American schools as a core subject is addressed, in part, by
the overarching themes inherent in the guidance provided by the APHG curriculum. Simply
13
relegating Human Geography to an essential class because of the mere existence of an AP course
is naïve and misdirected; however, examining the quantifiable and qualitative benefits of APHG
in a high school district could provide greater merit to expanding the course’s placement in the
social studies department. Furthermore, when considering that nearly half of all current APHG
students are freshmen in high school, it is critical to examine the direct and indirect benefits of
placing the course at the freshmen level in the sequencing of courses within the social science
curriculum. Test data within a school, across the District, between freshman and sophomore
year social science courses, among heterogeneous populations (male/female, white/Hispanic)
and student surveys will be analyzed to assess the importance of APHG in general and APHG as
a freshman-level course in particular. Considering all of the data, and in light of current
research, an inquiry should reveal the need for APHG as a driving force in steering geographic
education in American schools.
14
Chapter 3
Research Methods
The experiment was developed to compare the impact of participating in a freshman-level
APHG course and taking the APHG examination with a focus on the results in the following
areas: overall APHG performance, differences in male and female performance, differences in
white/Hispanic and white/non-Hispanic performance, and the impact on student results during a
student’s sophomore year performance on the AP World History examination. The compilation
and examination of the data set out to see if APHG was appropriately placed at the freshman
level and the residual impact in other AP classes by implementing the APHG curriculum. After
acquiring the data, a variety of tests and statistical analyses needed to be performed to either
prove or disprove the hypothesis set forth in this research.
In order to establish a means of assessing the benefits of APHG, quantitative data and
qualitative data had to be gathered from District #214. Steve Cordogan, Director of Research
and Evaluation for the District, and Carol Biging, Assessment Coordinator for Elk Grove High
School, operated as the primary sources of disseminating raw data. The data provided by Mr.
Cordogan and Mrs. Biging came from compiled data provided by the College Board. The data
came from the College Board in paper and electronic formats. Mr. Cordogan and Mrs. Biging
compiled, arranged and merged the information into an Excel spreadsheet for further analysis.
The data was provided for further analysis at the beginning of June 2011.
The raw data that was provided by Mr. Cordogan and Mrs. Biging was disaggregated by
school and identification number. The information also included gender, ethnicity, EXPLORE
reading score, AP Human Geography test year, AP Human Geography test score, AP World
History test year, and AP World History test score. The EXPLORE reading score is particularly
15
noteworthy because District #214 uses EXPLORE reading scores as a primary criteria for
admittance into APHG. Students take a statewide EXPLORE test during 8th grade and the
results determine placement in subjects such as math, english, science and social studies. Since
District #214 uses tracking for students, the scores, combined to a lesser degree with teacher
recommendations, middle school grades and parental preference determine high school
placement levels in Honors/AP, mainstream or skills. The AP World History scores will then be
used in conjunction with APHG exam.
In order to make the data comparable, several formulas and tests needed to be generated
and monitored. First, the information was sorted by school and year in which the APHG test was
taken. The total number of tests, the total number of students receiving scores of 1, 2, 3, 4 and 5,
the overall “success rate” scoring “3” or above for APHG and AP World History were
established. Further analysis was done on the performance of males/females and white,
Hispanic/white, non-Hispanic students. After establishing these comparable numbers, formulas
were generated to calculate the number of same students who increased/remained the
same/decreased between APHG and AP World History. This in turn generated the composite
score of students taking AP World History who had and had not taken APHG prior to taking AP
World History. Furthermore, a test was performed to differentiate students’ performance on the
AP World History examination in “like” EXPLORE ranges (under 12, 13-15, 16-19, 20-23, over
24) whether they had or had not taken APHG prior to taking AP World History. Considering the
District’s emphasis on EXPLORE scores as a primary basis for placement, singling-out this
criteria was critical for comparison in year-over-year benefits of taking the APHG examination.
In order to assess the statistical significance of any of the aforementioned data, an f-test and a ttest were performed through Excel. The final Excel information can be seen in Appendix A.
16
The qualitative research was generated through a survey administered to Elk Grove High
School students following the completion of AP testing in early May 2011. The APHG survey
(Appendix C) was given on May 23, 2011 to all students enrolled in APHG at Elk Grove High
School regardless of their participation in the AP examination. The AP World History survey
(Appendix C) was given at the same time to students enrolled in AP World History at Elk Grove
High School regardless of their participation in APHG or their participation on the AP World
History examination. The teachers were administering the surveys were instructed to give very
little explanation regarding the survey in the hopes that students would not be swayed in their
opinions. Students had the option of providing their name or remaining anonymous. The results
of the qualitative survey will be further outlined in the next chapter and in Appendix D.
17
Chapter 4
Results
Quantitative Research
The data show that in years in which APHG was offered to students, subsequent years
saw a corresponding increase in the number of AP World History tests taken (Table 2). Table 2
further shows that four of the six schools in the district have seen growth in the number of APHG
test takers while two schools, Wheeling and Rolling Meadows (not referenced in Table 2), have
not yet introduced the course to their student population.
Data for examinations in APHG and AP World History were used to compare the impact
of participation in APHG on the subsequent results in AP World History. For all schools and the
District total, every year of acquired data was used to compare the results of students who had
taken both APHG and AP World History with students who had only taken the AP World
History examination. Furthermore, a comparison was used for the performance on the AP World
History examination for students in the same EXPLORE reading band who had taken APHG and
students who had not taken APHG. In order to clarify the correlation, an f-test was performed to
establish the level of variance for each year being examined. The results of every f-test
necessitated further inquiry using a homoscedastic t-test with two tails. While a variety of results
were achieved, most operated within a standard that allowed for comparable data within the data
set.
When comparing the performance of males and females in District #214 in APHG, males
have achieved a higher “success” rate than their female counterparts (Appendix A). When
comparing male and female performance between APHG their freshman year and AP World
History their sophomore year, the gap across the district nearly doubles. Within individual
18
schools, out of 14 possible years worth of comparisons, females achieved a higher success rate
than their male counterparts two times in APHG. Within individual schools, out of 30 possible
years worth of comparisons, females achieved a higher success rate than their male counterparts
three times in AP World History.
The performance of white/non-Hispanic students has surpassed the performance of
white/Hispanic students in District #214 (Appendix A). When comparing white/non-Hispanic
and white/Hispanic performance between APHG their freshman year and AP World History their
sophomore year, the gap across the district nearly triples. Within individual schools, out of eight
possible years worth of comparisons, white/Hispanic students achieved a higher success rate than
their white/non-Hispanic counterparts two times in APHG. Within individual schools, out of 28
possible years worth of comparisons, white/Hispanic students achieved a higher success rate than
their white/non-Hispanic counterparts eight times in AP World History.
Table 2-AP Test Participation in Applicable District #214 Schools
’04-‘05
Buffalo
Grove
Elk
Grove
Hersey
Prospect
Human
Geography
World
History
Human
Geography
World
History
Human
Geography
World
History
Human
Geography
World
History
’05-‘06
’06-‘07
4
’07-‘08
49
’08-‘09
41
’09-‘10
104
54
73
80
130
88
103
39
46
43
86
64
118
113
107
93
104
172
156
10
4
43
146
81
81
131
128
19
Qualitative Research
Students in APHG and AP World History at Elk Grove High School were administered a
survey on May 21, 2011. The surveys can be found in Appendix C. Students were asked
questions that were both qualitative and quantitative in nature. The quantitative data for APHG
students focused on: 1) Preparedness for the multiple-choice portion of the exam, 2)
Preparedness for the free response portion of the exam, 3) Quality of the review sessions, 4)
Quality of the instruction during the year, 5) Transition from middle school to college-level
work, and 6) Performance on the APHG exam. The results of the quantitative part of the survey
can be found in Table 3. The qualitative results from the APHG survey asked students questions
regarding their experiences in the class. Individual comments can be found in the Discussion
section of this paper and in Appendix D.
Students in AP World History were asked questions that were both quantitative and
qualitative in nature. The quantitative data for AP World History students focused on: 1)
Preparedness before taking the APHG exam the previous year, 2) Preparedness before taking the
AP World History exam this year, 3) Score on the APHG test, and 4) Predicted score on the AP
World History test. The results of the quantitative part of the survey can be found in Table 4.
The qualitative from the AP World History survey asked students questions regarding their
experiences in the class. Individual comments can be found in the Discussion section of this
paper and in Appendix D.
20
Table 3-AP Human Geography Survey Results at Elk Grove High School-2011
Survey Question
Preparedness for the multiple-choice portion of the exam?
Preparedness for the free response portion of the exam?
Quality of the review sessions?
Quality of the instruction during the year?
Transition from middle school to college-level work?
Score
7.04/10
6.80/10
6.87/10
8.09/10
6.43/10
Table 4-AP World History Survey Results at Elk Grove High School-2011
Survey Question
How prepared did you feel before taking the AP Human Geography test last year?
How prepared did you feel before taking the AP World History test this year?
What score did you achieve on the AP Human Geography exam?
What score do you predict you will receive on the AP World exam?
Score
5.64/10
7.08/10
2.60/5
3.34/5
21
Chapter 5
Discussion
The results of the data gathered demonstrate generally positive benefits regarding a
student’s participation in APHG at Elk Grove High School specifically and in the District in
general. When examining the quantitative data regarding APHG participation, students see a
general increase in their own performance year-over-year and students within the same
EXPLORE reading range see higher results in AP World History if they have taken APHG than
their counterparts who did not take APHG. Across the district, nearly 78% of students receive
the same or a higher grade if they take both AP tests (Appendix A). When considering mean
scores, students who take both AP tests, achieve an AP score on their World History test that is
nearly .5 points higher. This jump amounts to a nearly 10% increase in their overall score.
While other variables could clearly contribute to the performance of any one student on any one
day (socioeconomic status, parental educational attainment, nutrition, etc.), t-test results point to
a positive correlation between participation in APHG and student performance during their
sophomore year on their AP World History examination.
The placement of APHG at the freshman level has created controversy in District #214
among teachers and parents who question the validity of providing a college course to freshmen
in high school. When examining the data for the District in general, and most schools in most
years specifically, students have consistently outperformed the national averages in APHG (Roth
2010). Placing the APHG course during a student’s freshman year does not inhibit their
performance when compared with national results and leads to additional benefits as outlined in
this research. Further research would need to be conducted to differentiate the results of students
at each grade level to see the differences in mean scores and “success rate” of scoring a “3” or
22
higher. An intuitive conclusion would be that students perform better during their senior year
because of a variety of factors such as maturity, previous AP participation, more developed study
skills, etc. However, considering the additional benefits outlined in this research, a serious study
would need to be performed to determine the benefits and hindrances of the placement of APHG.
The District’s desire to use EXPLORE reading scores as a primary determination in a
student’s participation in APHG during their freshman year is of critical importance when
comparing data results about the rationale for placing the course first in the social science
sequence. The relative bump in student performance during their sophomore year could be
random if identified in any one year; however, consistently improved performance across years
and schools leads to the reasonable conclusion that APHG has an impact beyond the immediate
instruction of the course. The results from the four schools in the District that had results in
2010 illustrate the higher scores received by students who did and did not take APHG (Appendix
B). When used in conjunction with statistical analyses involving f-tests and t-tests, it is apparent
that APHG has a positive impact on student achievement on the AP World History exam
regardless of EXPLORE score. Additionally, when considering such comments from Elk Grove
High School students as “AP Human Geography really prepared me for the rigor of AP World
History,” and “I really learned time management skills. And I couldn’t do what I always did in
junior high!” it is apparent that there is a change in the way students approach the process of
performing in school (Appendix D). Advanced Placement Human Geography raises the
expectations and redefines the notion of high-quality performance.
While the use of EXPLORE reading scores is of critical importance for placement into
APHG, the results garnered from taking the AP test need to be examined from a variety of
angles. The District has seen males outperform their female counterparts on the AP test over the
23
last year by a mean score of 3.49 for males and a 3.36 for females (Appendix A). Additionally,
white/non-Hispanic students outperform their white/Hispanic student counterparts by a score of
3.43 to 3.25 (Appendix A). When examining the scores at individual schools, the trend remains
consistent. Qualitative data from student surveys does not shed any light as to the reason why
male and white/non-Hispanic students perform at a higher level. Further examination of both
female student performance and white/Hispanic student performance would be critical in
explaining the reasons for their lower performances when compared with their peers.
The qualitative research supports a shift in the efficacy experienced by students who
participate in an AP class as an underclassmen. Sifting through the surveys resulted in some
common themes among students. Students experienced an increase in rigor and subsequent
expectation in the quality of work that needed to be produced (Appendix D). While students felt
the transition was somewhat difficult (a 6.87/10 on the survey) from middle school to high
school, there was an overwhelming feeling that the experience was positive (8.18/10) and will
likely prepare them for the challenges that other AP classes offer (Table 3). The observation
among freshmen APHG students was substantiated by AP World History students who saw an
increase in their AP test scores and an acknowledgement that APHG assisted in their preparation
from the beginning of the year. One student noted, “while AP Human Geography was not a
perfect match for AP World History, it taught me all of the necessary skills to be successful
starting from the beginning of the year. This no doubt helped in my performance.” Along this
line, benefits for APHG and AP World History students included learning how to study,
increasing vocabulary acquisition, acquiring time management skills, applying theoretical
frameworks to the real world and managing the multiple-choice portion of the exam (Appendix
D). Students identified numerous ways that APHG aided their educational pursuits which is
24
important for two reasons: 1) the items identified are critical for academic success and 2) the
students recognize the value-added by taking APHG as a freshman despite the difficulty of the
course coming immediately after middle school.
As schools struggle to implement geographic education at the high school level, it is
important to note that the existence of APHG in District #214 created a district-wide mandate
that all schools must develop a general education and skills-level track that mimics the AP
course. In turn, the District went from offering approximately 400 students across the District a
geography course to the majority of its approximately 3,000 freshman students. As the District
looked to fulfill its mandate outlined in its third goal geared toward AP participation and success,
it looked to mirror its general education and skills-level classes with its AP counterparts; thus,
the creation of Human Geography courses in the District, albeit taught thematically, was
developed and implemented. The benefit for the District has been an increase in the number of
students taking subsequent AP tests; the benefit for the student is, if consistent with these results,
an increase in their own performance over subsequent social science AP tests.
One component that remains unanswered is why students in higher EXPLORE reading
bands opt out of participating in the examination or class for APHG. The research supports the
statement that students who take APHG perform at a higher level than students who do not take
APHG, regardless of their EXPLORE reading band. Theories abound on the topic:
socioeconomic status, race, parental educational attainment, belief in competency, future goals,
home pressures, etc. Further research in this realm could provide greater clarity on why students
who have been identified as academically competent choose to not participate in APHG or in the
APHG examination. Further inquiry could examine the role of teachers prior to and within the
APHG course and their impact on student performance.
25
The limitations within this research are worth addressing. The data compiled from
District #214 exists for the last five years. Schools such as Hersey and Buffalo Grove have
research over those five years while schools such as Elk Grove and Prospect have only one year
of data and Wheeling and Rolling Meadows have zero years of research. The lack of data
overall and within any one year allow for small sample sizes that impact results and create
anomalies. Along these lines, each school within the District experiences a different studentbody with different feeder schools and thus causes a difference in skill sets as students enter high
school. Schools such as Rolling Meadows and Wheeling share similar characteristics in terms of
socioeconomic status, race, parental degree attainment, etc. to Elk Grove, for instance, yet their
lack of data causes difficulty in comparing “like” schools.
Additional limitations to the research are the use of AP test scores as the sole source of
analysis. Many factors can contribute to student test performance on any given day. While the
course grade reflects student achievement over the course of several months, the three hour AP
test reflects knowledge under time constraints and limited questioning. Students who experience
test anxiety, eat an improper diet, are dealing with personal issues or experience inadequate
sleep, etc. on the days leading up to the test or before the test can suffer results that do not
accurately reflect their knowledge gained. Other factors such as travel history, parental
educational attainment or poverty, to name a few, could adversely impact student performance in
the course and/or on the AP test. Finally, when comparing APHG scores with AP World History
scores, some students who performed worse on the APHG test have been removed from the
sample thus restricting a truly “apples-to-apples” comparison. While looking at “like” students
who saw their AP World History test score, increase, decrease or remain the same who also took
26
the APHG exam was an attempt to address this issue, it clearly fails to address the reasons why
certain students drop out of the course or do not take the AP World History examination.
In addition to the aforementioned areas where further research could be beneficial, there
is additional areas where further research would be appropriate. The research currently examines
the impact of APHG on AP World History. Expanding the research to include all social sciences
may shed further light on the long-range impact of APHG. Also, examining the impact of
poverty on results would be especially important for schools that experience higher rates of
poverty. Using free and reduced lunch as a measurement for poverty, schools could use the
information to identify areas of strength and areas of improvement. Since this research focused
only on District #214 schools, further research could compare “like” schools across the country
so that student bodies are more similar. Additionally, research could look at comparing scores of
students at each level (freshman, sophomore, junior, senior) to see the impact of APHG as a
freshman-level course.
While limitations to the research are noteworthy, limitations as recognized by AP World
History students may help to provide for additional avenues of inquiry. As recognized by the
students, APHG provides help in a variety of ways but fails to address the writing needs
experienced in the AP World History curriculum. The movement from Free Response Questions
in APHG to stylized essay questions in AP World History is clearly problematic for students and
a source of tremendous difference between the courses. Considering these differences, APHG
does not seem to adequately prepare students for writing beyond the curriculum. Further
examination of this writing piece could allow for higher student achievement in APHG and the
structures necessary to have long-term writing growth as a result of taking the course.
27
The conclusions generated from this research are positive overall. District #214 has seen
an increase in AP enrollment and AP test scores since it implemented APHG. Students feel
more prepared to tackle the rigors of AP World History as a result of taking APHG. Students
who read at the same level and have taken APHG perform at a higher level on their AP World
History exam than their counterparts who did not take APHG. The evidence suggests that taking
APHG as a freshman provides a skill-set, mind-set and experience that leads to long-term
educational growth as measured by student achievement and attitude.
28
Appendix A
Data-Analysis
AP Human Geography and AP World History Data Based on AP Test Scores, Gender, Ethnicity and Same Student Comparisons
29
AP Human Geography and AP World History Data Based on AP Test Scores, Gender, Ethnicity and Same Student Comparisons
30
AP Human Geography and AP World History Data Based on AP Test Scores, Gender, Ethnicity and Same Student Comparisons
31
AP Human Geography and AP World History Data Based on AP Test Scores, Gender, Ethnicity and Same Student Comparisons
32
AP World History Test Performance Based On EXPLORE Reading Scores and AP Human Geography Participation
33
AP World History Test Performance Based On EXPLORE Reading Scores and AP Human Geography Participation
34
AP World History Test Performance Based On EXPLORE Reading Scores and AP Human Geography Participation
35
Appendix B
Data-Graphs
36
Appendix C
Student Questionnaires
37
APHG
May 23, 2011
Post Exam evaluation
Name (optional):
Please answer the following questions truthfully and honestly, elaborating on details wherever possible. Don’t
worry about hurting my feelings! Your responses to these questions will help me greatly in preparing future
students for the APHG exam.
Thank you!
Please use a sheet of lined paper if you need additional space.
On a scale of 1-10, with 1 being the worst and 10 being the best, how would you rate the following?
1. Preparedness for the multiple-choice portion of the exam?
1
2
3
4 5
6
7
8 9
10
2. Preparedness for the free response portion of the exam?
1
2
3
4 5
6
7
8 9
10
3. Quality of the review sessions?
1
2
3
4 5
6
7
8 9
10
4. Quality of the instruction during the year?
1
2
3
4 5
6
7
8 9
10
5. Transition from middle school to college-level work?
1
2
3
4 5
6
7
8 9
10
Open-ended questions.
6.
Based on the multiple-choice questions on this year’s APHG exam, do you feel that you were adequately
prepared to be successful? Explain ways in which you were or were not prepared.
7. Based on the FRQ questions on this year’s APHG exam, do you feel that you were adequately prepared to be
successful? Explain ways in which you were or were not prepared.
38
8. How do you feel about your out of class review for the exam? Are there anything suggestions you have with
regard to how I approached this process with you? Are there suggestions you would give future APG students to
be more successful? More time, less, etc….
9. On a scale of 1-5, how do you feel you scored on this exam?
1
2
3
4
5
Did not take
Briefly explain why you feel this way.
10. In retrospect, are you happy that that you decided to enroll in APHG? Briefly explain.
11. Looking ahead, do you feel like you are prepared for the challenges of future AP course at Elk Grove High School
(such as AP World History)? Please explain ways in which you feel prepared/unprepared.
12. Looking forward, do you feel that being a student in APHG will make you a better college student as well as
having a better understanding of how the world works? Please explain.
39
AP World History
May 23, 2011
Post Exam evaluation
Name (optional):
Please answer the following questions truthfully and honestly, elaborating on details wherever possible. Don’t
worry about hurting my feelings! Your responses to these questions will help me greatly in preparing future
students for the transition between APHG and AP World History.
Thank you!
Please use a sheet of lined paper if you need additional space.
On a scale of 1-10, with 1 being the worst and 10 being the best, how would you rate the following?
1. How prepared did you feel before taking the AP Human Geography test last year?
1
2
3
4 5
6
7
8 9
10
2. How prepared did you feel before taking the AP World History test this year?
1
2
3
4 5
6
7
8 9
10
4. What score did you achieve on the AP Human Geography exam?
1
2
3
4
5
Did not take
5. What score do you predict you will receive on the AP World exam?
1
2
3
4
5
Did not take
3. If the numbers are different, briefly explain what accounts for the difference.
6. When comparing the multiple-choice sections, how much did APHG help in terms of preparing you for the difficulty
of the questions in AP World History?
7. When comparing the writing sections, how much did APHG help in terms of preparing you for the difficulty of the
writing in AP World History?
40
8. In what areas did APHG help in preparing you for AP World History?
9. In what areas did APHG inadequately prepare you for AP World History?
10. Do you feel that taking an AP course as a freshman was beneficial in your academic performance in other
areas at Elk Grove High School? Briefly explain the ways in which it helped.
If you did not take AP Human Geography last year, please complete the questions below.
11. If you did not take APHG last year, how did regular Human Geography prepare you for AP World History?
12. If you did not take APHG last year, how did regular Human Geography not prepare you for AP World
History?
41
Appendix D
Student Questionnaires: Selected Comments
AP Human Geography
10. In retrospect, are you happy that that you decided to enroll in APHG? Briefly explain.
“Yes, it was a challenging, yet helpful experience. It has prepared me well for future AP classes.”
“We got to explore topics more in depth. We move at a perfect pace, where some of my classes move too
slow. People were serious about learning.”
“I’ll be disappointed if I can’t use it as college credit but I got more than just knowledge out of this
course.”
“I think enrolling in this course was the best part of freshman year.”
“I think the experience gave me an opportunity to see how real college classes would be like. Such as the
pressure and work involved.”
“Preparing for the exam helped my study skills.”
“Yes because I now realize how little work some other classes require and how achieving more can be
successful.”
“It was more of a challenge (which I liked).”
11. Looking ahead, do you feel like you are prepared for the challenges of future AP course at Elk
Grove High School (such as AP World History)? Please explain ways in which you feel
prepared/unprepared.
“Taking the APHG test has helped me understand what I should be studying and how to do it in the
future.”
“I know what to expect now, so I believe I’ll do just as well or better because I have had the exposure of
an AP class.”
“I think this class has prepared me for all the future work, reading and notes to come.”
“I know how much more you have to put in to it and what’s expected.”
“I feel like I am used to the workload and can be successful.”
“The class showed me that I need to put in some extra effort to be successful.”
“Yes because now I know what you have to do to be successful in AP (I know what to expect).”
“I now see how much work I had to put in to get a good grade.”
42
12. Looking forward, do you feel that being a student in APHG will make you a better college
student as well as having a better understanding of how the world works? Please explain.
“Yes, because I know what is required & am used to the things we need to do.”
“I know what to expect now that I have taken this class. I am more prepared now than last year
for sure.”
“This has helped me to budget my time a lot better.”
“The material I learned in this class made me more aware of the culture and geography of the
world.”
“Yes because it prepared me for the difficulty and also the work load and work ethic.”
“The amount of work & studying gave me a good perspective.”
AP World History
6. When comparing the multiple-choice sections, how much did APHG help in terms of
preparing you for the difficulty of the questions in AP World History?
“APHG multiple choice was difficult; I would argue more difficult than AP World. The
difficulty of APHG helped me to know how typical AP questions are asked and how to look for
key words within the question.”
“It helped with the narrowing down of the answers and crossing off wrong ones and stuff like
that. It did also help with the realization of actually how specific the multiple choice questions
really are.”
“The test taking style was similar to the structure of both exams.”
“It helped me understand that the questions aren’t just based on facts, they want to know if you
know why everything happened.”
“It helped me understand that I needed to use outside context for each question to relate it to the
answers.”
8. In what areas did APHG help in preparing you for AP World History?
The intensely difficult tests and rigorous course helped to se the stage for APWH. APHG gives
you the foundation for APWH and ultimately all other AP classes as well.”
“AP Human Geography really prepared me for the rigor of AP World History.”
“It helped with seeing how much homework there would be, the expectations of you with your
work and your expected responsibility level.”
43
“Vocab terms, test taking style, layout of countries and landforms and social ideologies.”
“The workload from APHG was still applicable in World History, possibly even more.”
“Covering the vast content.”
10. Do you feel that taking an AP course as a freshman was beneficial in your academic
performance in other areas at Elk Grove High School? Briefly explain the ways in which it
helped.
“I really learned time management skills. And I couldn’t do what I always did in junior high!”
“Yes, APHG gives you a taste of what other AP classes will be like. It is like a transitionary step
that prepares you for the next level (APWH).”
“I do believe the experience will definitely benefit me as a preparation for college”
“Yes, I would say it has helped me in reading and writing due to being exposed to sophisticated
ideas.”
“It did give me an academic advantage because I was expecting the same level of classwork in
all classes.”
“Yes! The reading helped a lot! Analyzing text and drawing simple conclusions.”
“Yes. Taking a rigorous course early on prepared me and helped prioritize my other classes.”
44
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