Date of Award
Summer 8-11-2020
Degree Type
Dissertation
Degree Name
Master of Education (MEd)
Department
Middle and Secondary Education
First Advisor
Dr. Pier Junor Clarke
Second Advisor
Dr. Christine Thomas
Third Advisor
Dr. Robert Hendrick
Abstract
College Board implemented a new Advanced Placement Registration Process (APRP) for the 2019-2020 school year. In this study, I argued that the change in the APRP would affect African American student's motivation to participate in mathematics AP exams more disproportionately than other racial groups due to earlier registration and mandatory fees if students change their minds. This quantitative study was grounded in Self-Determination Theory to examine if the APRP affects African American students' feeling of autonomy, competency in their mathematics AP course, and overall intrinsic motivation to register for a mathematics AP exam. The data collected from the survey were analyzed using a one-way ANOVA test, which identified that students who registered for an AP mathematics exam had a stronger sense of vii competence versus students that did not register for the exam. The findings from this study suggest that while the College Board may be continuing to try to increase AP access to African American students, there needs to be a review of their new AP Registration Process and how it could disincentivize African American students to register for an AP mathematics exam.
Recommended Citation
Williams, Corey, "The Relationship Between the College Board AP Exam Registration Process and African- American Students' Mathematics AP Exam Participation Rates." Dissertation, Georgia State University, 2020.
doi: https://doi.org/10.57709/18768215
DOI
https://doi.org/10.57709/18768215
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