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.

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