Exploring the Relationship Between Dual Credit and Advanced Placement Enrollment on SAT Scores at a College and Career Magnet High School in North Texas
Abstract
The purpose of this quantitative record of study was to explore the relationship
between performance on EBRW scores on the SAT and participation in dual credit,
advanced placement, or on-level junior English coursework. In addition, the relationship
between participation in a collegiate academy magnet program and SAT performance
was also of interest as pertaining to enrollment in advanced placement or dual credit
courses. A quantitative approach was selected for this study as it involved collecting
quantitative data in the form of student PSAT EBRW and SAT EBRW scores obtained
from the local school district. The participants in this study consisted of 474 students
who were enrolled in a junior level English course at the research site and were
administered the PSAT on October 15, 2015, and the SAT on March 2, 2016. The SAT
EBRW scores were collected to determine whether the independent variable related to
the dependent variable. PSAT EBRW scores were used as a control for student ELAR
performance at the beginning of their junior year.
An in-depth ANCOVA data analysis and one-sample t-test were utilized to
explain the quantitative results. The ANCOVA inferential statistical tests indicated that
statistically significant differences existed between SAT scores of students based on
English course enrollment, magnet program participation, and race/ethnicity, although
effect size were small in all cases. Students enrolled in dual credit junior level English
scores do not exceed the average performance of college-bound students as evidenced by the results of the one-sample t-test.
Subject
Dual CreditSAT
Evidence Based Reading and Writing
Advanced Placement
College and Career Readiness
Citation
Staats, Tiffany Glenda (2017). Exploring the Relationship Between Dual Credit and Advanced Placement Enrollment on SAT Scores at a College and Career Magnet High School in North Texas. Doctoral dissertation, Texas A & M University. Available electronically from https : / /hdl .handle .net /1969 .1 /165832.