Mary Nguyen Summer Undergraduate Research Program The University of Virginia July 25, 2009

1. The AP Challenge: Student Self-Perceptions after the Initial Stages of an Intervention Program at the University of Virginia Mary NguyenSummer Undergraduate Research ProgramThe University of Virginia July 25, 2009

2. Background • Problem: Under-representation of minority students among the highest-achieving students But ACCESSACADEMIC IMPROVEMENT • Increased AP enrollment decreased exam scores (College Board, 2007)

3. Preliminary Solutions • Affirmative development of students’ intellective competence (National Study Group for the Affirmative Development of Academic Ability, 2004). • Requires access to educational interventions at various levels: the classroom, school, and community • How? • Teaching and instruction in the classroom • Trusting relationships in the school • Supports for pro-academic behavior in the school and community

4. The AP Challenge Program • Large-scale mock-up of the successful “AP Network” at Wakefield High School in Arlington, VA • Partnership with the Virginia Beach Public Schools • Five Prongs • Support Structure Provisions for Students • UVA Summer Prep Program • Achievement Seminars with Counselors • AP Challenge Community Website • Teacher Training • AP Curriculum Development • School Counselor Training • Engaged Academic Community

5. Research Questions • What are students’ self-perceptions like after their week-long summer prep program at U.Va.? • How are students’ intensity of attitudes, centrality of belief, and committed action related? • Why? • Attributional ambiguity & stereotype threat • Increased likelihood of prejudicial treatment as performance increases (National Study Group for the Affirmative Development of Academic Ability, 2004).

6. Methodology • Created a new survey instrument with some questions incorporated from Borman, G.D., Stringfield, S., & Rachuba, L. (1998). • Why? • Flexibility of question format • Measure changes in self-perceptions reliably • Study correlations between variables with multiple question items

7. Intensity & Centrality of Beliefs

9. Committed Action

10. Conclusions and Further Research • The data does not suggest a strong relationship between the strength, or presence, of a belief and its centrality • This relationship will vary among individual students • The committed action measures appear promising • Further Research Questions • Gender differences between students’ motivations and levels of determination • A qualitative study of students’ responses to meaningful and meaningless homework assignments

11. References • College Board. (2006). National Summary Report 2005. Retrieved July 21, 2009, from http://www.collegeboard.com/student/testing/ap/exgrdum/2005.html • National Study Group for the Affirmative Development of Academic Ability. (2004). All students reaching the top: Strategies for closing academic achievement gaps. Illinois: Learning Point Associates. • Borman, G. D., Stringfield, S., & Rachuba, L. (1998). Advancing minority high achievement: National trends and promising programs and practices. New York: College Board.