The Effect of AP Teacher Training on Student AP Exam Scores

Abstract

The purpose of this research was to explore which teacher factors affect high school science students’ performance on Advanced Placement (AP) exams. The primary research question was whether students of teachers participating in College Board AP training showed significantly higher performance on AP exams than students of AP teachers with alternative professional development participation. Additional teacher factors including years of service, original certification area, and education level were determined. The study was conducted through surveys of AP science teachers in Texas and Minnesota, two states that do not require AP teachers to participate in AP professional development through the College Board. The effects of teacher professional development and additional teacher factors on student AP scores will be presented.