Should a High School Adopt Advanced Placement or a Concurrent Enrollment Program? An Expected Benefit Approach

Donald Dutkowsky (), Jerry M. Evensky () and Gerald S. Edmonds ()
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Jerry M. Evensky: Maxwell School of Citizenship and Public Affairs, Syracuse University
Gerald S. Edmonds: Project Advance, Syracuse University

Education Finance and Policy, 2009, vol. 4, issue 3, 263-277

Abstract: This article provides an explicit framework for evaluating the expected benefit to college-bound students of courses offered by Advanced Placement (AP) versus concurrent enrollment programs (CEP). District personnel can use it to assess the relative merits of these programs, given the characteristics of their students, in deciding which model to implement or maintain. Simulations reveal that CEP generally provides a higher expected benefit for districts where students who take the course attend private colleges or universities (including public institutions out of state) and perform on the AP exam around national norms. AP favors high schools where students taking the course either face inexpensive costs for study at institutions of higher education or perform exceptionally well on the AP exam. Information from a sample of 240 colleges and universities reveals that few explicitly reject AP or CEP for credit if the student meets a minimum criterion, although more information is provided for AP. © 2009 American Education Finance Association

Keywords: advanced placement; concurrent enrollment; college-bound student programs (search for similar items in EconPapers)
JEL-codes: I20 I21 (search for similar items in EconPapers)
Date: 2009
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