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Direct linkKai Zhuang Shum; Shannon M. Suldo; Jon Lee; John Ferron; Elizabeth Shaunessy-Dedrick; Robert Dedrick – School Mental Health, 2024
High school students in accelerated curricula tend to report higher level of perceived stress compared to general education students, but often receive limited school support (Conger et al., 2021). This study explored student experiences of a targeted intervention using Motivational Interviewing (Motivation, Assessment, and Planning; MAP) compared…
Descriptors: Motivation Techniques, Interviews, Acceleration (Education), Planning
Download full textTennessee Department of Education, 2024
In the 2021 legislative session, the Tennessee General Assembly enacted Chapter 170 of the Public Acts of 2021 (PC170, now codified as T.C.A. § 49-6-1012), which requires all Tennessee local education agencies (LEAs) and public charter schools to adopt an academic acceleration policy for grades 7-12 and establish criteria for student enrollment in…
Descriptors: Acceleration (Education), Advanced Courses, School Policy, Board of Education Policy
Marisol J. C. Kevelson; Catherine M. Millett; Carly Slutzky; Stephanie R. Saunders – ETS Research Report Series, 2023
This study explores the extent to which student, family, peer, and school factors predict (a) whether students take "Advanced Placement®" ("AP®") courses, International Baccalaureate (IB) courses, and dual enrollment courses and (b) in models limited to course takers, how many courses they completed. Our findings, based on a…
Descriptors: Equal Education, Dual Enrollment, College Preparation, High School Students
Tennessee Department of Education, 2023
In the 2021 legislative session, the Tennessee General Assembly enacted Chapter 170 of the Public Acts of 2021 (PC170, now codified as T.C.A. § 49-6-1012), which requires all Tennessee local education agencies (LEAs) and public charter schools to adopt an academic acceleration policy for grades 7-12 and establish criteria for student enrollment in…
Descriptors: Acceleration (Education), Advanced Courses, School Policy, Board of Education Policy
LeBeau, Brandon; Assouline, Susan G.; Lupkowski-Shoplik, Ann; Mahatmya, Duhita – Roeper Review, 2020
Although recognized as a highly effective subject-acceleration intervention, accessibility of Advanced Placement (AP) coursework is not equally available to all students. This lack of access may contribute to documented disparities in AP participation between rural schools and their urban and suburban counterparts. The current study explores the…
Descriptors: Advanced Placement Programs, Acceleration (Education), Access to Education, Equal Education
Elizabeth Shaunessy-Dedrick; Shannon M. Suldo; Lindsey O'Brennan; Robert Dedrick; Janise Parker; John Ferron; Letty DiLeo – Journal for the Education of the Gifted, 2022
Students report experiencing elevated levels of academic stress while in Advanced Placement (AP) and International Baccalaureate Diploma (IBD) classes. In response, we developed a classwide, preventative coping and connectedness curriculum, which consists of 12 50-minute modules for 9th-grade students enrolled in accelerated coursework. In this…
Descriptors: Coping, Acceleration (Education), Prevention, Stress Variables
Taylor, Jason L.; Yan, Rui – Education Policy Analysis Archives, 2018
Accelerated programs (concurrent enrollment and Advanced Placement) are expanding across the US, yet there is little evidence on the relationships between participation in different accelerated programs, standards-based concurrent enrollment programs (e.g., accredited programs), and educational outcomes. This study used data from a cohort of…
Descriptors: Advanced Placement Programs, Dual Enrollment, Acceleration (Education), Outcomes of Education
Houston Independent School District, 2021
As part of the program evaluation under the newly revised "Texas State Plan for the Education of Gifted/Talented Students" (Texas Education Agency, 2019), the Department of Research and Accountability conducted surveys of students, teachers, and parents to establish a baseline about perceptions of the G/T Program and collect formative…
Descriptors: Academically Gifted, Talent, Gifted Education, School Districts
Latino, Christian A.; Stegmann, Gabriela; Radunzel, Justine; Way, Jason D.; Sanchez, Edgar; Casillas, Alex – Journal of College Student Retention: Research, Theory & Practice, 2020
Hispanic students are the most likely out of all racial or ethnic groups to be first-generation college students (FGCS). Hispanic FGCS have been shown to be the least likely to persist out of all racial or ethnic backgrounds. However, there is little literature on this population. To address this, the present study investigated the association of…
Descriptors: Achievement Gap, College Freshmen, First Generation College Students, Hispanic American Students
Suldo, Shannon M.; Storey, Elizabeth D.; O'Brennan, Lindsey M.; Shaunessy-Dedrick, Elizabeth; Ferron, John M.; Dedrick, Robert F.; Parker, Janise S. – School Mental Health, 2019
High school freshmen in accelerated courses have known risk and resiliency factors that should be considered within systematic efforts to monitor and promote student academic and emotional well-being. This study created and evaluated a multi-method approach to identify students in Advanced Placement (AP) or International Baccalaureate (IB) courses…
Descriptors: Screening Tests, Identification, At Risk Students, High School Freshmen
Suldo, Shannon M.; Storey, Elizabeth; O'Brennan, Lindsey M.; Shaunessy-Dedrick, Elizabeth; Ferron, John M.; Dedrick, Robert F.; Parker, Janise – Grantee Submission, 2019
High school freshmen in accelerated courses have known risk and resiliency factors that should be considered within systematic efforts to monitor and promote student academic and emotional well-being. This study created and evaluated a multi-method approach to identify students in Advanced Placement (AP) or International Baccalaureate (IB) courses…
Descriptors: Screening Tests, Identification, At Risk Students, High School Freshmen
O'Brennan, Lindsey M.; Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth; Dedrick, Robert F.; Parker, Janise S.; Lee, Jon S.; Ferron, John M.; Hanks, Camille – Gifted Child Quarterly, 2020
High school students in accelerated classes face heightened school-related stressors but have access to few specialized supports. This article describes the development and initial application of the Motivation, Assessment, and Planning (MAP) intervention, developed to meet the needs of freshmen in Advanced Placement (AP) and International…
Descriptors: Stress Variables, Stress Management, Acceleration (Education), Intervention
O'Brennan, Lindsey; Suldo, Shannon; Shaunessy-Dedrick, Elizabeth; Dedrick, Robert; Parker, Janise; Lee, Jon; Ferron, John; Hanks, Camille – Grantee Submission, 2020
High school students in accelerated classes face heightened school-related stressors but have access to few specialized supports. This article describes the development and initial application of the Motivation, Assessment, and Planning (MAP) intervention, developed to meet the needs of freshmen in Advanced Placement (AP) and International…
Descriptors: Stress Variables, Stress Management, Acceleration (Education), Intervention
Suldo, Shannon M.; Hearon, Brittany V.; Shaunessy-Dedrick, Elizabeth – Grantee Submission, 2018
In this chapter, we focus on research that is most pertinent to gifted education. We begin with an overview of the constructs (organized within the three original pillars of positive psychology) relevant to youth, education, and gifted education. First, we offer a working definition of giftedness and gifted education. [This paper was published in:…
Descriptors: Mental Health, Psychology, Definitions, Educational Practices
Shields, Katherine A.; Bailey, Jessica; Hanita, Makoto; Zhang, Xinxin – Regional Educational Laboratory Northeast & Islands, 2021
This study examined participation in accelerated college credit programs dual enrollment, concurrent enrollment, and Advanced Placement courses in Rhode Island high schools to understand their effects on educational attainment in the 2013/14 grade 9 cohort. The state, which has funded and promoted these opportunities for students to earn college…
Descriptors: Acceleration (Education), Dual Enrollment, Advanced Placement Programs, High School Students
