Published:
April 2024
Authors:
Nicole Mader
Mary Smith
Raven Powell
Analisa Pines
About the Brief
To inform how the state can continue to implement the AP Access for All program (APAA) at scale, TERA conducted a mixed-methods study exploring two main research questions:
- What practices APAA liaisons are using to recruit, enroll, and support students in APAA classes?
- What school-level factors are predictive of APAA enrollment and success?
This brief focuses on findings from the first research question.
Key Findings
- Most APAA liaisons reported that they use multiple methods to recruit students for APAA courses, but less than half reported intentional efforts to recruit students from underrepresented groups.
Liaisons reported using various APAA eligibility requirements and relying on informal assessments to gauge students’ fit for the program, such as one-on-one conversations with students prior to enrollment.
Liaisons indicated that student interest in dual enrollment is a barrier to recruiting students for APAA.
Across schools, liaisons reported that APAA students struggle with time management, the academic rigor of the courses, and learning asynchronously.
Many liaisons reported having a dedicated time and space for their APAA students to work on their courses, but they reported varying levels of supervision and study environment quality across schools.
Liaisons generally reported that they feel supported by their administrators. However, they cited that it is difficult to manage the large workload of supporting students across different courses and, especially as a first-year liaison, the additional tasks specific to APAA.
Suggested Citation
Mader, M., Smith, M., Powell, R., & Pines, A. (2024). Supporting Online AP Learners: An Implementation Study of Tennessee's AP Access for All Program. Tennessee Education Research Alliance.