This mixed-methods study focused on teachers’ beliefs about Advanced Placement (AP) equity and access policies within the ABC School District in Middle Georgia. The purpose of this study was to examine the relationship between the beliefs held by AP teachers regarding the implementation of equity and access policies and the extent to which these beliefs may have supported or hindered the execution of such policies and procedures. This research employed a mixed-methods design incorporating both quantitative and qualitative methods. The first phase involved an online survey of teachers and counselors in the ABC district in Middle Georgia. The second phase consisted of follow-up interviews that gathered additional data from selected AP teachers. Both the online survey and follow-up interviews were structured to collect data on the perceptions and practices of AP teachers regarding pre-screening AP students, promoting AP courses to students, and determining offerings for AP courses.
","abstract_html":"<p>This mixed-methods study focused on teachers’ beliefs about Advanced Placement (AP) equity and access policies within the ABC School District in Middle Georgia. The purpose of this study was to examine the relationship between the beliefs held by AP teachers regarding the implementation of equity and access policies and the extent to which these beliefs may have supported or hindered the execution of such policies and procedures. This research employed a mixed-methods design incorporating both quantitative and qualitative methods. The first phase involved an online survey of teachers and counselors in the ABC district in Middle Georgia. The second phase consisted of follow-up interviews that gathered additional data from selected AP teachers. Both the online survey and follow-up interviews were structured to collect data on the perceptions and practices of AP teachers regarding pre-screening AP students, promoting AP courses to students, and determining offerings for AP courses.</p>","abstract_has_math":false,"creators":["Keerthi, Hema"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Basil Conway","Dr. Jessica Banks","Dr. Kenneth S. Lawrence"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:44:41Z","subjects":["Mixed Methods","Teacher Perception","Advanced Placement","Racial Gap","Education","Educational Assessment, Evaluation, and Research"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/570","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Basil Conway","Dr. Jessica Banks","Dr. Kenneth S. Lawrence"]},{"key":"dc:creator","label":"Author","values":["Keerthi, Hema"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mixed Methods","Teacher Perception","Advanced Placement","Racial Gap","Education","Educational Assessment, Evaluation, and Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/570"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This mixed-methods study focused on teachers’ beliefs about Advanced Placement (AP) equity and access policies within the ABC School District in Middle Georgia. The purpose of this study was to examine the relationship between the beliefs held by AP teachers regarding the implementation of equity and access policies and the extent to which these beliefs may have supported or hindered the execution of such policies and procedures. This research employed a mixed-methods design incorporating both quantitative and qualitative methods. The first phase involved an online survey of teachers and counselors in the ABC district in Middle Georgia. The second phase consisted of follow-up interviews that gathered additional data from selected AP teachers. Both the online survey and follow-up interviews were structured to collect data on the perceptions and practices of AP teachers regarding pre-screening AP students, promoting AP courses to students, and determining offerings for AP courses.
"]},{"key":"dc:title","label":"Title","values":["Advanced Placement Classes and Its Racial Gap – Teachers’ Beliefs and Perceptions"]}]}],"canonical_facts":{"dc:contributor":["Dr. Basil Conway","Dr. Jessica Banks","Dr. Kenneth S. Lawrence"],"dc:creator":["Keerthi, Hema"],"dc:description.abstract":["This mixed-methods study focused on teachers’ beliefs about Advanced Placement (AP) equity and access policies within the ABC School District in Middle Georgia. The purpose of this study was to examine the relationship between the beliefs held by AP teachers regarding the implementation of equity and access policies and the extent to which these beliefs may have supported or hindered the execution of such policies and procedures. This research employed a mixed-methods design incorporating both quantitative and qualitative methods. The first phase involved an online survey of teachers and counselors in the ABC district in Middle Georgia. The second phase consisted of follow-up interviews that gathered additional data from selected AP teachers. Both the online survey and follow-up interviews were structured to collect data on the perceptions and practices of AP teachers regarding pre-screening AP students, promoting AP courses to students, and determining offerings for AP courses.
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