Ruth Kanfer: Difference between revisions

Another study conducted by Kanfer and colleagues focused on college achievement after completion of [[Advanced Placement]] (AP) exams. AP is a program administered by the [[College Board]] offering college level material in high schools and administering annual examinations to assess students' understanding of the material. Kanfer used a sample of 26,693 students who entered the Georgia Institute of Technology as first-year undergraduates over a ten-year period (1999-2009) to explore the numbers of AP exams taken and performance on the exams in relation to college academic performance, interest in STEM versus non STEM majors, and graduation rates. They obtained admissions records and college transcripts, and examined whether performance on AP exams correlated with success in college. Students with more AP course credits tended to complete fewer lower-level college courses and more higher-level courses than students without AP credit. These students completed college coursework in fewer semesters and had a higher graduation rate. They found students to have more interest in choosing a STEM major if they had received credit for AP Calculus and completed of three or more AP exams in STEM areas. Kanfer and colleagues recommended that admissions committees should consider the actual AP exam performance data instead of just the AP enrollment data as predictors of college academic performance.<ref>{{cite web|last1=Kanfer|first1=Ruth|last2=Ackerman|first2=Phillip|last3=Cadlerwood|first3=Charles|title=Teachers College Record|url=http://www.tcrecord.org/library|website=www.tcrecord.org}}</ref>

 

* Kanfer, R., & Ackerman, P. L. (2004). Aging, adult development, and work motivation. ''Academy of Management Review, 29''(3), 440-458.

 

==References==