American International Journal of Social Science

Investigating Advanced Placement Performance Gaps in the Social Sciences
Susan Watson

Abstract
This study identifies performance gaps in the Social Sciences Advanced Placement examinations based on student characteristics and high school campus environment. Data from over 13,000 exams were gathered from economically and ethnically diverse high schools to analyze discrepancies between passing rates using analysis of variance and post-hoc testing. Social Sciences examinations had the most participation of any academic category, but the least success in performance. Campus environment was determined to be the key indicator in student success, while gender, whether a student lives with both parents, and ethnicity also played a role in passing rates. Within the Social Sciences, Macroeconomics had the most performance gaps, while subjects like Psychology and Human Geography showed no significant differences in passing rates. Identifying performance gaps on subject-specific exams can aid in student preparation and provide insight into targeted intervention programs to close the college credit gap in the Social Sciences.

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