Ackerman, P. L., Kanfer, R., & Calderwood, C. (2013). High school advanced placement and student performance in college: STEM majors, non-STEM majors, and gender differences. Teachers College Record, 115(10): 1–43.
Adelman, C. (1999). Answers in the tool box: Academic intensity, attendance patterns, and bachelor's degree attainment. http://www.ed.gov/pubs/Toolbox/toolbox.html
Bahar A. (2013). The influence of cognitive abilities on mathematical problem solving performance (Doctoral dissertation, University of Arizona). http://arizona.openrepository.com/arizona/handle/10150/293594
Bahar, A. K., & Maker, C. J. (2011). Exploring the relationship between mathematical creativity and mathematical achievement. Asia-Pacific Journal of Gifted and Talented Education, 3(1), 33–48.
Bahar, A., & Adiguzel, T. (2016). Analysis of factors influencing interest in STEM career: Comparison between high ability and motivated American and Turkish high school students. Journal of STEM Education, 17, 64–69.
Bahar, A., & Maker, C. (2015). Cognitive backgrounds of problem solving: A comparison of open-ended vs. closed mathematics problems. Eurasia Journal of Mathematics, Science & Technology Education, 11 (6): 1531–1546. https://doi.org/10.12973/eurasia.2015.1410a
Bahar, A., & Maker, C. (2020). Culturally responsive assessments of mathematical skills and abilities: Development, field testing, and implementation. Journal of Advanced Academics, 31(3): 211–233. https://doi.org/10.1177/1932202X20906130
Bahar, A. K. (2021a). Trends in gender disparities among high-achieving students in Mathematics: An analysis of the American Mathematics Competition (AMC). Gifted Child Quarterly, 65(2): 167–184. https://doi.org/10.1177/0016986220960453
Bahar, A. K. (2021b). Will we ever close the gender gap among top mathematics achievers? Analysis of recent trends by race in Advanced Placement (AP) Exams. Journal for the Education of the Gifted, 44(4): 331-365. https://doi.org/10.1177/01623532211044540
Bahar, A., & Maker, C., & Scherbakova, A. (2021). The role of teachers' implementation of the Real Engagement in Active Problem Solving (REAPS) model in developing creative problem solving in mathematics. Australasian Journal of Gifted Education, 30(2): 26-39. https://search.informit.org/doi/10.3316/informit.134990209201977
Bahar, A. K., Kaya, E., & Zhang, X. (2022). Gender Disparities in AP Computer Science Exams: Analysis of Trends in Participation and top Achievement. Journal of Advanced Academics, 33(4), 574–603. https://doi.org/10.1177/1932202X221119499
Bahar, K., Kaya, E., Zhang, X., & Mjavanadze, E. (2023). Quo Vadis Racial Disparities? Trend Analysis of the Participation and Top Achievement in Advanced Placement Computer Science Exams. Journal of Advanced Academics, 34(3-4), 240-270. https://doi.org/10.1177/1932202X231218487
Bahar, A. K. (2022). Girls still fall behind boys in top scores for AP math exams. The Conversation. https://theconversation.com/girls-still-fall-behind-boys-in-top-scores-for-ap-math-exams-174192
Ball, D. L., Ferrini-Mundy, J., Kilpatrick, J., Milgram, R., Schmid, W., Schaar, R. (2005). Reaching for common ground in K-12 mathematics education. Notices of American Mathematical Society, 52(9): 1055-1058.
Battey, D. (2013), Access to Mathematics: “A Possessive Investment in Whiteness”, Curriculum Inquiry, 43:3, 332-359, DOI: 10.1111/curi.12015
Benbow, C. P. & Stanley, J. (1980). Sex differences in mathematical ability: Facts or Artifact? Science, 210(12): 1262-1264. http://doi.org/10.1126/science.7434028
Benbow, C. P., & Stanley, J. (1983). Sex differences in mathematical reasoning ability: More facts. Science, 222(4627) 1029–1031. https://doi.org/10.1126/science.6648516
Berends, M. (2005). Examining gaps in mathematics achievement among racial-ethnic groups, 1972-1992. RAND Corp.
Breyer, A. (2021). Understanding the lived experiences of Latina AP mathematics students: A narrative research study of one urban school (Doctoral dissertation). https://repository.library.northeastern.edu/files/neu:bz60qs297/fulltext.pdf
Bridgeman, B., Morgan, R. & Wang, M. (1996). Reliability of advanced placement examinations. ETS Research Report Series.
Bureau of Labor Statistics (2021). Why computer occupations are behind strong STEM employment growth in the 2019–29 decade. Beyond the Numbers: Employment & Unemployment, 10 (1). https://www.bls.gov/opub/btn/volume-10/why-computer-occupations-are-behind-strong-stem-employment-growth.htm
Ceci, S. J. & Williams, W. (2010). The mathematics of sex: How biology and society conspire to limit talented women and girls. Oxford University Press.
Center for Education and Civil Rights (2021). Segregation within Schools: Unequal Access to AP Courses by Race and Economic Status in Virginia. https://cecr.ed.psu.edu/sites/default/files/Segregation_within_Schools_Unequal_Access_Virginia_2021.pdf
Chatterji, R. (2021). Closing troubling racial gaps in advanced courses. FutureEd. https://www.future-ed.org/closing-troubling-racial-gaps-in-advanced-courses/
Cherkowski, G. (2019). Why Math and STEM Education is a Social Justice Issue. Getting Smart. https://www.gettingsmart.com/2019/06/03/why-math-and-stem-education-is-a-social-justice-issue/
Christiansen, D. (2009). The impact of Advanced Placement (AP) participation and success on school-wide student achievement. (Doctoral dissertation, University of Central Florida). https://stars.library.ucf.edu/cgi/viewcontent.cgi?article=4874&context=etd
College Board. (2019). Course and exam description: AP Calculus AB and AP Calculus BC, including the curriculum framework. https://apstudents.collegeboard.org/ap/pdf/ap-calculus-ab-bc-course-and-exam-description.pdf
College Board. (2020a). About AP Exams. https://apstudents.collegeboard.org/about-ap-exams
College Board. (2020b). National reports. https://research.collegeboard.org/
College Board. (2020c). AP Score Distributions. https://apstudents.collegeboard.org/about-ap-scores/score-distributions
College Board (2021). Federal Funding for AP Under ESSA. https://professionals.collegeboard.org/testing/states-local-governments/new-education-policies/essa-federal-funding-ap
Corporation for Supportive Housing (2021). Racial Disparities and Disproportionality Index. https://www.csh.org/supportive-housing-101/data/
Demaree, R. D. (2016). A quantitative analysis of the association between advanced placement access and equity at high schools in a Mid-Atlantic state. (Doctoral dissertation, George Washington University). Retrieved from https://pqdtopen.proquest.com/doc/1779524753.html?FMT=ABS
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
Ecker-Lyster, M. and Niileksela, C. (2017). Enhancing gifted education for underrepresented students: Promising recruitment and programming strategies. Journal for the Education of the Gifted, 40(1): 79-95.
Education Commission of the States (2021). Advanced Placement Policies: All State Profiles. https://ecs.secure.force.com/mbdata/mbprofallrt?Rep=APA16
Ellison, G., & Swanson, A. (2010). The gender gap in secondary school mathematics at high achievement levels: Evidence from the American mathematics competitions. The Journal of Economic Perspectives, 24(2), 109-128. http://doi.org/10.1257/jep.24.2.109
Finkelstein, N., Fong, A., Tiffany-Morales, J., Shields, P., & Huang, M. (2012). College Bound in Middle School & High School? How Math Course Sequences Matter. Center for the Future of Teaching and Learning at WestEd. https://files.eric.ed.gov/fulltext/ED538053.pdf
Ford, D. Y., Grantham, T.C., & Whiting, G. (2008). Culturally and Linguistically Diverse Students in Gifted Education: Recruitment and Retention Issues. Exceptional Children, 74(3): 289–306. https://doi.org/10.1177/001440290807400302
Ford, D.Y. 2013. Gifted under-representation and prejudice: Learning from Allport and Merton. Gifted Child Today, 36, 62-68.
Gagnon, D. J., & Mattingly, M. (2016). Advanced Placement and rural schools: Access, success, and exploring alternatives. Journal of Advanced Academics, 27, 266-284. https://doi.org/10.1177%2F1932202X16656390
Gentry, M., Gray, A., Whiting, G. W., Maeda, Y., & Pereira, N. (2019). Access denied/System failure: Gifted education in the United States: Laws, access, equity, and missingness across the country by locale, Title I school status, and race. Report Cards, Technical Report, and Website. Purdue University
Graefe, A. K., & Ritchotte, J. (2019). An Exploration of Factors That Predict Advanced Placement Exam Success for Gifted Hispanic Students. Journal of Advanced Academics, 30(4): 441–462. https://doi.org/10.1177/1932202X19853194
Hargrove, L., Godin, D. & Dodd, B. (2008). College outcomes comparisons by AP and non-AP high school experiences (College Board Research Report No. 2008-3). College Board.
Hertberg-Davis, H., Callahan, C. & Kyburg, R. (2006). Advanced Placement and International Baccalaureate programs: A “fit” for gifted learners? (RM06222). National Research Center on the Gifted and Talented.
Hertberg-Davis, H., & Callahan, C. (2008). Advanced Placement and International Baccalaureate programs. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp. 31–44). Prufrock Press.
Hirsch, R. M., Slack, J. & Smith, A. (1982). Techniques of trend analysis for monthly water quality data. Water Resources Research, 18(1), 107-121. https://doi.org/10.1029/WR018i001p00107
Hsin, A. & Xie. Y. (2014). Explaining Asian Americans’ academic advantage over Whites. Proceedings of the National Academy of science of the United States of America, 111(23), 8416-8421, https://doi.org/10.1073/pnas.1406402111
Hyde, J. S., Fennema, E. & Lamon, S. (1990). Gender difference in mathematical performance: A meta-analysis. Psychological Bulletin, 107(2), 139–155. https://doi.org/10.1037/0033-2909.107.2.139
Hyde, J. S., Lindberg, S., Linn, M. Ellis, A., & Williams, C. (2008). Gender similarities characterize math performance. Science, 321(5888), 494. https://doi.org/10.1126/science.1160364
Institute of Educational Sciences (2021). US Department of Education Principal Office Functional Statements. https://www2.ed.gov/about/offices/or/fs/ies/nces.html
Jaiswal, R.K., Lohani, A.K. & Tiwari, H.L. (2015). Statistical analysis for change detection and trend assessment in climatological parameters. Environ. Process. 2: 729–749. https://doi.org/10.1007/s40710-015-0105-3
Kendall, M. G. (1975). Rank correlation methods. Griffin.
Kettler, T., & Hurst, L. (2017). Advanced academic participation: A longitudinal analysis of ethnicity gaps in suburban schools. Journal for the Education of the Gifted, 40(1), 3–19. https://doi.org/10.1177/0162353216686217
Lee, J. (2012). College for all: Gaps between desirable and actual P–12 math achievement trajectories for college readiness. Educational Researcher, 41(2), 43-55. https://doi.org/10.3102/0013189X11432746
Leyva, L. A., Quea, R., Weber, K., Battey, D., & López, D. (2021). Detailing Racialized and Gendered Mechanisms of Undergraduate Precalculus and Calculus Classroom Instruction. Cognition and Instruction, 39(1), 1-34. https://doi.org/10.1080/07370008.2020.1849218
Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136(6), 1123–1135. https://doi.org/10.1037/a0021276
Lowe, J. R. (2016). Mandatory advanced placement participation and student achievement: An ex post facto study (Order No. 10155718). https://www.proquest.com/dissertations-theses/mandatory-advanced-placement-participation/docview/1836801208/se-2
Lubienski, S. T. (2002). A Closer Look at Black-White Mathematics Gaps: Intersections of Race and SES in NAEP Achievement and Instructional Practices Data. The Journal of Negro Education, 71(4), 269–287. https://doi.org/10.2307/3211180
Lubienski S. T., McGraw R., & Strutchens M. E. (2004). NAEP findings regarding gender: Mathematics achievement, student affect, and learning practices. In Kloosterman P., Lester J. F. K. (Eds.), Results and interpretations of the 1990 through 2000 mathematics assessments of the national assessment of educational progress (pp. 305–336). National Council of Teachers of Mathematics.
Makel, M. C., Wai, J. Peairs, K. & Putallaz, M. (2016). Sex differences in the right tail of cognitive abilities: An update and cross-cultural extension. Intelligence, 59, 8–15. http://dx.doi.org/10.1016/j.intell.2016.09.003
Maker, C. J., Bahar A. K., Alfaiz F. A., & Pease R. (2022). Developing and assessing creative scientific talent that is transformational through Real Engagement in Active Problem Solving (REAPS). Australasian Journal of Gifted Education, 31(1), 5–21. https://doi.org/10.21505/ajge.2022.0002
Maker C. J., Zimmerman R. H., Bahar A. K., In-Albon C. (2021). The influence of real engagement in active problem solving on deep learning: An important component of exceptional talent in the 21st century context. Australasian Journal of Gifted Education, 30(2), 40–63. https://doi.org/10.21505/ajge.2021.0014
Mann, H. B. (1945). Non-parametric tests against trend. Econometrica, 13, 163-171.
Martin, D. (2009). Researching race and mathematics education. Teachers College Record, 111(2), 295–338
Martin, D. (2013). Race, Racial Projects, and Mathematics Education. Journal for Research in Mathematics Education, 44(1), 316–333. https://doi.org/10.5951/jresematheduc.44.1.0316
Mattern, K. D., Shaw, E. & Xiong, X. (2009). The relationship between AP Exam performance and college outcomes (College Board Research Report No. 2009-4). The College Board.
Naff, D., Parry, M., Ferguson, T., Palencia, V., Lenhardt, J., Tedona, E., Stroter, A., Stripling, T., Lu, Z., & Baber, E. (2021). Analyzing Advanced Placement (AP): Making the nation’s most prominent college preparatory program more equitable. Metropolitan Educational Research Consortium.
National Center for Education Statistics (NCES) (2021). National Report Card: Mathematics. https://www.nationsreportcard.gov/mathematics/nation/achievement/?grade=12
Olszewski-Kubilius, P. & Lee. S. (2011). Gender and other group differences in performance on off-level tests: Changes in the 21st century. Gifted Child Quarterly, 55(1), 54–73. https://doi.org/10.1177/0016986210382574
Patterson, B. F. & Maureen, E. (2013). Validating the use of AP exam scores for college course placement. Research Report no. 2013-2. College Board.
Plucker, J. A., & Peters, S. (2016). Excellence gaps in education: Expanding opportunities for talented youth. Harvard Education Press.
Prong, C. S. (2018). Addressing ethnic and gender differences in Advanced Placement Calculus (AB) exam scores. (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/193
Robinson, A., Shore, B. & Enersen, D. (2007). Best practices in gifted education: An evidence-based guide. Prufrock Press.
Robinson, J. P., & Lubienski, S. (2011). The development of gender achievement gaps in mathematics and reading during elementary and middle school: Examining direct cognitive assessments and teacher ratings. American Educational Research Journal, 48(2), 268–302. https://doi.org/10.3102/0002831210372249
Sen, P. K. (1968). Estimates of the regression coefficient based on Kendall's tau. Journal of the American Statistical Association, 63(1968), 1379-1389. http://doi.org/10.1080/01621459.1968.10480934
Shapka, J. D., Domene, J. & Keating, D. (2006). Trajectories of career aspirations through adolescence and young adulthood: Early math achievement as a critical filter. Educational Research and Evaluation, 12(4): 347-358. https://doi.org/10.1080/13803610600765752
Shaw, E., Marini, J. & Mattern, K. (2013). Exploring the utility of advanced placement participation and performance in college admission decisions. Educational and Psychological Measurement. 73, 229-253. https://doi.org/10.1177/0013164412454291
Shores, K., Kim, H. & Still, M. (2019). Categorical inequality in Black and White: Linking disproportionality across multiple educational outcomes. (EdWorkingPaper: 19-168). http://www.edworkingpapers.com/ai19-168
Siegler, R. S., Duncan, G. Davis-Kean, P. Duckworth, K. Claessens, A., Engel, M. Susperreguy, M. & Chen. M. (2012). Early predictors of high school mathematics achievement. Psychological Science, 23(7), 691-697. https://doi.org/10.1177/0956797612440101
Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3-54. https://doi.org/10.1177/1529100611418056
Sundquits, K. (2016). AP Exam Scores: All your questions answered. https://blog.collegevine.com/ap-exam-scores-all-your-questions-answered/
Tate, W. F. (1997). Race ethnicity, SES, gender and language proficiency trends in mathematics achievement: An update. Journal for Research in Mathematics Education, 28(6), 652-79. https://doi.org/10.2307/749636
VanTassel-Baska, J. 2000. Curriculum policy development for secondary gifted programs: A prescription for reform coherence. NASSP Bulletin, 84(615), 14–29.
Wai, J., Cacchio, M. Putallaz, M. & Makel, M. (2010). Sex differences in the right tail of cognitive abilities: A 30-year examination. Intelligence, 38, 412–423. http://dx.doi.org/10.1016/j.intell.2010.04.006.
Wai, J., Hodges, J. & Makel, M. (2018). Sex differences in ability tilt in the right tail of cognitive abilities: A 35-year. Intelligence, 67, 76-83. https://doi.org/10.1016/j.intell.2018.02.003
Wanzo, T. (2014). The Underrepresentation of Black Students in Advanced Placement Classes: A Local Response to a National Issue (Doctoral dissertation, Duquesne University). https://dsc.duq.edu/etd/1336
Yoon, S. Y. & Strobel, J. (2017). Trends in Texas high school student enrollment in mathematics, science, and CTE-STEM courses. International Journal of STEM education, 4(1). https://doi.org/10.1186/s40594-017-0063-6
Yu, P. S., Yang, T. & Chou, C. (2002). Effects of climate change on evapotranspiration from paddy fields in southern Taiwan. Climate Change, 54, 165–179. https://doi.org/10.1023/A:1015764831165
|