Dual Enrollment and AP Program Misconceptions
Improperly-placed students often fail their AP classes, and those who pass don’t necessarily thrive in college. AP and Dual Enrollment programs can’t provide every aspect of student success and overall healthy well-being. These programs have the potential to be effective, however, mental, social, physical, and mental effects on students are blatantly ignored. Looking at Hallet’s text ” Is Increased Access Enough?…”, he states that: ” The connection between the competition of an AP course and college success has been in question. Students who complete AP courses do not necessarily experience success in college.” Once students achieve more than academic success for their overall well-being, these programs will be effective.
The programs fail low-income students by underserving them. Where they’re available, the programs offer low-income students cheap college credit, often little to nothing. But according to” Is Increased Access Enough?…” by Ronald Hallett, ” Schools serving low-income students offer significantly fewer AP courses than their counterparts in more affluent communities,” which increases the gap between students who can afford to go to college and those who can’t. AP and Dual Enrollment programs can’t effectively help those with financial issues if the courses aren’t offered more widely in schools these students attend.
Even correctly-placed students develop maladaptive strategies to cope with the stress of advanced courses. The stress and anxiety of overworked gifted students in these programs are often invalidated by others. For instance, Shannon Suldo notes in her article “Predictors Of Success Among High School Students in…” that students in AP courses are reported to be exhibiting the following detrimental effects ” maladaptive coping strategies (e.g., procrastination, withdrawal, becoming emotional); they underscored the importance of strong organizational and time management skills to student success, as a general trait in addition to being relevant in times of stress.” These individuals who devotedly promote these programs, claim their child is “ just fine” when these issues start to become apparent. Academic stress is translating into real-life issues for these students and the unfortunate outcome is that the student will receive no relief or support.
Teachers of Dual Enrollment courses are unfit to teach high school students despite promises of undivided support. A student lacks a support system from educators because students don’t have adequate access to the professors in their dual-enrollment classes. Allison Kanny states in his article Dual Enrollment Participation from the Student Perspective, ” Students’ discussion of limited support received from the high school staff during their time at City College underscores the need for more purposeful and structured support systems to be implemented for dual enrollment students.” Proper administration for students is a minor detail of these programs that are often not recognized or even overlooked.
AP students also face many difficulties when taking a harder course with an unfit teacher. AP teachers are merely ordinary high school teachers who teach advanced work alongside their regular classes. Students are expected to be taught harder information by a teacher that doesn’t understand the subject beyond basic information and book-provided answers. Due to the efficiency of AP teacher recruiting in high schools AP students are left blindly turning to other unreliable resources for information such as friends and YouTube.
Having adequate grades in school does not indicate that a student will be successful in these programs. There are many factors that are not considered when conducting evaluations for eligibility such as emotional, mental, social, or physical equipment for these programs. To verify, “High School Dual Enrollment Programs…’ written by Cecelia Speroni states: “To be eligible for Dual Enrollment in Florida, students are required to have a minimum unweighted GPA of 3.0 and to demonstrate college readiness on the College Placement Test.” Since students are entering a completely new atmosphere of learning and tackling highly advanced work, more research has to be done with a student before they can be deemed eligible for these programs. Assumed eligibility is misleading to students and parents causing students to enter programs that they aren’t prepared for.
Imed Bouchrika identifies the problem of the toxic inconvenience of Dual Enrollment in ” AP vs Dual Enrollment….”
Dual Erollment classes can be harder to attend. While there are those that offer these programs on their high school campuses and within regular school days, many programs offer a mixed situation where a class could have different locations depending on the day. It may even fall on hours after school or on a weekend. Even though there are financial aid and other resources allocated to these programs, it is almost sure that you have to spend on them yourself.
Overbearing time commitments can prevent students from joining after-school clubs or sports, part-time jobs or internships, and even family time and social lives leading to emotional, social, mental, and physical consequences. Students need to have a balance in their lives between work, school, and play, and these programs fail to provide students with a fair balance. Programs that neglect needed balance to ensure stable well-being are not benefitting anyone.
References
An NCPR working paper high school dual enrollment programs: Are we … – ed. (n.d.). Retrieved November 21, 2022, from https://files.eric.ed.gov/fulltext/ED527527.pdf
AP vs. Dual Enrollment: The Pros & Cons of each program. Research.com. (2022, October 5). Retrieved November 21, 2022, from https://research.com/education/ap-vs-dual-enrollment
Kanny, M.A. (2015), Dual Enrollment Participation From the Student Perspective. New Directions for Community Colleges, 2015: 59-70. https://doi.org/10.1002/cc.20133
Suldo, S. M., Shaunessy-Dedrick, E., Ferron, J., & Dedrick, R. F. (2018). Predictors of Success Among High School Students in Advanced Placement and International Baccalaureate Programs. Gifted Child Quarterly, 62(4), 350–373. https://doi.org/10.1177/0016986218758443
Venegas, K. (2022, July 12). Is increased access enough? Advanced Placement courses, quality, and success in low-income urban schools. Journal for the Education of the Gifted. Retrieved November 20, 2022, from https://www.academia.edu/4414551/Is_Increased_Access_Enough_Advanced_Placement_Courses_Quality_and_Success_in_Low_Income_Urban_Schools?auto=citations&from=cover_page
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Counterintuitive Fall 2022 
For feedback, I would strongly appreciate a look over to see if I’m refuting enough instead of talking and advancing an argument. If I’m not achieving this what might be some suggestions you would give me to do this or where in my essay where there need to be the most modification of this?
I would also like as general feedback if this work compared to my previous works is a step in the right direction versus taking steps back. I know I’ve had issues in the past with overcrowding points in paragraphs and becoming too chatty in my work and I’m hoping that some of these things among other things are things apparent in my work that I’m improving on.
Thank you
Your first paragraph is bold and clear. You declare what others say and offer to refute it.
As for wordiness, you still have work to do:
The common
ly heldmisconceptionisthat AP and Dual Enrollment programscurrently possess the means topositively impact every aspect of every student taking these courses,but thisis far fromthetruth.Dual Enrollment and APPrograms have the potential to be effective, however,there aremany unacknowledged mental, social, physical, and mental effects of studentsin these programs whichare blatantly ignored. Oncethese programs become aware thatstudents need more than academic success for their overall well-being, these programscanbeon their way to becoming veryeffective.Is that unfair?
Yeah that’s fair. After you show me I always see it but I have a hard time seeing where words can be eliminated for myself. I don’t know why that is.
In the second paragraph, we lose track of your argument before you spring it on us, Princess. The first important claim is in bold.
Many may argue that these programs highly benefit low-income students by giving them college credit for a limited expense. Although it is true that the programs typically cost little to nothing, there are various deficiencies in offering these programs to students who are most in need of these benefits. According to” Is Increased Access Enough?…” by Ronald Hallett, ” Schools serving low-income students offer significantly fewer AP courses than their counterparts in more affluent communities.” Offering these courses in this format will create an increased gap between those students that can afford to go to college versus those that can’t. AP and Dual Enrollment programs can’t effectively help those with financial issues if the courses aren’t offered more widely in schools these students attend.
Guide us directly to the point:
The final sentence might be completely redundant.
I shouldn’t revise your work in every paragraph, Princess, so I will resist that temptation, but I hope these examples will help you see the wasted language in your draft. The point of this paragraph is clear, but readers lack the patience to follow without knowing their destination.
Reduce to nearly zero the number of times you begin a sentence or a new clause with “It” or “This,” “There is,” and “There are,” Princess.
It may seem indisputable
this often isn’t the case.
This proves
When this occurs
This occurs
It is a common theme
While it is true
Although it is true
there are no further evaluations
it is not guaranteed that it won’t interfere
This unacknowledged interference
This can prevent them
This can affect the student
Once this is acknowledged
It may seem indisputable that the hard work and dedication students put into these courses will eventually pay off however this often isn’t the case. Looking again at Hallet’s text ” Is Increased Access Enough?…”, he states that: ” The connection between the competition of an AP course and college success has been in question. Students who complete AP courses do not necessarily experience success in college.” This proves that participation in the course doesn’t always positively impact students’ academics. When this occurs causes students to have wasted, time, effort, and even money only to take a harder course that generates college credit. This occurs when the student doesn’t receive a high enough score on their final test which occurs more than most realize!
—First claim could be something like, Improperly-placed students often fail their AP classes, and those who pass don’t necessarily thrive in college.
It is a common theme amongst those who are not in advanced courses such as teachers and parents to undermine the difficulty of the courses and invalidate feelings of stress and anxiety. While it is true that teenagers tend to be “dramatic” there has been extensive research proving that overworked gifted students are showing signs of mental health illness. For instance, Shannon Suldo notes in her article “Predictors Of Success Among High School Students in…” that students in AP courses are reported to be exhibiting the following detrimental effects ” maladaptive coping strategies (e.g., procrastination, withdrawal, becoming emotional); they underscored the importance of strong organizational and time management skills to student success, as a general trait in addition to being relevant in times of stress.” Academic stress is translating into real-life issues for students and Dual Enrollment and AP courses not acknowledging this possibility are therefore pioneering this unfortunate outcome.
—First claim could be something like, Even correctly-placed students develop maladaptive strategies to cope with the stress of advanced courses.
Teachers of Dual Enrollment high school students are presumed to have the ability to teach and aid both high school and college students in Dual Enrollment courses when, in reality, there are many issues that can occur. One of the main concerns for high school students is having no high school or college professor that is able to understand their concerns since those teachers are not present in both domains of their educational endeavors. Allison Kanny states in his article Dual Enrollment Participation from the Student Perspective that, ” Students’ discussion of limited support received from the high school staff during their time at City College underscores the need for more purposeful and structured support systems to be implemented for dual Roman students.
—First claim could be something like, Despite promises of academic support, students don’t have adequate access to the professors in their dual-enrollment classes.
Although it is true that eligibility for these programs is measured based off of academics and GPA, there are no further evaluations conducted to conclude whether a student is emotionally, mentally, socially, or physically ready for advanced work. Particularly in the case of Dual Enrollment students will have to enter an entirely new place and atmosphere with their learned and oftentimes this goes unacknowledged. For instance, according to “High School Dual Enrollment Programs…’ written by Cecelia Speroni “To be eligible for Dual Enrollment in Florida, students are required to have a minimum unweighted GPA of 3.0 and to demonstrate college readiness on the College Placement Test.” These eligibility requirements are often misleading and can cause students to enter programs that aren’t prepared in other ways besides academics.
—I’d say you got this one right, Princess. 🙂
Something that few realize about Dual Enrollment courses is that despite the college course being promoted and implemented by the high school it is not guaranteed that it won’t interfere with after-school and various other activities.
—Not sure you need this paragraph at all.
Imed Bouchrika identifies the problem of the toxic inconvenience of Dual Enrollment in “AP vs Dual Enrollment….” :
—No open or close quotes if you’re using the Block Quote feature.
This unacknowledged interference can take a toll on a student in more ways than one. This can prevent them from joiningafter-school clubs or sports times, prevent them forming getting a job or internship, and can even minimize family and friend time. This can affect the student emotionally, socially, mentally, and physically.Above all many don’t see thatacademics alone does not determine the overall well-being of a student. Once this is acknowledged and implemented these programs can begin to be more beneficial for the entire student, not just their academics.Is that helpful, Princess?
Provisionally graded. This post is always eligible for Revisions and a Regrade.
These are very helpful thank you. I’ll reply back when I have the time to make the adjustments.
I will admit that at first, I was very annoyed at all the revisions I had to make but then as I began to crack down on them I realized they were much needed. Thank you. I have placed it back into feedback please mainly to indicate that I’m done but also to make sure there isn’t any dire concerns that need to be addressed with this paper before the end of the semester.
🙂