Abstract
Purpose. The purpose of this study was to describe Advanced Placement (AP) calculus teachers' and administrators' perceptions of AP calculus program characteristics that have increased student enrollment in selected San Bernardino County public comprehensive high schools. Methodology. Descriptive research methodology and a posttest only, one-group design was used to identify the current characteristics of AP calculus programs in the county of San Bernardino. The study examined the responses of twenty-five AP calculus teachers and twenty-seven site administrators in the county of San Bernardino. Teachers and administrators were surveyed with a questionnaire to obtain information on student preparedness for AP calculus classes, student learning, access, and placement. The study examined the educational/training of AP calculus teachers, as well as the types of instructional, administrative, district, and parental support AP calculus programs received. Free response questions were elicited to determine the teachers' and administrators' perceptions of AP calculus programs. Findings. Administrators and teachers both perceived that there were gaps to students' preparedness for AP calculus classes. Teachers were more pessimistic that AP calculus classes were supported from their school district. Teachers and administrators perceived that they received a lot of support from their site principal, but teachers were more pessimistic on parental support. The findings confirm that teachers and administrators perceived that students receive AP practice exams for support, after school sessions and individual tutoring, but students are not perceived to receive Saturday support sessions or guidance counseling for AP calculus classes. Conclusions and recommendations. AP calculus teachers and site administrators must generate strategies to increase student enrollment in AP calculus classes in selected San Bernardino County public comprehensive high schools. The study recommends that AP calculus teachers and site administrators collaborate to develop and implement strategies on student preparedness for AP calculus classes, student learning, access, placement and the implications of those strategies for the design and integration of curriculum, instruction, assessment and professional development. The study presents a set of recommended actions that could significantly improve existing programs for approaches to AP calculus courses and serve to promote programs for advanced study in the mathematics discipline.