Since the release of A Nation at Risk in 1983 student performance on a variety of high stakes tests have become increasingly important in educational settings. The results of this type of assessment are quantifiable, and are intended to indicate certain levels of academic performance and achievement. Advanced Placement (AP) Exams are one example of high stakes tests. With the rapid growth of Advanced Placement (AP) courses and the corresponding popularity of the AP Exams there is a need in the research to identify specific variables that may be influential to AP Exam score performance. Course schedule type, either in the 4⨉4 block or traditional yearlong format, has been examined as a variable that influences student AP Exam score performance. In some studies the implementation of a 4⨉4 block in place of a traditional yearlong course schedule type resulted in increased AP Exam score performance, while in other studies replacement of a traditional yearlong course schedule by a 4⨉4 block course schedule type resulted in decreased AP Exam score performance. The limitations in the existing research present a need for more controlled studies using multiple years of data to further examine the relationship between clearly identified course schedule types and AP Exam score performance. In response to the need, this research performed a controlled study and examined the relationship between three specific course schedule types and AP Exam performance over time. This study analyzed sample data using participants (N=428) from a single institution in a southeastern state in the United States enrolled in the same AP course subject, taught by the same instructor, and who completed the same subject AP Exam over multiple years (2008-2012). / Ph. D.

This thesis examines the impacts of inclement weather days on AP exam scores in public schools, specifically low socioeconomic districts, and the assessment of their current closure procedures. By investigating the potential disruption in scores by inclement weather days, I can create a new dataset in analyzing a field that has yet to be studied through this lens, in addition to advising future policy for district superintendents and state government officials. The areas studied include Massachusetts and Georgia, representing states that are properly prepared for inclement weather closures and are under-prepared for inclement weather, respectively. I use two research methods to fully understand the quantitative and qualitative effects of inclement weather closures. The first is a quantitative analysis of district-level data on inclement weather days and AP exam scores over the past five years. To accomplish this, I contacted public-school districts in the two states involved in the case study to get raw data on school closures and combine this with already available datasets on AP exam score performance. The second is a qualitative account of inclement weather days from teachers and superintendents from districts across both states to establish their opinions regarding school closures and investigate the decision-making process in canceling school. In this qualitative assessment, I observe the roles that socioeconomic status and public transportation, among other factors, play in cancelations. This thesis seeks to challenge the argument proposed by previous research that snow days have no effect on test performance. Previously, this was measured by looking at state-wide exams. By using AP exams as a performance measure instead, a more direct impact on exam scores is expected due to the immovable testing dates and content- specific nature of the exams. Policy recommendations are given to accommodate the negative relationship between closures and test scores, given socioeconomic status.