Date of Award

2016

Document Type

Capstone

Degree Name

Master of Science in Education (MSEd)

Department

Extended Teacher Education Program

First Advisor

Flynn Ross

Keywords

ETEP, curriculum, project based, teacher research, proficiency based, action research

Abstract

This is a mixed methods ethnographic study conducted to determine what obstacles students face when approaching AP Calculus. I focused my study on home economics, peer pressure, ELL status and home support. Overall, I found that being a student who is ELL (hereafter defined as a student who was or currently is required to take ACCESS testing) had the most negative effect of the previously listed factors. Home economics and peer pressure were inconclusive or often had no effect. Finally, having a supportive home life in the form of parents who value education, encourage goal-setting, and set high expectations had a positive effect in accessing AP Calculus. These findings allow me to focus my future work to mitigate the negative and foster the positive influences.