Johnston, S., & Barbour, M. K. (2013, October). The FLVS AP advantage: Exploring the characteristics of K-12 student performance in online learning. A paper presented at the annual convention of the Association for Educational Communication and Technology, Anaheim, CA.

1. The FLVS Advantage: Exploring
the Characteristics of K-12
Student Performance
Sharon Johnston, Ed.D.
One World School
Michael Barbour, Ph.D.
Sacred Heart University

2. During the session
We will
Review data comparing AP online to
traditional
Review FLVS demographic data
Consider student perspectives in learning
online compared to traditional classroom.

3. Purpose of Research
Determine if online AP students are as
successful as their peers in traditional
environments.

4. Research
Research Questions
Questions
1. How do AP students enrolled in FLVS courses
perform compared to non-FLVS students in the
State of Florida and nationally?
2. What are some of the characteristics of
students that participate in AP courses offered
by FLVS?
3. How do AP students enrolled in FLVS courses
perceive their online AP course compared to
their face-to-face courses?

5. Methodology
 Quantitative
College Board data, FLVS data
 Qualitative
Survey of AP students
Survey of AP students online
and in traditional classrooms
Student Interviews
189
48
5

6. Research Q1
2009 AP Exam Results
1
2
3
21%
20%
28%
27 %
23 %
20%
24 %
24 %
FLVS
(online)
N-1,273
scores
AP Exam
Required
Florida
(traditiona
l)
N=145,389
scores
28%
AP Exam
required in
some
districts
National
(mostly
not
online)
N=1,653,9
62 scores
4
5
18%
13%
14%
8%
19%
13%
Qualifying
51%
45%
56%

7. Research Q1
2010 AP Exam Results
1
FLVS
N=2,326
AP Exam
required
Florida
(not online)
N= 171,724
2
3
26%
21%
20%
18%
15%
53%
31%
26%
21%
13%
9%
43%
21%
22%
24%
19%
14 %
57%
AP Exam
required in
some
districts
National
(mostly not
online)
N=1,802,144
AP Exam
optional
4
5
Qualifying

8. Research Q1
2011 AP Exam Results
1
FLVS
N=2,694
24%
2
21%
3
19%
4
20%
5
16%
Qualifying
55%
AP Exam
required
Florida
(not online)
N=181,934
34%
24%
21%
AP Exam
required in
some
districts
National
(mostly not
online)
N=1,926,204
AP Exam
21%
23%
23%
14%
19%
8%
14%
43%
56%

9. Lessons Learned from the
Quantitative Research?
 1.
Research Q1
AP Online is as effective as traditional.
 2. AP Online with FLVS shows higher
achievement than AP in traditional
classrooms in Florida.
 3. AP online matches national average in
5s, and surpasses results from traditional
Florida classrooms by over 5% each year

10. Giving AP Access to the
Underserved
Research Q2
“In the class of 2011, the numbers of traditionally
underserved minority students participating and
succeeding in AP continued to increase. However,
these students remain underrepresented . . . .”
College Board, 2012
FLVS gives priority enrollment to students
in minority, low performing, and
economically disadvantaged schools.

11. Research Q2
2011 Demographics
Minority
White
Not Stated
FLVS
N=2,694
students
45.99 %
54.01
0%
Florida
(not online)
N=181,934
47.25%
48.78%
3.97%
39.26 %
57.37 %
3.37%
National
(mostly not
online)
N=1,926,204
The data indicate that AP online is effective in increasing AP minority
participation.

12. Open Enrollment
Research Q2
At FLVS students enter AP without
barriers such as test score requirements,
teacher recommendations, minimum
grade point average, or honors classes.

13. Lessons Learned from
Demographic data?
Research Q2
 1. AP online is a valuable resource for
providing access to ALL students.
 2. AP online with FLVS does attract
minority participation.

14. Reasons stated for
taking AP with FLVS
Research Q2
46% Scheduling conflict or course
was not offered at their brick-andmortar school
18%
AP with FLVS because they
preferred FLVS over taking the course
via bricks-and-mortar

15. Research Q2
Most frequent reason given
for preferring FLVS
Anytime access
Flexibility in pacing

16. FLVS Online Resources
Research Q3
Over 50% of students stated that online
resources benefited their performance on the
AP Exam
Three most valuable resources:
AP exam reviews
Elluminate sessions
Interactive self checks

17. Research Q3
Differences in study time
Time spent on AP course
weekly
FLVS
Brick-and-Mortar
1-3 hours
13%
15%
4-6 hours
40%
33%
7-10 hours
28 %
35%
More than 10 hours
19 %
17%

18. Comparing the two
delivery modes
Research Q3
Difficulty level
57% of the students said that it is easier or about the same
in their FLVS course, while 43% said that it is harder or
much harder.
Quality
71% of the students perceived their FLVS course as the
same or better quality as brick-and-mortar.
Engagement
Students interviewed felt that their brick-and-mortar courses
were more engaging because of class discussions,
debates, Socratic seminars, and role playing.

19. Lessons Learned from
Student Perceptions?
Reseach Q3
1. AP online: Schedule conflicts and access
to courses not offered at physical site.
 2. Preferring FLVS: Anytime access and
flexibility
 3. No significant difference in study time.
 3. Online resources valued.
 4. Quality of courses in both delivery modes
similar, but traditional allows more Socratic
discussions


20. Research Conclusions
Online and face-to-face classroom delivery
models can meet the academic needs of students
enrolled in AP courses.
The impact and data of allowing students to opt
out of taking AP exams as a result of academic,
social or economic pressures is a subject for
further study.
Online programs should continue to find ways to
engage students with open-ended dialogue and
the Socratic method of teaching and learning.

21. Socratic discussions in
your online program?
 How often does your program offer open-
ended, Socratic discussions?
 Once a month?
 Once a grading period?
 Once a semester?

22. Future Study
How can online instruction be
designed to engage students
in meaningful discussions and
open-ended questioning?

23. Research Information
“Measuring Success: Examining
Achievement and Perceptions of Online
Advanced Placement Students”
Published in American Journal of
Distance Education, Vol. 27, No 1, March
2013.

24. Sharon Johnston, Ed.D.
Interactivity in Education
One World School
johnstonsharonj@comcast.net
Michael Barbour, PhD.
Sacred Heart University
mkbarbour@gmail.com