This dissertation has been copyrighted.    

    During the initial offering of the Advanced Placement (AP) Statistics course (academic year 1996-1997), I conducted a qualitative research study.  The study focused on students' learning and their performance on the AP Exam with respect to concept-oriented instruction as recommended by the AP Statistics Test Development Committee. 
    The original document is in APA style, but some formatting was confused when converted to html.  References and headings are correct, but spacing between paragraphs and quotes may be inconsistent.   Quotes longer than 3 lines are (supposed to be) indented one half inch from both margins.  Some errors may exist that I have not detected.  Sorry!
    The results are attached here by chapter.  A brief synopsis of each chapter follows:
Chapter 1:  Introduction, statement of the problem, overview of the study (not my best writing).  Read at your own risk.

Chapter 2:  Literature review - guaranteed to put you to sleep unless you enjoy reading  strained exercises in "scholarly" writings.

Chapter 3:  Methodology - The plan to gather and analyze data is described out here.   If you are interested in knowing more about qualitative research, you might find this useful.

Chapter 4:  Results - It gets interesting here, but it's quite long.  I used MANY quotes from the instructor and the students.  If you teach AP Statistics, this reading might be helpful.

Chapter 5:  Discussion, Summary - This includes a brief update about the 1997-1998 academic year and summarizes the results from chapter 4.  If you want the abbreviated version of chapter 4, read this chapter.

References:  Self explanatory

Appendixes:  Some are available here, others are not.  ETS granted permission to use many of their published materials within my dissertation but restricted them being placed on-line.  If you need Free Response questions or rubrics, please contact ETS directly (see Appendix E).

ACKNOWLEDGMENTS

    Many friends, professional and personal, have supported my efforts over the past four years. I would like to express sincere appreciation to my committee members. My chairperson, Dr. Jack Downes, held the vision for the study that follows. Without him, this study would not be what it is. Dr. Hiram Johnston assisted in a variety of ways that helped me see and reach this vision. Dr. Christine Thomas provided invaluable qualitative expertise and necessary editing. Dr. Jim Armstrong, as one of the creators of the AP Statistics course, guided me through many details of the genesis and goals of the course. I was fortunate to have a supportive group committed to helping me complete the best study I was capable of conducting.
    Several individuals outside the direct dissertation process also assisted. Each of these people, with no professional reward, provided information so this writing could be accurate. Special thanks to Jeff Haberstroh, ETS, Princeton, NJ; Chris Olsen, George Washington High School, Cedar Rapids, IA; Jim Swift, School District 70, Alberni, British Columbia, Canada; and Richard L. Scheaffer, University of Florida, Gainesville, FL.
    From the beginning, when I returned to the University of Georgia to finish my undergraduate degree in 1989, my family and friends supported me. I could not have started nor completed this journey without them. My mother, Nelle, sisters, Arlynne and Ginny, and brother-in-law, Cash, provided constant encouragement, understanding and love. They supplied financial and moral support that enabled me to complete this task. Friends, Terri and Val, also encouraged me through the most challenging times.
    However, my deepest appreciation is extended to Paul L. Myers. This study effectively describes his teaching and it’s effect on his students because of his cooperation and diligent attention to this research. During the two years I gathered and analyzed data, he accommodated my presence in his classes, provided statistics resources, gathered and organized student artifacts, and responded to numerous other time consuming requests. In particular, while I was analyzing the data, he spent hours reflecting and answering questions regarding his own teaching, his students, their projects, and various AP Statistics issues. His dedication to AP Statistics and his students is an inspiration to anyone fortunate enough to work with him.