Both of these findings were supported by the quantitative disciplines, and this comparison should
similar question asked of students who did not take not be taken as a causal implication that AP Statistics
any college-level statistics courses. Those individu- causes a greater tendency to major in statistics.
als were asked to rate the importance of a number
of reasons in their choice not to take any future
Limitations and Opportunity for
courses in statistics, and the factor that was great- Future Research
est was that it was not required for their degree, as
This analysis was limited in two related ways: The
shown in Table 5. Two other relatively important,
sample drawn was from AP Statistics examinees
statistically significant reasons for not taking fur-
and there was no comparison group that was asked
ther course work were that AP Statistics fulfilled all
comparable questions. The pool of possible individ-
degree requirements and that the student was not
uals who could have been included in the sample
interested in statistics. These students also reported
only includes students who took the AP Statistics
that their decision not to take the course was not
exam, rather than the larger population who took
affected very much by either fear that they would
the course or who took any high-school statistics
not do well in a statistics course or by their think-
course, or perhaps all students, depending upon the
ing that it would be a difficult course to take. These
desired inference. As there is no central database
results complement the inferences made from the
of all students who took the AP Statistics course,
reasons given by students who did take the course.
future researchers who aim to correct this issue will
The choice to take further course work in statis-
develop a reliable and cost-effective method of iden-
tics seems to be closely related to students’ major
tifying all AP Statistics course-takers. Since an alter-
requirements, and AP Statistics students’ confidence
nate version of the survey was not also administered
in their mastery of statistics does not seem to be a
to a comparison group of individuals not exposed
factor in their decision.
to AP Statistics, it is difficult to make comparisons
Those students who did take at least one college
and impossible to draw causal inferences. Such an
course in statistics were asked how that exposure to
additional survey would enable future researchers to
statistics affected their interest in statistics, just as
make statements such as “AP Statistics examinees
each respondent was asked how exposure through
are a certain number of times as likely as non-AP
the AP Statistics course affected their interest in
Statistics examinees to take statistics courses in col-
the subject matter. Table 6 shows that more than
lege.” Finally, another potentially important and
half of the students indicated their first college
more elaborate project could track students and
course in statistics had no effect on their interest in
their attitudes and motivations before and immedi-
studying statistics, with 34.9% indicating that the ately after exposure to AP Statistics, and then follow
first course either somewhat or greatly increased up with a survey of the kind performed here. This
their interest in statistics. Given the relatively few would result in more accurate data on the motiva-
respondents, it is difficult to simultaneously com- tions of students for taking the course, rather than
pare individuals’ reported effects of AP Statistics the post hoc design implemented here that may
and the first college course in statistics, respective- have suffered from individuals failing to accurately
ly, on their interest in statistics. It is also difficult remember motivations for the choices made with
to interpret this result because there was no control respect to statistics education.
group of college students who were not exposed to
AP Statistics, but who did take at least one college Conclusion
course in statistics. Comparisons to such a control The results from this survey do seem to support
group would make these results more meaningful at least one claim that Bock made: Taking the AP
and put them in better context. Statistics course and exam does appear to be related
Finally, for completeness, Table 7 reports the esti- to greater interest in the statistical sciences. Despite
mated percentages of the AP Statistics exam–taking this finding, with respect to deciding whether to take
population by their undergraduate college major. further statistics course work and majoring in statis-
The apparently small percentage of students report- tics, students appear to feel prepared for, but not
ing a major in either statistics, mathematics with a interested in, further study. There is certainly more
concentration in statistics, or simply mathematics is research needed to make causal inferences about the
7.3%. However, when compared to the cohort of issues presented in this analysis. However, it should
undergraduate students enrolled in the 2003–2004 serve as encouragement for both AP Statistics and
academic year at four-year institutions, of whom college statistics instructors and the broader statisti-
only 0.7% majored in mathematics or statistics cal community that the AP Statistics program seems
according to the Digest of Education Statistics 2007, to be successful in preparing students for further
the difference is quite substantial. Indeed, this may study and in increasing interest in statistics. It may
be an artifact of the population (i.e., AP Statistics not, however, affect students’ choice to pursue sta-
examinees) having a greater underlying interest in the tistics as a major. ■
12 AMSTAT NEWS MAY 2009
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