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2 4 6 8 10 12 14 16 20 26 28 30 32 36
are not participating in any of the AP math courses for which they have high potential
60% 40%
are participating
6 out of 10
4 out of 10
white students
3 out of 10
Hispanic/Latino students
3 out of 10 2 out of 10
American Indian/ Alaska Native students took any such AP math course.
The College Board apreport.collegeboard.org 3
AP in:
A Classroom A District A University
954,070
127,358
:
4 The 9th Annual AP Report to the Nation
A Collaborative Community
[AP] opens the doors for students to show them that they can be competitive. Many students will be the first ones in their family to graduate [from] high school and have the hopes and dreams of attending college.
Michael McCormick, Assistant Superintendent, Val Verde Unified School District
5,400
college faculty participated in reviewing the syllabi of AP teachers, developing curricula, or scoring AP Exams
20,943
AP Coordinators, counselors, and principals used AP data to shape their schools programs
t its core, AP is a collaboration. In schools and districts, its not only about the teachers who inspire and the students who rise to the challenge; its also about the AP Coordinators and counselors who perform all of the tasks of an exam administration, from ordering the tests to setting up the exam rooms, to coordinating the proctors and keeping all of the materials secure, to doing the crucial work of organizing their schools AP programs. At colleges and universities, its not just about the admission officials who recognize AP students commitment to rigorous course work, and the administrators who reward successful
AP Exam scores through credit and advanced placement; its about the faculty who develop AP courses and exams, review AP syllabi, and score the exams. On the following pages, youre going to see examples of how this collaboration works in a classroom, a district, and a university. Youll see how diverse groups of teachers, administrators, admission officials, and college faculty from all corners of education in the United States are working together to ensure equitable access to and success in rigorous AP course work and college and career readiness.
AP in:
A Classroom A District A University
AP Physics Classroom
Citrus Hill High School Val Verde Unified School District, Perris, California
here is one AP Physics teacher at Citrus Hill High school in Perris, California: MichaelTowne. He teaches Physics B, Physics C: Electricity and Magnetism, and Physics C: Mechanics. Eighty percent of his students are low income, 72 percent are Hispanic/Latino, and the majority of parents here never attended college. Townes energy and enthusiasm have motivated his students to tackle AP Physics and succeed. In 2012, 63 percent of Townes students who took AP Physics C: Mechanics and 55 percent of his students who took AP Physics C: Electricity and Magnetism scored a 3 or higher on the AP Exam. Ten of his AP Physics stuU.S. high school dents received a score of 5 teachers taught in 2012, up from three stuan AP Physics dents who earned the top course last year score the year before.
I know that my students have problem-solving skills that they didnt have to begin with and that has a transformative effect on them. It changes who they are. They become better thinkers.
Michael Towne, AP Physics Teacher, Citrus Hill High School, Perris, California
5,984
Towne is dedicated to showing his students that they have what it takes to master AP Physics, to excel in college, and to pursue the career of their dreams. One of Townes former students, Manuel Sanchez currently studying physics at UCLA is the first in his family to attend college. [Towne] was not only an instructor but a life coach, motivating his class to do U.S. public high well and succeed, said school graduates Sanchez. He offered tutor took an AP ing every weekday, Monday Physics Exam through Friday. He prepared me for college with problem-solving, studying, and test-taking strategies. He showed me the beauty of physics.
86,739
Towne engages his students by showing them how to build amplifiers and wind turbines. He takes them on trips to local universities and nanotechnology and engineering labs to show them that, with the right skills and determination, anything is possible. [My students] find themselves challenging themselves to a level that they never thought they could achieve, says Towne. In the next 10, 20 years the explosion of jobs is primarily going to come in high-tech fields ... the jobs that are going to be high paying and provide the kind of challenges that these students will aspire to. Thanks to Towne, AP Physics continues to grow in popularity at Citrus Hill High School. In May 2013, his students will take 149 AP Physics Exams, almost triple the number of exams taken here in 2012.
AP in:
A Classroom A District A University
You see a leveling of the playing field, and you can see it in the students. They recognize it [and think] I can do this work as long as Im willing to commit myself and work hard Im going to be supported doing it and this is going to take me somewhere beyond Copiague.
Charles A. Leunig, Superintendent, Copiague Public Schools, New York
n 2012, the Copiague School District was selected by the College Board as an AP District of the Year for increasing access to AP course work while simultaneously increasing the percentage of students earning scores of 3 or higher on at least one AP Exam. We improved the honors curriculum at the middle school level, and tried as best we could to align it so that these students are going to come out fully prepared to start AP course work. And, its working, said Superintendent Charles A. Leunig. Teacher Michelle Penyy expanded Walter G. OConnell Copiague High Schools AP program by adding Microeconomics, Macroeconomics, and U.S. Government and Politics. Because I am Latina I feel low-income I can make a connection public high with the students. I think school graduates that they are going to work took at least a little bit harder because one AP Exam they know I recognize what theyre going through, said Penyy. We have so many more kids in the AP program that now other students are looking up to our students in AP so the entire culture , [of our school] is changing as a result.
253,774
120,254
low-income public high school graduates scored 3 or higher on an AP Exam during high school
Many [of the] students come from El Salvador, [the] Dominican Republic [and] Colombia. We also have a very high poverty rate in the district, which makes it challenging, said Matthew Miles, an AP English Language and Composition teacher. We show them the type of learning that propels them toward college, which is different from what weve seen in traditional high school classrooms. When they get a little confidence and receive a small reward, they thrive.
AP in:
A Classroom A District A University
When we review transcripts and see an AP course we know that students have challenged themselves. We know that they are really pushing the envelope of their own intellectual curiosity. We love that spirit.
John Barnhill, Assistant Vice President for Enrollment Management, Florida State University
lorida State Universitys focus on student academic engagement has resulted in a retention-rate increase of eight percentage points over the past 10 years. Part of this focus involves ensuring that students transition smoothly from high school to college academics. FSU faculty and admission staff play a role in just about every aspect of the AP Program, from exam creation to professional development for teachers to awarding credit and placement.
College faculty in Florida including Florida State University faculty serve on the Florida Articulation U.S. colleges Coordinating Committee, a and universities body that informs a statereceived AP wide AP policy. According scores for credit, to Matthew Bouck, director placement, and/ of Floridas Office of or consideration Articulation, Faculty comin the admission mittees make recommenprocess dations for AP course equivalencies and review all AP Exams. This coordination has resulted in a common agreement statewide regarding credit for AP Exams, enabling students to be assured of specific course and credit awards once they enter college.
3,308
[With AP] were looking at students who have been academically engaged in high school [and have taken] a nationally standardized examination, which shows us their performance, said Karen Laughlin, dean of undergraduate studies at FSU. AP provides a reliable source of acceleration that I find is beneficial to our stuU.S. public high dents and to the university.
661,391
Theres no doubt at FSU reported AP that AP students tend to scores to colleges be academically successful. and universities According to John Barnhill, assistant vice president for enrollment management, AP students actually have higher GPAs than students that dont have AP course work, an average of .32 higher. Jane Piper Clendinning, professor of music theory, is a former chair of the AP Music Theory Development Committee and has served as an AP Reader, scoring the free-response sections of the AP Music Theory Exams. She has also led an AP Summer Institute, where she trains AP Music Theory teachers. Ive actually learned quite a lot by working with the [AP] Program. ... Its changed my teaching. I teach the pedagogy course, so its getting passed right on down to my students.
school graduates
11
s part of its commitment to continually enhance alignment with current practices in college instruction, AP evaluates its courses and exams regularly and revises them to deepen the focus on critical thinking skills and to reflect the most recent developments in each discipline. Hallmarks of the AP Course and Exam Redesign Greater emphasis on discipline-specific critical thinking, inquiry, reasoning, and communication skills: science practices, historical thinking skills and, for world languages, the instructional goals identified by the Standards for Foreign Language Learning Rigorous, research-based curricula, modeled on introductory college courses, that strike a balance between breadth of content coverage and depth of understanding Standards informed by the recommendations of national disciplinary organizations and the results of curriculum studies conducted at four-year colleges and universities Detailed curriculum frameworks that tie concepts, themes, and skills relevant within each discipline to a set of key learning objectives Exam questions designed to elicit evidence of student achievement for each specific learning objective Response from the academic community to the AP course and exam redesign has been overwhelmingly positive. Bruce Alberts, editor-inchief of Science magazine and former president of the National Academy of Sciences, has called the science redesign a major reform in science education that will enable many more young Americans to experience science as a special way of knowing about the world. Brian G. Kennelly, professor in the Modern Languages and Literatures Department at California Polytechnic State University, served as the cochair of the committee that worked on the AP French Language and Culture course and exam redesign. With the redesign of the course and exam, we have confirmed the relevance of French within a global and interdisciplinary framework, and convincingly demonstrated how it helps students and faculty reach a more nuanced view of the world in which we live and interact.
AP in:
A Classroom A District A University
ollege faculty have played an integral role in developing the redesigned courses and exams, working side by side with AP teachers as participants in the course and exam redesign committees. Their involvement is crucial to ensuring the alignment of AP courses with college courses. Suzanne Sinke, co-chair of the committee that worked on the U.S. History redesign and associate professor of history at FSU, said, The consensus building was tremendous. We had four college professors, and we had four AP U.S. History teachers. She feels the new course includes key themes and content, while teaching the historical thinking skills that students will need in college. The new AP Chemistry course and exam received input from hundreds of educators at both the high school and college levels, said David Yaron, associate professor of chemistry at Carnegie Mellon University and co-chair of the AP Chemistry Course Development and Assessment Committee. The result is a consensus design that is informed by the current state of AP and college classrooms and takes a significant, yet manageable, step towards moving all AP classrooms towards the best of current practice. The scientific community is reacting positively to the changes to the AP Biology Exam. The changes will more closely align what goes on during a high school biology course with the current best practices for introductory college biology, notes Steven LHernault, professor and chair of the Biology Department at Emory University.
The College Board apreport.collegeboard.org 13
Increasing Rigor
In order for more students to succeed in college, they need preparation for and access to demanding college-level work while theyre still in high school. AP students are already engaged in the rigorous level of work they will encounter in their first year of college.
37.6%
of first- and secondyear undergraduate students require remedial course work in college5
Promoting Equity
Underserved minority and low-income students remain
6
20.8%
underrepresented not only in the AP classroom and in the population of successful AP students but also among Americans with a college degree.
512,374
U.S. public high school graduates scored a 3 or higher on an AP math, science, English, history, or social science exam in high school
15
Increasing Rigor
n the last decade, more students than ever before have experienced college-level rigor while still in high school by taking AP courses and exams. As youll see on
the next few pages, many states have seen a comparable increase in students scoring 3 or higher on AP Exams. Other states are working hard to close the gap between participation and success. To read about strategies that schools, districts, states, and higher education institutions can use to increase rigor and prepare students for college success, turn to pages 28 and 29.
More graduates
are succeeding on AP Exams today than took AP Exams in 2002
305,098
424,004
541,000
573,472
2002
2007
2011
2012
Figure 2: Percentage of the class of 2012 scoring a 3 or higher on an AP Exam during high school
0% Maryland New York Massachusetts Florida Virginia Connecticut Maine California Colorado Vermont Utah Georgia New Jersey Wisconsin Washington Illinois Minnesota UNITED STATES North Carolina New Hampshire Texas South Carolina Michigan Nevada Delaware Oregon Indiana Kentucky Alaska Arkansas Pennsylvania Ohio Rhode Island Montana South Dakota Idaho New Mexico Tennessee Hawaii Oklahoma Alabama Kansas Wyoming Iowa Arizona District of Columbia West Virginia Missouri Nebraska North Dakota Louisiana Mississippi 29.6 28.0 27.9 27.3 27.2 26.9 24.8 24.7 24.2 22.8 22.2 21.7 21.2 20.6 20.0 19.9 19.7 19.5 19.3 18.3 18.1 18.0 17.0 16.7 16.4 16.2 15.6 15.6 14.9 14.8 14.8 13.8 13.5 13.1 12.9 12.3 12.3 11.5 11.4 11.2 11.1 11.1 10.5 10.2 10.0 9.9 9.8 9.6 8.9 8.6 6.3 4.6 5% 10% 15% 20% 25% 30%
19.5%
of U.S. public high school graduates scored a 3 or higher on an AP Exam during high school
17
29.6%
19.5%
National Average
Raw numbers for this figure are available in Appendix A. Ties are alphabetized by state name.
17
Figure 3: Percentage of the classes of 2002 and 2012 scoring a 3 or higher on an AP Exam during high school, ranked by percentage point change What do the data show?
Change
Maryland Florida Massachusetts Connecticut Maine Colorado Virginia Washington Georgia Vermont Arkansas Minnesota Kentucky Wisconsin Indiana California Illinois Nevada Oregon New York UNITED STATES New Hampshire Texas Delaware Michigan New Jersey Alabama Rhode Island South Dakota Ohio Kansas New Mexico North Carolina South Carolina Pennsylvania Nebraska Idaho Hawaii Missouri Iowa Wyoming West Virginia Louisiana Montana Oklahoma Alaska Tennessee Utah North Dakota Arizona District of Columbia Mississippi 13.1 12.9 12.0 11.4 11.3 10.5 10.4 10.4 10.1 10.0 9.9 9.9 9.0 8.9 8.3 8.2 8.2 8.2 8.2 7.9* 7.9 7.5 7.1 6.9 6.9 6.7 6.3 6.1 6.0 5.8 5.6 5.6 5.6 5.4 5.3 5.2 5.0 4.9 4.9 4.8 4.8 4.6 4.3 4.3 4.1 3.9 3.8 3.7 3.6 3.0 2.3 1.7
2002 %
16.5 14.4 15.9 15.5 13.5 13.7 16.8 9.6 11.6 12.8 4.9 9.8 6.6 11.7 7.3 16.5 11.7 8.5 8.0 20.1 11.6 10.8 11.0 9.5 10.1 14.5 4.8 7.4 6.9 8.0 5.5 6.7 13.7 12.6 9.5 3.7 7.3 6.5 4.7 5.4 5.7 5.2 2.0 8.8 7.1 11.0 7.7 18.5 5.0 7.0 7.6 2.9
2012 %
29.6 27.3 27.9 26.9 24.8 24.2 27.2 20.0 21.7 22.8 14.8 19.7 15.6 20.6 15.6 24.7 19.9 16.7 16.2 28.0 19.5 18.3 18.1 16.4 17.0 21.2 11.1 13.5 12.9 13.8 11.1 12.3 19.3 18.0 14.8 8.9 12.3 11.4 9.6 10.2 10.5 9.8 6.3 13.1 11.2 14.9 11.5 22.2 8.6 10.0 9.9 4.6
7.9
point increase since 2002 in the percentage of U.S. public high school graduates scoring a 3 or higher
10 points
20
states had a larger percentage point change over time than the national average
13.1
point increase in the percentage of Marylands graduates scoring a 3 or higher on an AP Exam over the past 10 years, leading the nation
5 points
Data in this figure have been rounded, and raw numbers are available in Appendix A. Ties are alphabetized by state name. *Tie with United States is based on rounding.
Figure 4: Score distributions of AP Exams taken by the class of 2012 during high school
Score of 1 States No. of Exams 80% Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming UNITED STATES 27,846 4,510 39,055 37,092 482,552 52,337 38,505 7,072 3,845 276,334 106,841 6,265 8,205 125,737 53,582 13,790 13,042 36,576 8,098 11,907 95,676 63,711 67,329 49,687 7,412 23,275 4,253 7,770 19,477 7,150 80,920 12,203 197,298 83,965 1,575 68,562 22,210 20,055 75,596 5,347 30,313 3,961 28,388 317,747 27,271 5,236 123,035 58,851 9,278 46,670 1,921 2,919,333 60%
34.2 13.9 21.6 42.0 19.7 18.3 13.1 30.8 52.1 32.2 24.7 32.9 10.8 17.8 32.0 13.7 17.8 26.0 34.4 16.5 20.0 14.2 14.5 14.2 42.1 17.7 13.0 20.3 27.3 9.9 11.8 34.1 15.0 19.3 13.2 14.8 25.7 16.7 16.7 22.9 19.6 12.0 23.3 31.6 11.9 16.7 18.5 18.6 28.5 20.4 21.8 27.8 12.5 24.5 21.4 19.8 24.0 20.3 21.6 23.1 19.7 19.3 21.5 21.7 20.5 28.7 26.3 24.8 24.8 22.7 28.2 28.2 23.4 17.1 19.2 13.1 21.1 20.4 20.0 7.9 23.8 9.8 14.2 15.8 27.6 22.6 17.3 19.5 25.8 20.1 21.6 23.3 19.3 26.6 19.6 24.2 22.5 26.4 17.8 14.8 19.1 25.1 24.3 26.7 26.2 24.8 24.7 24.4 23.7 25.9 26.7 23.9 15.1 18.6 9.8 24.0 14.8 15.0 15.8 16.7 14.6 27.4 24.8 23.7 19.8 16.5 20.4 20.2 17.7 24.1 21.0 21.7 20.1 26.5 23.4 23.2 25.5 26.8 9.4 4.2 24.3 27.4 26.3 22.7 28.0 23.2 12.3 8.6 22.3 20.8 21.9 22.5 7.3 20.8 22.4 20.1 18.5 24.5 12.5 13.7 12.1 16.6 15.3 19.1 14.0 14.9 17.3 17.6 14.8 21.7 21.2 18.7 8.8 24.4 25.4 19.9 24.8 12.3 16.7 14.3 21.9 21.9 24.0 22.5 27.6 23.0 16.8 22.8 20.6 26.3 26.6 23.4 12.7 14.8 8.0 20.2 20.3 23.4 22.2 22.8 13.1 16.5 22.7 17.4 16.0 14.0 13.3 27.4 21.3 21.9 16.0 20.4 8.0 4.7 21.2 23.3 19.3 12.6 28.6 23.3 9.3 22.2 20.3 8.3 16.8 13.6 14.3 7.6 22.8 14.7 19.4 8.3 18.3 11.2
Score of 2
Score of 4
Score of 5
40%
20%
24.8 20.5 23.3
0%
20%
20.3 25.8 23.8 17.3 8.8 4.4 23.5 25.9 23.8 14.6 13.0
40%
7.7 22.2 18.7 19.7 20.2 25.0 12.2 12.6
60%
80%
17.6
19
Promoting Equity
tates have made great strides in recent years in closing equity gaps for underserved minority and low-income students, but these students remain underrepresented
in AP classrooms and in the population of students scoring 3 or higher on AP Exams. To achieve equity, we must increase diversity and performance at the same time, and ensure that the demographics of both AP participation and success align with the demographics of the overall student population. In Figure 6, youll see which states have closed the equity gap in participation, and which have closed the gap in success. Although work remains in the coming years to continue this progress, we have a lot to celebrate. For instance, 32 states have made progress since last year in closing the participation gap for black/African American students, and 38 states and the District of Columbia have made progress in closing the success gap for these students. On pages 28 and 29, youll find strategies for supporting teachers and giving underserved students the confidence, encouragement, and preparation they need to take on the challenge of AP courses and to succeed at them.
Figure 5: Demographics of the class of 2012, AP Exam takers, and graduates scoring 3 or higher
Overall Student Population 80% AP Exam Taker Population Population Scoring 3+ on an AP Exam
60%
58.5%
61.9% 56.4%
40%
20% 10.6% 6.0% 0% 1.1% 0.6% 0.5% American Indian/ Alaska Native Asian/ Asian American/ Pacic Islander 12.5%
18.3% 17.8%
15.9%
Hispanic/Latino
White
Note: Because some AP Exam takers identify themselves as Other for race/ethnicity or do not provide race/ethnicity, the AP Exam Taker Population in this figure only represents a total of 94.6 percent of all AP Exam takers.
Figure 6a: Equity gaps among traditionally underserved students in the class of 2012
Participation % of Graduating Class % of AP Exam Takers Equity Gap Eliminated Progress Since Last Year % of AP Exam Takers Scoring 3+ During High School
District of Columbia
90.5
65.9
41.9
30%
20%
10%
5%
Mississippi South Carolina Maryland Georgia Louisiana Alabama Delaware North Carolina Virginia Tennessee Arkansas Florida Missouri Illinois Michigan New Jersey Texas New York UNITED STATES Pennsylvania Ohio Connecticut Nevada Oklahoma Kentucky Indiana Rhode Island Kansas California Massachusetts Minnesota Wisconsin Arizona Nebraska Colorado Washington Iowa West Virginia Alaska Maine New Mexico Oregon New Hampshire Hawaii North Dakota Utah South Dakota Vermont Wyoming Montana Idaho
50.7 36.9 35.8 34.5 32.5 32.0 30.0 29.7 23.8 21.8 21.0 18.6 16.4 15.9 15.9 15.8 15.6 15.0 14.5 14.1 13.4 11.9 11.4 10.2 10.0 9.4 8.6 7.0 6.9 6.7 6.6 6.6 6.1 6.0 5.8 5.0 4.9 4.8 3.6 2.7 2.7 2.4 1.9 1.8 1.7 1.4 1.3 1.3 1.3 1.0 0.9
31.8 16.1 21.9 26.5 26.2 23.3 14.0 12.6 13.2 18.9 14.8 14.8 11.7 12.4 6.4 6.3 9.0 9.1 9.2 8.3 7.0 6.1 5.5 7.4 6.1 5.9 5.4 4.5 3.8 5.3 3.4 2.7 3.7 3.8 3.8 3.5 2.3 2.1 2.1 1.2 2.0 1.7 0.7 2.1 0.5 0.7 1.4 1.1 0.7 0.3 0.9
10.0 8.6 11.4 13.6 11.2 9.4 8.4 7.2 7.4 7.9 5.1 7.4 3.8 4.5 2.7 3.6 4.7 4.8 4.4 2.7 3.3 2.9 3.5 3.8 3.6 2.8 2.4 2.3 2.3 2.9 2.2 1.1 2.7 2.1 2.3 2.2 1.5 1.3 1.8 0.8 1.4 1.2 0.5 1.6 0.5 0.6 1.1 0.7 0.4 0.2 0.6
In the Equity Gap Eliminated columns in Figures 6a, 6b, and 6c, a l indicates that the percentage of either AP Exam takers or successful AP Exam takers in the class of 2012 who are a particular race/ethnicity is greater than or equal to the percentage of the overall graduating class who are of that race/ethnicity. The Progress Since Last Year columns compare the size of the equity gaps in the classes of 2011 and 2012 and are computed using unrounded calculations. States making progress in decreasing these gaps are displayed as p, while states where the gap increased in size are displayed as q. States with no change are indicated with a dash. You can find the complete numbers used in these calculations in Appendix D, available at apreport.collegeboard.org.
21
Figure 6b: Equity gaps among traditionally underserved students in the class of 2012 Hispanic/Latino
% of Graduating Class % of AP Exam Takers Participation Equity Gap Eliminated Progress Since Last Year % of AP Exam Takers Scoring 3+ During High School Success Equity Gap Eliminated Progress Since Last Year
10%
5%
New Mexico California Texas Arizona Nevada Florida Colorado UNITED STATES New Jersey Rhode Island Oregon Illinois New York Connecticut Washington Idaho Massachusetts Utah Nebraska Arkansas North Carolina Oklahoma Kansas Maryland Wyoming Virginia Delaware Georgia District of Columbia Indiana Pennsylvania Wisconsin Iowa South Carolina Tennessee Minnesota Hawaii Missouri New Hampshire Michigan Alaska Kentucky Alabama Montana Louisiana Ohio South Dakota Mississippi Vermont Maine West Virginia North Dakota
50.7 43.5 40.9 36.7 34.7 24.8 22.5 18.3 17.5 16.8 16.2 15.6 14.5 12.7 12.6 11.1 11.1 10.8 10.5 9.4 9.2 9.1 9.0 8.8 8.5 8.3 7.9 7.9 6.6 6.3 6.3 5.9 5.7 5.0 5.0 4.4 4.2 4.0 3.9 3.6 3.5 3.5 3.2 2.7 2.3 2.3 1.8 1.6 1.6 1.4 1.4 1.2
45.5 36.8 41.0 30.3 25.4 26.0 15.3 17.8 12.3 13.1 10.1 18.3 13.9 9.1 9.5 6.5 7.4 7.4 6.4 7.5 6.3 8.0 9.2 8.0 5.4 7.7 6.7 7.4 16.3 4.9 3.9 4.1 3.8 3.9 4.7 2.6 4.0 3.4 2.5 3.2 4.9 2.8 2.6 2.0 4.4 2.4 1.7 3.0 1.2 1.3 1.7 0.9
39.7 33.9 35.3 25.8 22.4 29.0 11.6 15.9 10.4 8.0 8.3 14.6 12.1 7.7 6.9 5.6 5.7 6.1 5.2 8.6 5.7 8.0 6.3 8.3 5.4 7.1 6.5 7.7 20.6 4.4 2.9 3.5 3.1 3.7 4.7 2.2 4.1 2.9 2.5 2.8 4.6 3.2 2.8 2.2 5.9 2.2 2.1 3.0 0.7 1.3 2.1 0.9
Figure 6c: Equity gaps among traditionally underserved students in the class of 2012 American Indian/ Alaska Native
Participation % of Graduating Class % of AP Exam Takers Equity Gap Eliminated Progress Since Last Year % of AP Exam Takers Scoring 3+ During High School Success Equity Gap Eliminated Progress Since Last Year
5%
1%
Alaska Oklahoma New Mexico Montana North Dakota Arizona South Dakota Oregon Idaho Washington Wyoming Minnesota Kansas Utah Nevada Arkansas Nebraska North Carolina UNITED STATES Wisconsin Alabama Colorado Louisiana California Michigan Rhode Island Maine New York Hawaii Iowa Missouri Connecticut Delaware Florida Maryland New Jersey Texas Virginia Illinois New Hampshire South Carolina Indiana Massachusetts Vermont Georgia Kentucky Mississippi Ohio Pennsylvania Tennessee West Virginia District of Columbia
21.1 20.0 11.0 7.7 6.8 5.6 4.9 2.2 1.9 1.9 1.9 1.4 1.3 1.3 1.2 1.1 1.1 1.1 1.1 1.1 1.0 1.0 1.0 0.7 0.7 0.7 0.6 0.6 0.5 0.5 0.5 0.4 0.4 0.4 0.4 0.4 0.4 0.4 0.3 0.3 0.3 0.2 0.2 0.2 0.1 0.1 0.1 0.1 0.1 0.1 0.1 *
4.3 8.9 5.6 3.2 0.9 2.6 2.5 0.9 0.6 1.0 0.9 0.5 1.1 0.6 0.8 1.1 0.7 0.8 0.6 0.5 0.6 0.8 0.6 0.4 0.4 0.2 0.5 0.3 0.3 0.4 0.5 0.2 0.6 0.4 0.5 0.1 0.6 0.5 0.2 0.2 0.4 0.3 0.2 0.5 0.3 0.4 0.4 0.3 0.2 0.4 0.4 0.1
2.9 7.2 2.4 1.1 1.1 1.0 1.2 0.9 0.4 0.8 1.1 0.4 0.8 0.5 0.7 1.3 0.6 0.6 0.5 0.5 0.7 0.6 0.5 0.4 0.4 0.2 0.3 0.2 0.3 0.4 0.5 0.2 0.5 0.3 0.4 0.1 0.6 0.5 0.2 0.2 0.4 0.2 0.2 0.4 0.3 0.4 0.5 0.2 0.2 0.4 0.3 0.0
* *
*Precise number of American Indian/Alaska Native graduates for the District of Columbia is not available.
23
58.9%
23.9% White
11.3% Asian/Asian
17.1%
of low-income AP Exam takers in the class of 2012 were from underserved minority groups
Hispanic/Latino
41.1%
733,416
Black/African American
Figure 7b: Top five most popular AP Exams taken by black/African American graduates
10,000
20,000
30,000
88,198
World History
Hispanic/Latino
Figure 7c: Top five most popular AP Exams taken by Hispanic/Latino graduates
0 30,000 60,000
Spanish Language
169,521
5,637
American Indian/ Alaska Native graduates took an AP Exam during high school
Calculus AB
25
AP
courses are built around well-defined goals for student learning that give teachers a clear understanding of what students should know and be able
to do by the end of the course. AP students in all subjects develop their knowledge of key concepts and practices essential to each subject, including critical thinking, reading, and writing skills. In AP English, history, and social science classrooms, students learn to read complex texts carefully, see many sides of an issue, and write arguments and analyses grounded in evidence. In AP science and mathematics courses, students apply similar critical reasoning skills to investigate scientific questions and solve mathematical problems. In AP arts courses, students analyze, evaluate, create, and perform as a means to deepen their appreciation and understanding of the arts. In AP world language courses, students develop and practice the speaking, listening, reading, and writing skills essential for understanding other languages and cultures.
250,465
364,732
473,742
497,924
154,450
208,515
249,184
268,251
343,695
537,106
732,229
780,024
204,677
303,560
414,325
441,671
96,258
143,747
176,023
184,526 129,239
69,085
96,011
119,965
Figure 9: Score distributions of AP Exams taken by the class of 2012 during high school
Score of 1 Total No. of Exams Subject 40% Biology Calculus AB Calculus BC Chemistry Computer Science A Environmental Science Physics B Physics C: Electricity and Magnetism Physics C: Mechanics Statistics
24.1 27.1 23.6 11.2 10.9 18.3 32.5 30.8 24.0 17.9 17.7 13.4 36.9 32.6 12.7 15.0 7.6 14.8
xx.x 16.2 xx.x xx.x 15.0 xx.x 19.8 xx.x
Score of 2
Score of 3
Score of 4
Score of 5
0%
14.6 17.7 16.9
20%
15.9 16.8 16.7 18.0
40%
18.1 22.4
60%
80%
19.4
25.5
20.6
27
District
Contact your regional College Board office for free training on how to use AP Potential to identify new courses to offer at your schools. Visit collegeboard.org/shareap for resources to help you recruit students to your districts AP classes.
Increasing Rigor
Use AP Instructional Planning Reports to target areas for increased attention and focus in the curriculum. Develop plans to recruit, retain, train, and mentor new and less experienced AP teachers.
Implement summer programs (e.g., summer boot or boost camps) to help students prepare for specific AP courses. Ensure AP course offerings align with your districts graduation requirements. (For instance, if a U.S. government course is required for all students, do they have access to AP U.S. Government and Politics?)
Promoting Equity
Build emotional and academic support for students through targeted peer mentoring, counseling, and tutoring programs. Offer parents a checklist and glossary of the academic opportunities offered at your school, along with a summary of the graduation requirements for their children. Use AP Potential results to invite students and parents from underserved backgrounds to targeted sessions of an AP night at your school that highlights the courses offered.
Work with middle and high school counselors to identify students who initially need extra academic and personal support to succeed in AP . Develop an AP inclusion process that involves parent meetings, school visits and tours, and summer bridge programs. Review your districts AP data, and require schools to review their AP enrollment practices. Together, use this information to ensure that underrepresented students have access to academic pathways that will prepare them for AP and that your schools see proportionate, , equitable AP enrollment and success.
Adopt rigorous academic standards and curricula that allow students to build a progression of content and skills anchored in AP . Develop and share a road map of the content and skills that students will need to be college and career ready.
Set clear and measurable goals about college readiness for all students in your district. Make information available to students about whether they are on track to be (or already are) successful in college-level courses by the end of high school.
We hope schools, districts, states, and colleges and universities will consider the following strategies for increasing rigor, promoting equity, and developing critical knowledge and skills in high school classrooms.
State
Build teacher capacity by requiring AP teachers to complete content-specific professional development before or during their first year and to update their training regularly. Make funding available for attending these professional development events.
College or University
Host an AP Summer Institute or other professional development event for AP teachers in your area. Increase recruitment of successful AP students.
Set a clear, measurable statewide goal for AP participation and success to be incorporated into the state report card. Establish AP participation and performance indicators on state report cards.
Encourage and reward faculty involvement in AP course development, exam scoring, course syllabus review, and research. Recognize successful AP scores with courseequivalent credit, placement, and/or scholarships.
Provide targeted assistance and resources to schools serving traditionally underserved populations: for example, funding for materials, supplies, outreach efforts, and tutoring programs. Clearly communicate your states graduation requirements, and share information about funding opportunities that enable students to participate and succeed in AP Communicate the . advantages of AP for students attending your states universities.
Target recruitment outreach to underserved students who earn AP scores of 3 or higher. Recognize and collaborate with AP Districts of the Year near your institution. Support their continued progress through collaborative activities such as AP teacher training, college fairs, and parent and community outreach.
Develop policies that allow AP course work and exam scores to substitute for statewide graduation requirements. Provide resources to schools and districts to support research-based programs that build content knowledge and skills particularly in literacy and math to prepare students for success in AP course work, and in college and careers.
Provide incentives for faculty to collaborate with local AP teachers to align expectations of what students in college-level courses should know and be able to do. Organize special events for local AP students to visit your institution (e.g., lab tours, author presentations, and speakers from your history or English departments). Make admission counselors available to meet with students at these events.
The College Board apreport.collegeboard.org 29
AP Partnerships
S
uccess is rarely the result of just one element; its a collaborative effort at many levels, from many constituents. To address the opportunity gap discussed on pages 23 at its root, we need to ensure that more AP courses and the training needed for teachers to lead them are available, particularly in traditionally underserved schools. Initiatives aimed at starting and expanding AP programs are crucial to this effort. Here were spotlighting three such partnerships: AVID (Advancement via Individual Determination) is a college readiness program focused on providing low-income and underserved minority students with the support they may need to succeed in rigorous course work. Over the last six years, the proportion of AVID seniors taking at least one AP course has increased steadily, from 68.6 percent in 2007 to 72 percent in 2012.10 The National Math and Science Initiative (NMSI) has implemented a training and incentive program in nine states to increase teacher effectiveness and student achievement in AP math and science courses. Between 2011 and 2012, schools participating in the program for the first time saw the number of successful AP Exam scores in math, science, and English at their schools nearly double.11 Made possible by a $5 million grant from Google to DonorsChoose.org, the AP STEM Access program is an initiative to increase the number of traditionally underrepresented minority and female high school students who participate in AP courses in STEM (science, technology, engineering, and math).12
States, districts, and schools are leading this critical work, and the College Board is supporting however it can. States like California, Florida, and West Virginia are funding the teacher training and materials needed to expand AP programs in some of their most underserved schools.9 Districts such as Copiague Public Schools in New York (profiled on pages 89) are demonstrating sustainable success in improving equity and success in AP classrooms. More than 800 AP teachers received scholarships to attend AP Summer Institutes last year, and the College Board plans to expand this funding next year. The AP collaborative community also extends to organizations interested in promoting equity and success in AP classrooms.
31
NEISD is humbled to receive the large district award from the College Board. Our teachers and administrators are dedicated to reaching every child, every day, and this accolade acknowledges the districts commitment to success for all students. ... We have put support structures in place to provide AP opportunities to a diverse group of students, many of whom will be the first in their families to attend college. Our efforts to increase AP participation and success are opening doors for more students to pursue their dreams after high school. Brian G. Gottardy, Superintendent
33
Glendale Union High School District is honored to be named a District of the Year by AP This accomplishment has been made possible by a . committed community of parents, teachers, and students who expect and give their very best. Dedicated teachers challenge students every day teachers truly do make the difference. This recognition validates Glendale Unions core belief that all students can learn. Long before students take their first AP Exams, teachers in all classes have set high expectations. Our culture of rigorous standards prepares our students for the AP pathway. We encourage all students to participate in AP and partner in their success. Glendale Union is proud to have been named a District of the Year, and we look forward to our students continued AP success. Eugene Dudo, Superintendent
As a school district, we are committed to a multi-year strategy of simultaneously expanding access and improving performance of our students on AP Exams. We believe by prioritizing and valuing our Pre-AP and AP programs from the middle grades through high school, we are preparing our students for college success while also raising the standards for students across all subjects. Our administrators, teachers, students, and community believe in our AP program as the door of opportunity for college access, and we are committed to expanding and deepening our success in the coming years. Mary M. Bourque, Superintendent
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Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming UNITED STATES
Notes
1. The Aptitude-Achievement Connection: Using an Aptitude Test to Aid in Allocating Educational Resources. From Uneducated Guesses: Using Evidence to Uncover Misguided Education Policies by Howard Wainer, 2011. 2. Average correlations between grades in relevant course work and AP Exam performance and between high school GPA and AP Exam performance were only .25 and .28, respectively. Maureen Ewing, Wayne J. Camara, and Roger E. Millsap: The Relationship Between PSAT/ NMSQT Scores and AP Examination Grades: A Follow-Up Study (http://research.collegeboard. org/sites/default/files/publications/2012/7/ researchreport-2006-1-psat-nmsqt-scores-apexamination-grades-follow-up.pdf). The College Board, 2006. 3. These data are based on the nearly 2 million public school students in the class of 2012 who took the PSAT/NMSQT as 10th- or 11thgraders. Students were classified as taking a recommended AP subject if they completed an AP Exam in a subject for which they had potential to succeed. AP subjects in mathematics are Calculus AB, Calculus BC, Computer Science A, and Statistics. 4. For more information, visit the College Boards College Completion Agenda at completionagenda.collegeboard.org. 5 . The College Completion Agenda 2011 Progress Report (New York: The College Board, 2011). 6. Underserved minorities are defined throughout this report as American Indian/Alaska Native, black/African American, and Hispanic/Latino. 7. The College Completion Agenda 2012 Progress Report (New York: The College Board, 2012). 8. AP Potential is a free, Web-based tool that uses PSAT/NMSQT results to find students who are likely to succeed in AP. For more information, visit appotential.collegeboard.org. 9. The California AP Potential Expansion (CAPE) program provides funding for materials and teacher training for AP courses to approximately 200 California public schools that currently offer few or no AP courses, yet have many students with strong potential to succeed. The College Board Florida Partnership for Minority and Underrepresented Student Achievement has funded AP professional development for the past 11 years in schools and districts throughout Florida. The West Virginia Center for Professional Development (WVCPD) pays for AP professional development for its AP teachers, principals, and AP Coordinators to expand equity and access to AP in the state. 10. For more information, visit avid.org. 11. For more information, visit nationalmathandscience.org. 12. For more information, visit collegeboard.org/apstem.
Success Number of Graduates Who Scored 3+ on an AP Exam During High School Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming UNITED STATES 2002 1,710 762 3,285 1,333 53,816 5,582 5,006 617 234 17,256 7,686 682 1,156 13,666 4,134 1,828 1,631 2,396 775 1,701 8,414 8,773 9,594 5,631 696 2,566 929 733 1,375 1,341 11,230 1,215 28,196 9,016 402 8,896 2,620 2,477 10,918 666 3,944 610 3,153 24,801 5,586 910 11,198 5,619 886 7,100 347 305,098 2007 2,398 957 5,428 2,620 72,097 8,569 7,089 979 211 26,360 11,592 867 1,605 18,857 5,786 2,640 2,208 3,518 920 2,275 12,882 12,307 13,062 7,815 845 3,686 1033 1105 2,430 2,052 15,772 1,642 35,707 12,858 542 12,301 3,268 3,812 14,442 900 4,765 793 4,344 34,869 5,896 1,311 16,007 8,938 1,148 10,053 443 424,004 2011 3,872 1,006 7,675 3,827 90,409 10,692 9,270 1,172 323 36,707 16,476 1,060 2,079 24,449 8,772 3,392 2,943 5,393 1,474 2,755 15,586 15,129 16,628 10,493 1,133 4,959 1,196 1,605 3,451 2,454 19,486 1,954 41,427 15,545 555 15,453 3,892 4,719 17,631 1,168 5,855 974 5,274 46,025 6,853 1,360 20,542 11,865 1,483 12,058 501 541,000 2012 4,258 1,062 8,307 4,227 95,695 11,442 9,685 1,257 389 39,306 17,767 1,200 2,115 26,461 9,634 3,481 3,117 6,067 1,531 2,933 16,327 16,251 17,262 11,067 1,145 5,554 1,205 1,724 3,607 2,430 20,283 2,108 42,627 16,558 553 16,201 4,023 5,025 18,665 1,302 6,231 1,005 5,790 49,062 7,298 1,425 21,524 12,542 1,631 12,590 523 573,472 Percentage of Graduates Who Scored 3+ on an AP Exam During High School 2002 4.8 11.0 7.0 4.9 16.5 13.7 15.5 9.5 7.6 14.4 11.6 6.5 7.3 11.7 7.3 5.4 5.5 6.6 2.0 13.5 16.5 15.9 10.1 9.8 2.9 4.7 8.8 3.7 8.5 10.8 14.5 6.7 20.1 13.7 5.0 8.0 7.1 8.0 9.5 7.4 12.6 6.9 7.7 11.0 18.5 12.8 16.8 9.6 5.2 11.7 5.7 11.6 2007 6.3 12.0 7.7 9.4 19.2 18.3 18.9 13.8 6.0 17.4 15.1 8.1 9.8 14.5 9.4 7.4 7.5 9.1 2.9 17.0 22.5 19.7 12.3 13.1 3.4 6.2 10.2 5.6 13.6 14.4 16.4 9.4 22.4 15.8 7.5 10.2 8.9 11.9 11.1 8.8 12.5 9.6 8.6 13.6 18.8 18.3 20.4 13.7 6.7 15.6 8.3 14.3 2011 9.9 14.0 9.6 13.5 23.4 22.3 25.3 15.5 7.7 23.9 19.8 10.0 12.2 18.5 14.0 9.7 10.3 13.7 5.6 22.8 27.9 25.5 16.0 18.3 4.5 8.2 12.7 8.1 16.3 18.3 19.9 11.1 26.5 18.4 8.2 12.8 10.7 15.0 13.8 12.0 16.5 12.3 10.4 16.7 20.7 21.4 25.6 18.4 8.8 19.4 9.8 18.1 2012 11.1 14.9 10.0 14.8 24.7 24.2 26.9 16.4 9.9 27.3 21.7 11.4 12.3 19.9 15.6 10.2 11.1 15.6 6.3 24.8 29.6 27.9 17.0 19.7 4.6 9.6 13.1 8.9 16.7 18.3 21.2 12.3 28.0 19.3 8.6 13.8 11.2 16.2 14.8 13.5 18.0 12.9 11.5 18.1 22.2 22.8 27.2 20.0 9.8 20.6 10.5 19.5
About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the worlds leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success including the SAT and the Advanced Placement Program. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org. For more copies of this report The 9th Annual AP Report to the Nation may be downloaded as a PDF from apreport.collegeboard.org. Printed copies may be ordered free of charge at collegeboard.org/freepubs. Follow us! Stay up to date Follow @AP_Trevor and tweet with the hashtag #APreport
2013 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board. AP Potential is a trademark owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org.
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