Whos Right For AP PSAT and AP Potential - PowerPoint PPT Presentation

Loading...

PPT – Whos Right For AP PSAT and AP Potential PowerPoint presentation | free to view - id: 10adce-NDRjZ



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Whos Right For AP PSAT and AP Potential

Description:

Whos Right For AP PSAT and AP Potential – PowerPoint PPT presentation

Number of Views:315
Avg rating:3.0/5.0
Slides: 109
Provided by: julie271
Category:
Tags: psat | joss | potential | right | whos

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Whos Right For AP PSAT and AP Potential


1
Whos Right For AP?  PSAT and AP Potential
  • Nancy S. Potter
  • K-12 Outreach Educational Manager
  • Western Regional Office
  • The College Board

2
  • Nancy Potter
  • Outreach
  • Educational Manager
  • Western Regional
  • Office

3
  • The College Boards mission is to connect
    students to college success and opportunity. We
    are a not-for-profit membership organization
    committed to excellence and equity in education.

4
Showcase AP PotentialWhos right for AP and WHY
  • AP means All Pupils
  • Why All Pupils should take AP
  • How AP Potential works
  • Why sophomores should take the PSAT/NMSQT
  • What about the PSSS, since its too late for the
    2005 PSAT/NMSQT

5
College Board Supportfor Hurricane Katrina
Victims
  • The College Board is making arrangements to
    ensure that students wishing to participate in
    College Board programs will be able to do so.
  • We will provide additional fee waivers for SAT
    and PSAT/NMSQT assessments to students displaced
    by Hurricane Katrina.
  • We will waive CSS/PROFILE fees for freshman
    applicants who lived in effected zip codes on
    August 29, 2005.
  • We will provide regular updates on
    www.collegeboard.com to inform students, parents,
    and educators about additional support the
    College Board and other education organizations
    might be able to make available in coming weeks.

6
The College Board Connecting Students to College
Success
  • The College Board is a not-for-profit membership
    association whose mission is to connect students
    to college success and opportunity. Founded in
    1900, the association is composed of more than
    5,000 schools, colleges, universities, and other
    educational organizations. Each year, the College
    Board serves seven million students and their
    parents, 23,000 high schools, and 3,500 colleges
    through major programs and services in college
    admissions, guidance, assessment, financial aid,
    enrollment, and teaching and learning. Among its
    best-known programs are the SAT, the
    PSAT/NMSQT, and the Advanced Placement Program
    (AP). The College Board is committed to the
    principles of excellence and equity, and that
    commitment is embodied in all of its programs,
    services, activities, and concerns.
  • For further information, visit www.collegeboard.co
    m.

7
At its founding in 1900, the College Board was
organized to help high school students make a
successful transition to higher education.
  • With the College Board's revolutionary
    development of common entrance examinationsthe
    SAT.
  • The membership association developed additional
    assessments to provide assistance in placement
    and the awarding of college credit, such as the
    Advanced Placement Program and the College-Level
    Examination Program. Resources to help students
    conduct successful college searches were
    compiled, printed, and eventually made available
    electronically in software products and on the
    Internet. The College Scholarship Service.
  • At the beginning of the twenty-first century, the
    College Board is the nation's recognized leader
    in assisting students in the transition to higher
    education.

8
AP Equity Policy Statement
  • The College Board and the Advanced Placement
    Program encourage teachers, AP Coordinators, and
    school administrators to make equitable access a
    guiding principle for their AP programs. The
    College Board is committed to the principle that
    all students deserve an opportunity to
    participate in rigorous and academically
    challenging courses and programs. (continued)

9
AP Equity Policy Statement
  • All students who are willing to accept the
    challenge of a rigorous academic curriculum
    should be considered for admission to AP courses.
    The Board encourages the elimination of barriers
    that restrict access to AP courses for students
    from ethnic, racial, and socioeconomic groups
    that have been traditionally underrepresented in
    the AP Program. Schools should make every effort
    to ensure that their AP classes reflect the
    diversity of their student population.

10
The ImperativeWhos right for AP?
  • As an individuals education and skills increase
    the income gap closes
  • Young adults with a high school diploma earn
    2,000 more annually than those without
  • 6,000 more annually with an associates degree
  • 20,000 more annually with a BA
  • Over a million dollars over the course of a
    lifetime, and thats just the monetary incentives

11
CollegeBoard
  • Publications
  • And
  • Research

12
  • Statistical
  • Proof for the
  • Value of
  • Education

13
Education Pays. The higher the level of education
  • Greater earnings and tax contributions
  • Lifetime earnings
  • Unemployment
  • Higher perceptions of excellent health
  • Less smokers
  • More volunteerism
  • Lower incarceration rates
  • Higher school readiness for children
  • Greater voting
  • More blood donations
  • Savings on social programs
  • And the list of benefits continues.

14
Get the entire report 2004, and the update 2005
just released
  • Education Pays
  • http//www.collegeboard.com/prod_downloads/press/c
    ost04/EducationPays2004.pdf
  • Its on your CD filed under PUBLICATIONS

15
Economic implications
  • In todays information economy, a college
    education has become a necessity in many
    communities where previously students had other
    options for post-secondary careers. According to
    U.S. Census Bureau figures, median annual
    earnings for year-round, full-time workers with
    bachelors degrees are about 60 percent higher
    than those with only a high school diploma. Over
    a lifetime, the gap in earnings between the two
    groups can exceed 1 million.

16
The Challenge Helping More Low-Income Students
Prepare for College
  • High-achieving students from low-income families
    are still five times as likely not to attend
    college as their high-achieving, more
    economically advantaged peers.
  • Research has shown that dropout rates tend to be
    higher for children who live in poverty. In 2000,
    young adults living in families with incomes in
    the lowest 20 percent of all family incomes were
    six times more likely than their peers from
    families in the top 20 percent of income
    distribution to drop out of high school (U.S.
    Department of Education, 2000c )

17
The Challenge Helping More Low-Income Students
Prepare for College
  • Limited opportunity for low-income students to
    prepare for and go on to college results from
  • Low expectations and motivation
  • Lack of appropriate curriculum, instruction, and
    support
  • Absence of information that clearly introduces
    available educational options and opportunity

18
I saw the angel in the marble and carved until I
set him free. Michelangelo
Michelangelo
67 of young adults said they could have worked
harder in high school NEA Journal Sept. 2005
19
What is the AP Program?
  • Curriculum-based assessment programAP Exam
  • College-level work in high school
  • College credit or placement for high school
    students
  • Rigorous academic experience in high school
  • Sets the standard for integrated curriculum and
    teacher professional development

20
(No Transcript)
21
What do we know?
  • A lack of congruence between students and
    teachers college-going expectations is
    especially problematic for underserved students
    because
  • 71 of students plan to attend college, and
  • 32 of teachers expect their students to attend.
  • 51 of parents believe their children will attend
    college.
  • From report done by Pathways to College Network
    Citing research by Metropolitan Life (2000)
    MetLife Survey of the American Teacher 2000.

22
Teachers Perspectives on their Students Plans
(MetLife Survey, 2000)
  • Secondary school teachers think that one-third of
    their students plan to attend a four-year
    college.
  • Three in ten of their students plan to work
    full-time.
  • Two in ten of their students plan to attend a
    two-year community college.
  • 14 plan to attend a technical or vocational
    school.
  • 7 plan to do something else.

23
College Enrollment Gap
  • 76 percent of high-income high school graduates
    enroll in college or trade school immediately
    whereas only 49 percent of low-income graduates,
    42 percent of Hispanic graduates, and 59 percent
    of black high school graduates do so.

24
Factors InfluencingCollege Admission Decisions
NACAC Admission Trends Survey, 2001
24
25
Susan Inman, Lead Admissions Counselor, Office of
Admissions University of Washington
  • At a dual enrollment convention held Oct. 28,
    when asked if a student would be better served to
    take AP in high school
  • high school is a better environment to support
    these students.

26
College Awareness A Summary
  • Of the 2,201 high school students surveyed
  • 83 felt a college degree was important to obtain
    a successful career
  • 47 said they heard about college in school
  • 27 felt they could afford college
  • 22 identified their teachers parents as
    helpful with college information
  • 9 identified their school counselor as helpful
    with college information
  • The BERC Research Group, LLC Early College
    Awareness Summary Report 2003

27
Percentage of Students Who Knew All Curricular
Requirements for Admission by Type of College
Source Venezia, Andrea, Michael Kirst, and
Anthony Antonio (2003) Betraying the College
Dream How Disconnected K-12 and Postsecondary
Education Systems Undermine Student Aspirations.
Stanford University Bridge Project. Stanford
Stanford University
28
Students Misconceptions About Preparing For and
Attending College
Source Venezia, Andrea, Michael Kirst, and
Anthony Antonio. Betraying the College Dream How
Disconnected K-12 and Postsecondary Education
Systems Undermine Student Aspirations. Stanford
University Bridge Project. 2003.
29
The Excellence Challenge
Forty percent of college-bound students are not
taking enough core courses. Half need remedial
English or math when they get to campus. A third
of freshman dont make it to sophomore year.
Less than half get their degrees. The New York
Times, Education Life, Page 23, November 10, 2002
30
Impact of AP on 5-Year College Graduation Rates
Comparisons made among students with the same
abilities and backgrounds (test scores, family
income, school poverty index)
Source Chrys Dougherty, Lynn Mellor, and Shuling
Jian, The Relationship Between Advanced Placement
and College Graduation (National Center for
Educational Accountability, 2005)
31
How can we best help our students?
  • David Conelys landmark research, based on an
    extensive three-year project sponsored by the
    Association of American Universities in
    partnership with The Pew Charitable Trusts,
    identifies the cognitive skills and subject area
    knowledge necessary to succeed in entry-level
    university courses. Although more students have
    the test scores and transcripts to get into
    college, far too many are struggling once they
    get there. They find that college coursework
    demands so much more of them than high school.
    For the first time, they are asked to think
    deeply, write extensively, document assertions,
    solve non-routine problems, apply concepts, and
    accept unvarnished critiques of their work.
    College Knowledge confronts the disconnect
    between what high schools do and what colleges
    expect and proposes a solution by identifying
    what students need to know and be able to do in
    order to succeed.

32
The Bridge Project
  • A study of six states conducted from 1996 to 2002
    at Stanford Institute for Higher Education
    Research reflects trends found elsewhere
  • Most students gain information about college from
    teachers or parents
  • Most students unaware how to be successful in
    college
  • David Conley College Knowledge p. 17-23

33
The Bridge Project recommends schools
  • Simplify high school curriculum so students
    cannot make bad choices. Courses should be
    designed to meet college requirements
  • High schools should offer access to information
    about college admission, especially to first
    generation college goers
  • All students should be signed up automatically
    for the PSAT and SAT. School time should be
    allowed during which they can fill out the forms
    and eligible students can apply for fee waivers.
    (page 23)
  • Volunteer staffed career centers create access to
    college information for cash strapped districts.
    Build career planning units into the curriculum.
  • Conley, David. College Knowledge. San
    Francisco Jossey-Bass, 2005. p. 17-23 ISBN 0
    7879 7397 1

34
Newsweek, June 2, 2003
  • The Science Academy of South Texas, a public
    school that draws students from three rural
    counties in the Rio Grande Valley, has sent
    several migrant workers children to high-tech
    colleges by exposing them to difficult AP
    assignments.
  • (continued)

35
Newsweek, June 2, 2003
Norma Flores, a senior, says she often started
school late in the fall because her
migrant-laborer family needed her in the
cornfields. I had to work twice as hard to catch
up, she says. But next fall, fortified by
college-level courses, she will study aerospace
engineering at the University of Texas Pan
American campus.
36
According to a student
  • It is made clear to students by teachers,
    counselors, and parents that taking an A.P. class
    is more then just taking an A.P. class and
    passing an A.P. test is more then just passing an
    A.P. test. Shaun Zubair
  • Students who participate in AP are ultimately
    given the responsibility to reason, analyze, and
    understand for themselves. Such intellectual
    training inevitably helps them succeed in
    college, where these skills are essential.

37
According to an AP Teacher and Administrator
  • AP pushes me to discover new ways to improve
    as a teacher.
  • Michael Hicks AP U.S. History Teacher
    Abraham Lincoln High School, San Jose,
    California
  • AP is by far the best college preparatory
    program available. As the principal of a small
    school of about 225 students, I especially
    value the teacher training, curricular materials,
    and data analysis AP offers. These systems of
    support ensure schools have the capacity to build
    successful AP programs.
  • Mike Brown Principal Prosper
    High School, Prosper, TX

38
Why AP helps colleges and universities
  • AP Serves Underrepresented Minority and Low
    Income Students
  • AP Policies attract motivated students
  • AP Students are well prepared for success in
    college
  • AP Students pursue disciplinary interests
    cultivated in AP
  • Read the entire report with statistical
    evidence
  • http//apcentral.collegeboard.com/article/0,3045,1
    54-179-0-36726,00.html

39
  • "I have always found students with AP background
    easy to identify in a college classroom. They
    usually have a better understanding of historical
    evidence and how to evaluate various types to
    form organized, coherent arguments. They have had
    good experience working with document types and
    have a sense of historical interpretations as
    well as how to read critically."Michael
    Galgano, Chair, AP European History Development
    CommitteeProfessor of HistoryJames Madison
    University

40
Why should a student takethe AP Exam?
  • Colleges and universities give credit for
    qualifying AP Exam grades, not AP course grades.
  • The confirmation that college-level learning
    took place is in the published results. The AP
    Exam grade is a national standard that I can
    understand and rely upon.
  • Joellen L. Silberman, Dean of EnrollmentKalamazo
    o College
  • 5 very well qualified
  • 4 well qualified
  • 3 qualified
  • 2 possibly qualified
  • 1 no recommendation

41
AP forms a WIN/Win Scenario
  • Most of the nations colleges and universities,
    (over 90) plus colleges and universities in 24
    other countries, grant students admission,
    credit, and/or placement for qualifying AP Exam
    grades.
  • For example, at Princeton, students can use
    qualifyingAP Exam grades to
  • Graduate in three or three-and-a-half years
  • Enter upper-level courses
  • Fulfill a foreign language requirement
  • Some 50 percent of U.S. colleges and universities
    offer sophomore standing to students who have a
    sufficient number of qualifying grades.

42
No Reason exists not to take an AP exam.The only
way to fail an AP exam is not to try.Recent
research shows the POWER OF A TWO!The rigor of
taking an AP course and sitting for a
comprehensive examination helps students succeed.
43
"Do What Works How Proven Practices Can Improve
America's Public Schools," by Tom Luce and Lee
Thompson (available at www.communitiesjust4kids.or
g). Fig. 17 page 143.
44
Barbara G. Dodd, Steven J. Fitzpatrick, RJ.
DeAyala, and Judith A Jennings, "An Investigation
of the Validity of AP Grades of 3 and a
Comparison of AP and Non-AP Student Groups,"
College Board Research Report No. 2002-9 (2002)
  • A 2002 study by the University of Texas at Austin
    shows that among students with the same academic
    abilities (same SAT/ACT scores same class rank),
    AP students scoring 3 or higher perform better in
    advanced college courses than students who
    participated in concurrent enrollment or students
    who did not skip any college courses.

45
The exam fee has not risen in the past three
years.
  • There is an 82 fee for each AP Exam, which the
    College Board uses to
  • 1) develop, print, ship, and score the exams
  • 2) subsidize teacher training
  • 3) develop classroom resources
  • 4) support educational initiatives
  • In Washington additional federal and/or state
    funding provide these additional fee subsidies
  • The school determines the need, reducing the cost
    to 5.

46
(No Transcript)
47
APs Examinations provide direction
  • One of the best standard predictors of academic
    success at Harvard is performance on Advanced
    Placement Examinations.
  • William R. FitzsimmonsDean of Admissions,
    Harvard University
  • AP Exams affirm the rigor of a students course
    work. Though admissions policies vary, if I were
    a student, I wouldnt assume that the college of
    my dreams didnt care about AP Exams in the
    admissions process.
  • Bruce Walker, Director of Admissions University
    of Texas at Austin

48
AP increases Rigor in the entire school
  • A 1999 U.S. Department of Education study found
    that the strongest predictor of college
    graduation is something students do before they
    ever go to college
  • Participate in rigorous, college-level courses in
    high schooland AP courses in particular.
  • Clifford Adelman, Answers in the Tool Box
    Academic Intensity, Attendance Patterns, and
    Bachelors Degree Attainment (1999), U.S.
    Department of Education.

49
AP and College Success
Students who take AP courses and exams are much
more likely than their peers to complete a
bachelors degree in four years or less. Source
Camara, Wayne (2003). College Persistence,
Graduation, and Remediation. College Board
Research Notes (RN-19). New York, NY College
Board.
50
Saul Geiser and Veronica Santelices, "The Role of
Advanced Placement and Honors Courses in College
Admissions," Center for Studies in Higher
Education. Paper CSHE-4-04 (July 1, 2004).
  • New research conducted by the University of
    California Berkeley-which looked at a pool of
    "similar" students created by removing
    differences of GPA. school quality, parental
    education level, and family income-"emphatically
    supports" many earlier studies' findings that an
    AP Exam grade of 3 or higher is "a remarkably
    strong predictor of performance in college." This
    study concludes "The subject-specific,
    curriculum-intensive AP Exams are the epitome of
    'achievement tests,' and their validity in
    predicting college performance should not be
    surprising."

51
AP Potential reveals diamonds in the rough
  • Identify students who will succeed in AP
  • Obtain a roster and letters
  • Increase the rigor at your school

52
(No Transcript)
53
(No Transcript)
54
(No Transcript)
55
(No Transcript)
56
(No Transcript)
57
(No Transcript)
58
Collegeboard.com connects your students to
college success
59
(No Transcript)
60
AP Potential can indicate courses to offer
61
Start AP with courses designed for success
  • Those with no pre-requisites Psychology,
    Economics
  • Those with high success rates Spanish Language
  • Those that all students must take English, US
    History
  • Those that feature a talent Studio Art, Music
    Theory

62
  • A Great Test ---
  • An Even Greater Tool for students and staff!

Only offered twice in October Wednesday and
Saturday
63
2005 PSAT/NMSQT Its not just for juniors
  • 3,997,360 tests from 22,085 schools. 
  • This is 264,150 more tests from 334 more schools
    than in 2004
  • Five states paid for their 10th graders to take
    the PSAT
  • Los Angeles Unified tested all 9th graders

64
All high schools students who take the PSAT get
MyRoad free. Available as a site license
65
and more. NEW IN 2005Free DVD - Destination
College Planning with the PSAT/NMSQT
  • In 2005, each school will receive this 22-minute
    DVD, free of charge, with its Score Report
    shipment in December
  • The video will
  • Go through the student Score Report,
    section-by-section
  • Discuss the free online resources available to
    students to get the most out of their PSAT/NMSQT
    results
  • Contain interviews with students and counselors
    about using their PSAT/NMSQT results to get ready
    for the SAT and plan for college
  • Includes both an English version and a Spanish
    version

66
and more. PSAT/NMSQT Extra www.collegeboard.com/
psatextra
  • Contains answer explanations for every test
    question, sample SAT higher-level math questions,
    and student-written sample SAT essays
  • Available in December, after Score Reports arrive
    in schools
  • Free access for every student who takes the
    PSAT/NMSQT

67
  • If they didnt take the PSAT/NMSQT,
  • Students can still take a non secure PSAT
  • Students and school benefit.

68
(No Transcript)
69
  • A Students critical reading, math, and writing
    scores
  • B Score Ranges
  • C Percentiles
  • D Expected SAT score ranges
  • E Overview of Answers
  • F Personalized improve your skills section
  • G Educational Plans
  • H Instructions to access explanations to test
    questions

70
Summary of Skills and Answers
  • The Summary of Answers Workshop demystifies the
    test and reveals much about your curriculums
    strengths and weaknesses.  Your students
    achievement is compared with students who have
    the same test taking ability.

71
Examines correct responses where performance was
better than the performance of comparable
students.
72
(No Transcript)
73
Did better than expected comprehending and
recognizing connections between ideas in a
scientific long sentence.
  • Engineer Oliver Johnson has developed a process
    that converts contaminated, even---, water into
    drinkable water many experts believe that this
    groundbreaking discovery will---water treatment
  • A. toxicrevolutionize
  • B. rarefiedunmask
  • C. poisonousstagnate
  • D. pristinereform
  • E. harmfultraumatize

74
Difficulty level 1 of 1098 correct compared to
96 WA, 94 nation, 89 comparable students
  • Engineer Oliver Johnson has developed a process
    that converts contaminated, even---, water into
    drinkable water many experts believe that this
    groundbreaking discovery will---water treatment
  • A. toxicrevolutionize
  • B. rarefiedunmask
  • C. poisonousstagnate
  • D. pristinereform
  • E. harmfultraumatize

75
  • Looking
  • At
  • Wrong
  • Answers
  • Provides
  • insights

76
Yet, they did worse on a vocabulary question
requiring them to understand negatives,
definitions within sentences and abstract ideas
  • The professor argued that every grassroots
    movement needs ---- without his public
    declaration of motives, there can be no cohesive
    organization.
  • An invocation B. a prospectus C. a manifesto D.
    an arbitration E. a mandate

77
Difficulty level 8 of 1021 correct compared to
21 WA, 25 nation, 28 comparable students
  • The professor argued that every grassroots
    movement needs ---- without his public
    declaration of motives, there can be no cohesive
    organization.
  • An invocation B. a prospectus C. a manifesto D.
    an arbitration E. a mandate

78
  • Line is nation X indicates state z shows
    school

79
  • Math Skills as well
  • Line is nation X indicates state z shows
    school

80
Writing A special WASL helper
81
(No Transcript)
82
(No Transcript)
83
(No Transcript)
84
Students deserve a choice Individuals who by
an accident of geography or the blessings of
God, have been able to use education to escape
poverty. Jeff Livingston
  • Jeff Livingston attended Spring Valley High
    School in 1989. His AP exams were paid for by
    the state of South Carolina.
  • The most important thing I could talk to you
    about today is that I was not designed to be
    hereI grew up on the wrong side of a high fence
    separating my black broken class neighborhood
    from one of the most exclusive subdivisions in
    South Carolina.
  • And by a mistake of geography or as my mother
    would say a blessing from God, I got to go to
    their school. My little brothers and I always
    joked that our dog lived in a different school
    district because the line quite literally went
    through our back yard. Now, the tragedy of the
    matter is the people who lived on the next street
    over, the people who were born into exactly the
    same circumstances as I, born with exactly the
    same aptitude as I, who were not challenged in
    the way as I was, who were not able to pursue the
    things I was able to pursue. I am here as much
    as a representative for them.

85
Free Resources for Starting or Strengthening an
AP Program
  • http//apcentral.collegeboard.com/freepubs
  • AP Report to the Nation
  • The Value of an AP Courses and Exams
  • Bulletin for AP Students and parents
  • Get the with Program
  • Among other publications

86
Questions?
  • 866-392-4078
  • (Toll free)
  • Nancy Potter
  • 425-643 7989
  • Cell
  • 917-207 1735
  • npotter_at_collegeboard.org

87
(No Transcript)
88
2005 Washington AP Counts
  • Total AP Exams 35,704
  • Total Candidates 22,573
  • of Grades 3 or above 61.9
  • Overall Percent of Growth in Exams Compared to
    Last Year- 12.22
  • Overall Percent of Growth in Candidates Compared
    to Last Year - 11.24

89
Compare Washington to the Nation
  • Washington National
  • Total AP Exams 35,704
    2,065,045
  • Total Candidates 22,573 1,197,439
  • of Grades 3 or above 61.9 59.4
  • Overall Percent of Growth in Exams Compared to
    Last Year- 12.22 Nationally 11.46
  • Overall Percent of Growth in Candidates Compared
    to Last Year - 11.24 Nationally 10.76

90
(No Transcript)
91
Washington State is one of the national success
stories
  • Washington has been making strides to improve
    the quality of education for all students.
  • Between 1996 and 2003, African American
    eighth-graders made a bigger jump on the National
    Assessment of Educational Progress math test (19
    points) than African American students in any
    other state
  • AP participation rates for students of color have
    increased between 70 and 170 percent
  • Four times as many Washington students are taking
    Advanced Placement exams as they did 10 years
    ago

Source Bergeson, Terry (2004) By the Numbers
Rising Student Achievement in Washington State.
New Horizons for Learning.
92
Students Participating in the AP (Washington
State)
Source Bergeson, Terry (Aug. 27, 2002) Advanced
Placement, SAT numbers up for Washington
students. Office of the Superintendent of Public
Instruction.
93
(No Transcript)
94
(No Transcript)
95
(No Transcript)
96
(No Transcript)
97
(No Transcript)
98
(No Transcript)
99
(No Transcript)
100
AP Credit Policy Info Tool
  • Searchable by institution
  • Find credit and placement information for over
    1,000 colleges and universities
  • A link to the institutions own Web page that
    details its AP credit and placement policies
  • A statement by the college or university about
    their AP policy

http//www.collegeboard.com/ap/creditpolicy
101
The Advanced Placement Audit, as well as the
entire program, promotes a positively challenging
curricular rigor, connecting all children to
collegiate success and opportunities. As a
registered trademark, AP requires an instrument
to delineate each course, differentiating it from
other classes.
102
http//apcentral.collegeboard.com/article/0,3045,1
51-165-0-46361,00.html
  • We welcome your feedback as you review the
    authorization requirements for your 2007-08
    academic year AP courses. Thank you for your
    support and best wishes for a successful year.
    Sincerely, Trevor Packer Executive
    DirectorAdvanced Placement Program

103
Drafts of the audit existfor each of the 33 AP
exam subjects
104
Classroom Textbooks
  • AP courses are designed to provide students with
    a learning experience equivalent to that of a
    college course. Whenever applicable,
    college-level texts must be used to engage
    students in the curriculum. For those courses
    that require a textbook, an approved,
    non-exhaustive list of appropriate level
    textbooks will be released on AP Central in
    February 2006. If you would like the College
    Board to review the textbook that you currently
    use or plan to used in your AP class, use the
    form below to submit it for approval. The College
    Board will evaluate and assess your submission to
    ensure that you are using college-level texts in
    your AP classroom. If your text is approved it
    will be added to the list. Please note that your
    text will only be approved if it is determined to
    be of college level. The College Board does not
    endorse any particular text. For additional texts
    and resources for your subject, please consult
    the AP Course Description, Teachers Guide, and
    Teachers Resources section on AP Central. You
    may submit up to two textbooks per subject area
    at once. If you teach multiple AP subjects,
    please submit your textbooks for each subject
    separately. The College Board will only review
    textbook submissions. Other classroom resources,
    such as literary works primary sources such as
    newspapers, journals, videos, etc. calculators
    and software will not be reviewed. Completing
    this form is strictly optional.

105
(No Transcript)
106
AP Report to the Nation
  • Three themes
  • A wider segment of students than ever before are
    scoring 3 on an AP Exam during high school
  • Gap remains in preparation for college many
    more students going off to college than are
    prepared to succeed
  • AP classrooms increasingly diverse, but
    participation and performance among traditionally
    underserved students continues to be low in AP
    courses
  • The 2005 AP Report to the Nation
  • Visit http//apcentral.collegeboard.com
  • PDF can be found at /apreport
  • Hard copies can be ordered at /freepubs
  • AP Report to the Nation 2006 to be released
  • February 7, 2006

107
Washington Schools SHINE in AP report.Schools
which led the world in helping the widest segment
of their total school population attain college
level mastery of AP
  • Spring Street School, Friday Harbor, Psychology
  • Newport High School, Bellevue, World History

108
Who designs the AP courses and exams?
  • AP committee members currently teach at dozens of
    the nations top colleges and universities,
    including
  • Dartmouth College UCLA
  • Hamilton College University of Texas at Austin
  • Michigan State University University of
    Virginia
  • Princeton University Yale University
  • Spelman College
About PowerShow.com