Transcript Document

Central Carolina Regional Education Service
Alliance Board of Directors Meeting
Options for Schools and Students
Presenters:
Jenny Oren Krugman, Vice President
Southern Region
Larry Brown, Executive Director, K-12
Southern Region
Agenda
•
Role of Rigor in Student Success
•
Key Benefits of AP
•
AP data in the State of NC
•
How we can help?
•
Conclusions
AP Mission
The College Board’s Advanced Placement
Program® (AP®) enables students to pursue
college-level studies while still in high school.
Through more than 30 college-level courses,
each culminating in a rigorous exam, AP
provides willing and academically prepared
students with the opportunity to earn college
credit and/or advanced placement.
AP Student Performance in Physics
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While the U.S. lags behind industrialized countries that participate in the
TIMSS test, AP physics students who earned exam scores of 3 or higher
outscore all other students.
•
Students who earned a 1 or 2 on AP Physics Exams outscored students in
more than half of participating industrialized countries
Source: Gonzalez, E., O’Connor, K., & Miles, J. (2000). How well do Advanced Placement students perform on the
TIMSS Advanced Mathematics and Physics Tests? Chestnut Hill, MA: The International Study Center, Lynch School of
Education, Boston College.
AP Student Performance in Math
•
While the U.S. lags behind nearly every industrialized
country that participates in the TIMSS test, AP calculus
students, regardless of exam score , outscore all other
students
Source: Gonzalez, E., O’Connor, K., & Miles, J. (2000). How well do Advanced Placement students perform on the
TIMSS Advanced Mathematics and Physics Tests? Chestnut Hill, MA: The International Study Center, Lynch School of
Education, Boston College.
Key Benefits of AP
•
AP courses establish a college-level standard in secondary schools
that is measured through a national assessment designed and scored
by college faculty.
•
AP courses expose college-bound students to the amounts of
homework, study skills, and habits of mind essential for success in
college courses.
•
AP provides leverage for aligning and strengthening the grades 6-12
curriculum.
•
Students who take AP Exams and score a 3 or higher typically
experience greater academic success and college graduation rates
than non-AP students.
•
The AP course is typically the most rigorous curriculum offered in
secondary schools and is designated on the student transcript.
•
Because AP is widely used for college credit and/or placement, it
attracts motivated students eager to double major, or engage in
deeper, upper-division courses at college.
AP Participation and Likelihood of College
Graduation
College Graduation Rate differences between “matched” AP and non-AP students*
Student Demographic
AP Exam Grade of
3 or higher
African-American
28% higher
Hispanic
28% higher
White
33% higher
Low-Income
26% higher
Not Low-Income
34% higher
*Matched students are those who have similar family backgrounds and standardized test scores
Source: Dougherty, Mellor & Jian, 2006
AP Report to the Nation: How Does
North Carolina Compare?
Class of 2010 – NC
 84,401
- HS Seniors
 25,573
or 30.3% of HS
students took an AP exam
 18.4%
earned a score of 3 or
higher
*Public school numbers (Source: WICHE, 2008)
Class 0f 2010 – Nation
 3.01
million* - HS Seniors
 853,314
or 28.3% of HS
students took an AP exam
 16.9%
earned a score of 3
or higher
AP Participation in North Carolina
Insert state map of AP
participation by district
AP Exam Growth: Minority Students in CCRESA
800
700
600
500
American Indian
African American
400
Asian
300
Hispanic
200
100
0
2007
Source: SDRS 2004-2008
2008
2009
2010
2011
Time to Degree: AP vs. Dual Enrollment
and Non-AP
Students who scored a 2
or higher on an AP
Exam were more likely
than other students to
earn a bachelor’s
degree within 4 years.
Source: Hargrove, Godin & Dodd (2007)
College Graduation Rates
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Students earning a 2 or higher on AP exams are
more likely than other students to earn a
bachelor’s degree within four years.
Percentage of students who graduate from college in four years
Source: Hargrove, Godin and Dodd, 2008
AP and College Success
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Research continues to suggest that AP Exam grades of 3
or higher are consistently predictive of student college
success
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Emphasis should be on strong partnerships between K-12
districts, higher education, states and College Board to
help more students earn grades of 3 or higher
•
College Board believes that willing and academically
prepared students should be encouraged and supported
in taking on the challenge of college-level courses in high
school
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Students may experience college success regardless of
exam grade – Source: Dodd study Power of 2
Why do Students take AP Courses?
Which of these are reasons why you have decided to take AP?
Intrinsic Reasons
Source: Crux Market Research Inc. (2006): Q310
Extrinsic Reasons
Credit / Placement Opportunities Remain the
Strongest Drivers of the Decision to Take the AP
Exam
Which are key reasons why you would take an AP Exam
at the end of an AP course?
Extrinsic Reasons
Source: Crux Market Research Inc. (2006): Q630
Intrinsic Reasons
How can the College
Board help districts and
schools?
Increase the Speed of the Train Along
the Tracks: Educating NC’s Students
Achieving Equity: A 7-Point Plan
1
Announce a major
commitment to equity in AP.
District
Launch high-profile public campaigns to increase student access to
and success in AP courses.
2
Conduct an inventory of
current AP offerings and
capacity.
Support teacher professional
development for AP and PreAP teachers.
District
Determine extent and rigor of AP offerings in high schools as well as
effectiveness of teacher training for Pre-AP and AP courses.
District
Offer year-round training for AP and Pre-AP teachers and hands-on
professional development for school and district leaders.
4
Align middle and high school
curricula.
District
Incorporate state, local and College Board standards to ensure that
students have the opportunity to be prepared for success in an AP
course through their previous course work.
5
Use AP Potential to identify
prospective AP students.
District
6
Mandate AP course
offerings.
District
Administer the PSAT/NMSQT to all 10th and 11th graders; use the
free AP Potential program to identify those students likely to
succeed on AP Exams, based on those scores.
(www.collegeboard.com/appotential)
Require all high schools to offer AP courses in at least the four core
areas: Mathematics, Science, English and Social Studies
7
Offset the AP Exam fee for
low-income students.
State pays
3
Combine federal funds and the College Board AP Fee Reduction to
make the AP Exams free for all students from low-income families.
Source: AP and Traditionally Underserved Students; AP Research Brief, January 2009
Tools
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AP Potential
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Professional Development
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Tools for Counselors
What is AP Potential?
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A web-based tool
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Free for schools that administer the
PSAT/NMSQT ®
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Provided by the maker of the AP ® Exams
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Designed to ensure that no student is overlooked
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Based on proven research
Signing in to AP Potential™ :
www.collegeboard.com/appotential
Signing in to AP Potential
www.collegeboard.com/appotential
AP Potential Tips
•After
considering potential AP students using your school’s
standard process, check AP Potential for additional
students that might have been overlooked.
•Use
AP Potential to make a case for professional
development - more teachers will need to be trained to
handle an increased number of AP courses.
AP Potential for 9th and 10th graders in preparation
for 11th or 12th grade AP courses and ensure that they are
taking the correct preparatory courses
•Review
Professional Development
Pre AP Workshops
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Purpose:
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Prepare students for AP classes
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Develop and strengthen Vertical Teams
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Increase teacher pedagogical and content
knowledge
Professional Development
AP Workshops
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Purpose:
•
Increase teacher pedagogical and
content knowledge
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Increase knowledge of AP exams,
including student test performance
Online Events (Hosted or On-Demand)
Purpose:
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Provide professional development to
underserved constituents
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To strengthen teacher pedagogy and
content knowledge
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Developed in partnership with AP and
based on review of AP exam results
Questions?
Jenny Oren Krugman
Regional Vice President, Southern Region
The College Board
[email protected]
Larry Brown
Executive Director, K-12
The College Board
[email protected]