Transcript Document

AP/IB: Hype or Hope?
AP Course Audit Effects
Midwest Regional Forum
February 11, 2008
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Why conduct an AP Course Audit?
Schools
Exams
Students
1996
11,712
843,423
537,428
2006
16,000
2.3 million
1.3 million
Percent
increase
37%
174%
150%
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Who participated?
The AP community
responded in overwhelming
numbers to the inaugural,
worldwide review of AP
courses.
Where 105,000 syllabi were
anticipated, 141,000 were
submitted --- and over
14,000 schools participated.
Participant Type
Count
Teachers
135,486
Principals
3,066
Administrators
9,744
District Officials
883
College Faculty
839
TOTAL
149,179
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Who evaluated the syllabi?
►
Nearly 850 college instructors have served as
Reviewers and Senior Reviewers
►
For all 37 AP subjects, each reviewer teaches
the parallel college course
►
Reviewers undergo training and qualifying
experiences before beginning ‘live’ evaluations
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The AP Course Ledger
• Searchable database of over
136,000 courses in more
than 14,000 secondary
schools worldwide
authorized to carry the “AP”
label
• Search database by high
school, high school code,
city, state, and subject
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• Entire database is available
for download into admission
office systems
collegeboard.com/apcourseledger
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What are College Faculty Saying About
the Course Audit?
“My experience [conducting the audit] was very encouraging;
almost without exception, the syllabi reflected serious
preparation and a desire to facilitate learning. That is really
what is important.”
– James Riddlesperger, Senior Faculty Reviewer,
U.S. Government, Texas Christian University
“Some of these syllabi begin with broad themes, and then
combine some texts that one might not naturally put
together…these unique approaches make me think about
the ingenuity of AP teachers.”
– Bruce Plourde, Senior Faculty Reviewer,
English Literature, Temple University
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Survey data
► Effect of the AP Course Audit on the broad range of AP’s
constituents
► 26,000 AP teacher respondents
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Almost 70% of AP teachers believe the Audit has helped college and
university faculty gain a better understanding of the content that’s
covered in their AP course
The audit gives college and university professors a better understanding of
the content that's covered in my AP course
Strongly agree
68% agree/strongly
agree
20%
59% of GoPo and Economics AP teachers
believe the audit gives professors a
better understanding of the content
that’s covered in their AP course
Agree
48%
Neutral
19%
Disagree
Strongly disagree
8%
5%
0%
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77% of first-year AP teachers
believe the audit gives
professors a better
understanding of the content
that’s covered in their AP
course
10%
20%
30%
40%
50%
60%
Total responses = 25,952
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84% of AP teachers believe that consistency in core learning
objectives across courses labeled AP is important . . .
Consistency in core learning objectives across courses labeled "AP" is
not important
84% disagree/strongly
disagree
60%
49%
50%
40%
35%
80% of art and music AP teachers, and 87%
of AP math teachers believe that
consistency in core learning objectives is
important.
30%
20%
10%
10%
4%
2%
0%
Strongly agree
9
Agree
Neutral
Disagree
Strongly disagree
Total responses = 25,975
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67% of AP teachers --- and 81% of new AP teachers --- think the audit
provided a valuable opportunity to reflect on their course
The audit provided a valuable and useful opportunity to reflect on my course
50%
46%
45%
40%
35%
62% of AP teachers in private
schools thought that the
audit provided a valuable
opportunity to reflect on
their course
67% agree/strongly agree
30%
25%
21%
20%
17%
15%
11%
81% of first-year AP teachers felt the
audit provided a valuable
opportunity to reflect on their
course
10%
5%
5%
0%
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Total Responses = 26,023
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74% of AP teachers believe that the benefits to students of the AP label
on college-bound transcripts made the audit process worthwhile
The benefits to my students of the AP label on college-bound transcripts
make the audit process worthwhile
60%
48%
50%
40%
30%
74% agree/strongly
agree
68% of AP teachers in private schools
and 69% of GoPo and Economics
AP teachers believe that the
benefits to their students make the
audit process worthwhile
26%
20%
16%
10%
6%
3%
0%
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
Total responses = 25,995
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Almost half of AP Teachers felt that they improved their course as a result of
the Audit
% strongly agree/agree
Developing and refining my syllabus required
more of my time than I expected
32%
13%
I improved my AP course as a result of the audit
I now have a better understanding of w hat
colleges' core curricular expectations are
3%
The audit gave me leverage to obtain or preserve
optimal amounts of instructional time and/or lab
time
3%
4%
The audit gave me leverage to obtain higher
quality text books
15%
11%
3%
I received additional pay or a stipend from my
school or district for my w ork in preparing for the
AP Course Audit
3%
0%
66%
49%
33%
27%
18%
14%
10%
14%
9%
14%
5%
The audit gave me leverage to obtain funds to
attend AP Summer Institutes or other AP-related
professional development
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36%
6%
The audit alerted me to changes in the AP course
or exam that I hadn't yet incorporated into my
course
The audit resources I used on AP Central and the
Course Audit w eb site w ere not helpful to me
34%
10%
13%
11%
8%
10%
20%
Strongly Agree
30%
40%
50%
60%
Agree
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70%
60% of AP teachers that have taught AP from 1-3 years believe they improved
their course as a result of their participation in the audit
I improved my AP course as a result of the audit
Strongly Agree
60% strongly agree/agree
18%
Agree
42%
Neutral
19%
Disagree
15%
Strongly Disagree
7%
0%
Total responses = 6809
5%
10%
15%
20%
25%
30%
35%
40%
45%
1-3 years as AP teacher
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Nearly one in five AP teachers felt that the Audit alerted them to changes in
the AP course or exam that they hadn’t yet incorporated into their course
The audit alerted me to changes in the AP course or exam that I
hadn't yet incorporated into my course
41%
45%
*21% of AP English teachers felt the
40%
Audit alerted them to changes in
the AP course or exam that they
had not yet incorporated into their
course
35%
**14% of AP math teachers felt the Audit
alerted them to changes in the AP
course or exam that they had not yet
incorporated into their course
30%
25%
***24% of AP teachers in schools
21%
20%
20%
with greater than 50% f/r lunch
felt the audit alerted them to
changes
15%
15%
18% strongly
agree/agree
10%
5%
3%
0%
Strongly agree
Agree
Neutral
Disagree
Strongly disagree
Total responses = 25,982
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AP and 5-Year College Graduation Rates
Student Group
AP Exam Grade of 3, 4, 5
African-American
28% higher
Hispanic
28% higher
White
33% higher
Low-Income
26% higher
Not Low-Income
34% higher
Source: Chrys Dougherty, Lynn Mellor, and Shuling Jian, The Relationship Between Advanced
Placement and College Graduation (National Center for Accountability 2006)
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Hargrove, Godin, & Dodd Study
(in press)
• Followed 5 cohorts of students in Texas colleges from
1988-2002. SAT scores and Reduced Price Lunch status
were used as statistical control variables.
• Students who had taken one or more AP courses in a
Texas high school:
• had higher graduation rates
• earned a higher subject-area GPA in sequent courses
• completed more courses in the discipline
• Earned higher first-year and fourth-year college GPAs
(The increase was higher still for students who took both
the AP Course and the corresponding AP Exam.)
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