Transcript Advanced Placement Courses “AP”

Advanced Placement
Courses “AP”
The Who, What,
When and Why
The AP Program:
Accept the Challenge
• Advanced Placement (AP) courses
allow high school students the
opportunity to acquire college level
content knowledge.
• Through AP exams students have
the chance to earn credit in more
than 90% of colleges and
universities in the US and Canada.
Benefits of taking AP Exams
• Earn college credit and advanced
placement
• Earn AP scholar awards
• Learn what professors are looking
for
• Success in AP leads to success in
college
AP Exam Grades
• AP Exam grades are a combination
of scores from a multiple choice and
a free response section. The final
grade is reported on a 5 point scale:
• 5= extremely well qualified
• 4= well qualified
• 3= qualified
• 2= possibly qualified
• 1= no recommendation
AP Course Options
• There are 37 courses and exams
across 22 subject areas - AP offers
something for everyone.
• RCS offers 19 AP courses which
may be taken during a student’s
years at RHS.
• Students may elect to take exams
in any area not offered.
RHS AP Course Offerings
•
•
•
•
•
•
English Language
English Literature
French AP
German AP
Spanish AP
Studio Art
RHS AP Course Offerings
• United States History
• United States Government and
Politics
• Psychology
• World History
• Micro Economics
• Macro Economics
RHS AP Course Offerings
•
•
•
•
•
•
•
Biology
Environmental Science
Chemistry
Physics
Calculus AB
Calculus BC
Statistics
RCS Advanced Placement 2006-2010
1600
1366
1400
1297
1231
1200
1104
1000
985
979
951
908
825
791
800
687
75%
72%
711
678
74.7%
75%
568
600
74%
75%
448
400
200
0
Students Tested (#)
Tests Taken (#)
2006
2007
2008
Scores at "3" or higher (#)
2009
2010
Advanced Placement Results, 2010
100%
90%
80%
Percent at 3 or higher
70%
60%
50%
40%
30%
20%
10%
0%
Biology
Calculus AB
Calculus BC
Rochester HS
Chemistry
Stoney Creek HS
Eng Lang/Comp
Rochester Adams HS
Eng Lit/Comp
Env Science
Advanced Placement Results, 2010 (continued)
100%
90%
80%
Percent at 3 or higher
70%
60%
50%
40%
30%
20%
10%
0%
Env Science
German
Gov/Pol US
Physics CE&M
Rochester HS
Physics C Mech
Stoney Creek HS
Physics B
Statistics
Rochester Adams HS
US History
Spanish
Indicators of AP Success
• Explore and Plan composite
scores, PSAT scores
• Part of the progression in the RHS
curriculum
• Students who are willing to make a
commitment to academic excellence
• Students with the study habits to
tackle rigorous course work
• Students with a strong interest in
the given content area
District Testing Pattern
7th Explore (1-25)
8th Explore (1-25)
9th Explore (1-25)
10th Plan (1-32)
11th ACT/MME (1-36)
Allows for one year’s measurement of
growth and time for remediation.
Educational Planning and
Assessment System (EPAS)
EXPLORE
7th, 8th and 9th grade (score range 1 to 25)
PLAN
10th grade (score range 1 to 32)
ACT
11th and 12th grade (score range 1 to 36)
EXPLORE
PLAN
ACT
1
6
11
16
21
26
31
36
ACT College-Readiness Benchmarks
ACT Readiness Benchmarks
for Credit-Earning College Courses
College
EXPLORE (8th/9th)
Credit-Earning College Readiness
Course
Benchmarks
8th
9th
PLAN (10th)
College Readiness
Benchmarks
ACT (11th/12th)
College Readiness
Benchmarks
English Comp.
English
13
14
English
15
English
18
Algebra
Math
17
18
Math
19
Math
22
Social Science
Reading
15
16
Reading
17
Reading
21
Biology
Science
20
20
Science
21
Science
24
AP Pass Rate by Entering EXPLORE
Composite Score
100
90
78%
80
70
77%
72%
71%
16
17
78%
83%
84%
19
20
88%
91%
95%
94%
96%
23
24
25
63%
60
50
40
30
20
10
0
13
14
15
18
21
22
Your Scores
College Readiness
Predictive Relationship Between AP
Enrollment and Performance and College
Readiness as a Success Measure
• For students who took no AP classes in
high school
• 17% will graduate within 5 years of
enrollment in college
• For students who took at least one AP
course but did not take an AP exam
• 37% will graduate within 5 years of
enrollment in college
Predictive Relationship Between AP
Enrollment and Performance and College
Readiness as a Success Measure
• For students who took at least one AP
course, took the exam, but did not pass
the exam (scored a 1 or 2)
• 42% will graduate within 5 years of enrollment in
college
• For students who took at least one AP
course, took the exam, and passed the
exam (scored a 3, 4, or 5)
• 64% will graduate within 5 years of enrollment in
college
Scholars of Highest Distinction
GPA 3.9 - 4.0
4 AP Courses
ACT Score of 32 or higher
Scholars of Distinction
GPA 3.8
3 AP Courses
ACT Score of 28 or higher
Scholars of Achievement
GPA 3.5
2 AP Courses
ACT Score of 26 or higher
Advanced Placement Use in Admissions
Review and Placement at the
University of Michigan
Sally Lindsley
Senior Associate Director
Office of Undergraduate Admissions
University of Michigan
Rochester High School
February 8, 2011
Benefits of AP as Part of High School Curriculum
• Demonstrated rigor
– Selective colleges and institutions evaluate candidates for
admissions based on rigor of curriculum offered in their
respective high schools.
• Curriculum – Nationally normed AP curriculum
– Assists school districts with limited funding for curriculum
development to provide for students to be challenged in their
areas of academic strength – offers a standard template for
teachers to use in developing their individual curriculum; AP
workshops made available during the summer to enhance
instruction.
– Michigan Virtual High School allows students to enroll in 2 AP
online classes per year – provides academic opportunities for
students from secondary school districts with small
enrollments to take advantage of the AP program.
Advanced Placement Selection and Review Process
– Multiple, Comprehensive, Holistic Admissions Process
– AP scores can help corroborate excellent grades on a
transcript, and weak scores can illuminate potential areas of
concern
• # of AP courses taken and grades received by student
– All courses do not carry an equal weight in the admissions
process. We expect successful applicants to have
attempted the toughest curriculum available to them at their
HS – AP is one way to demonstrate rigor on the transcript
• E.g., College of Engineering – student s advised to enroll
in highest levels of math and science offered - AP
Calculus, AP statistics, AP Chemistry, and/or AP
Physics.
– Retention of the Student correlated to Rigor in HS
Use of AP in Application Evaluations
University of Michigan Freshman Undergraduate Admissions
Review Guidelines
From Michigan’s evaluation process guidelines:
“Category: Academic Achievement, Quality, and Potential
Curriculum
The transcript is extremely important in noting the grades the applicant has
achieved as well as the rigor and quality of the curriculum. Given the wide
disparity in high school course selection and offerings, it is imperative that the
choice of strong courses, particularly those courses clearly identified as honors
and AP/IB should be considered in the context of that particular high school.
What is the quality and strength of courses offered? Has the applicant taken
advanced and/or challenging classes? Does the high school have strict
prerequisites for entrance into these courses? What are the applicant’s curricular
interests and strengths? Did the applicant dual enroll? Or, has the applicant
extensively studied a particular subject?
Reviewers will also have the flexibility to give an outstanding rating to applicants
who took college-level courses in academic subjects and received excellent to
outstanding grades. Reviewers may exercise their judgment when giving below
average, average, good, excellent, or outstanding ratings to curriculum, as part of
the overall academic achievement rating.”
http://www.admissions.umich.edu/prospective/prospectivefreshmen/eval_categories.php#Academic
Decision Categories
•
HA = High Admit
• Consistent outstanding evaluation (show strong evidence of taking
challenging courses offered at school)
• Students who would be considered for top merit scholarship programs
•
A = Admit
• Consistent outstanding or excellent evaluation (show evidence of taking
some challenging courses offered at school)
• No deficiencies
•
AR = Admit with Reservation
• Mostly outstanding / excellent evaluations, possibly good in select areas
• A single deficiency, or very few minor deficiencies
• Student is competitive for admission
•
DR = Deny with Reservation
• Consistent good or average evaluation (school offers challenging
courses and no evidence of student having taken any rigor)
• Several deficiencies, or a major deficiency
• Student is qualified for admission
•
D = Deny
• Consistent average or below average ratings
• Student is not qualified for admission
Entering Class
Freshmen
2010
2009
2008
2007
2006
Applications
31,613
29,965
29,814
27,774
25,806
Admits
16,006
(50.6%)
14,970
(49.9%)
12,566
(42.1%)
13,828
(49.8%)
12,248
(47.4%)
Paids
6,665
6,192
5,881
6198
5,654
Target
5,970
5,920
5,700
5,600
5,413
Enrollment
6,496
6,079
5,763
5,998
5,399
Note: Includes Spring, Summer, and Fall terms.
Profile of 2010 Admitted Freshman Students
(all units – middle 50%)
GPA - average
3.8
SAT
1960-2200
SAT-CR
620-730
SAT-M
670-770
SAT - WR
640-740
ACT
28-32
ACT-E
28-34
ACT-M
27-33
Policies Regarding Granting College Credit
Who determines credit at post-secondary institutions:
• Typically faculty within a department will determine credit
policy for an AP exam. Strictly a “local” decision – no
national guidelines.
• U-M Office of Undergraduate Admissions requests yearly
updates each spring from faculty in the individual colleges
and departments.
– Provide analysis to the six undergraduate schools/colleges
on enrolling class’s reported examination scores and
number of credits awarded.
Policies Vary at Different Institutions
• No Credit nor any Placement
• No Credit but advanced placement in next level
courses
• A Mix of Credit or Placement – University of Michigan
• No Credit below 5
• No Credit below 4
• No Credit below 3
• Different Schools / Colleges / Departments want
different scores
University of Michigan Policy
• 4 or 5 yields course equivalent or departmental credit
• 3 in some departments yields course equivalent or
departmental credit
• 64% of the enrolling freshman class for 2010
received credit for their reported scores.
• Rochester Community High Schools – scores initially
reported for May 2010 test administration ( additional
test scores may be released later by students)
– Rochester Adams High School = 47
– Rochester High School = 46
– Stoney Creek High School = 40
% of the enrolling freshman class who received credit for their reported scores
year
enrolls
Number of
students
with AP
Cohort
Year
% of Freshmen Cohort
1999
5592
2887 1999
52%
2000
5418
3434 2000
63%
2001
5540
3817 2001
69%
2002
5187
3339 2002
64%
2003
5552
3413 2003
61%
2004
6040
3578 2004
59%
2005
6115
3714 2005
61%
2006
5399
3393 2006
63%
2007
5992
3840 2007
64%
2008
5783
3671 2008
63%
2009
6079
3880 2009
64%
2010
6496
4141 2010
64%
% of Freshman Cohort Granted AP Credits, 1999-2010
Percent of University of Michigan Freshmen Cohort
Granted AP Credits, 1999-2010
80%
70%
% of Freshmen Cohort
60%
50%
40%
30%
20%
10%
0%
1999
2000
2001
2002
2003
2004
2005
Cohort Year
2006
2007
2008
2009
2010
AP at U-M
May 2010 score reports
• U-M received 15, 415 AP exam scores (compared to
14,412 in 2009)
• 3,008 were for English AP exams – Eng. Lang & Comp =
1,190 and Eng. Lit. & Comp. = 1,818 (2,792 in 2009)
• 2,571 were for Calculus AP exams – Calculus AB = 1,698
and Calculus BC = 873 (2,604 in 2009)
• 84% were a 3 or higher = 12,784 (11, 946 in 2009)
• 60% were 4 or 5 = 9,160 (8,668 in 2009)
AP at U-M
•
7, 058 students reported 15,415 total test scores to U-M in all 37 tests
administered in 22 subjects areas in May 2010
–
–
•
Majority of students were enrolling freshman Fall 2009
Top 5 tests by number of scores reported
• English Literature & Composition – 1,818
• Calculus AB – 1,698
• US Government & Politics – 1,170
• English Language & Composition – 1,190
• Biology – 1,040
Highest number of test scores reported
–
–
Score of 5
• Calculus AB – 611
• Calculus BC – 506
• Biology – 400
• Psychology – 372
• US Government & Politics – 329
Score of 4
• English Literature & Composition – 585
• Calculus AB – 417
• English Language & Composition – 410
• US Government & Politics – 301
• US History – 278
Average # AP credits, 1999-2010
Avg # AP Credits Granted to University of Michigan
Freshman, 1999-2010
12
Average # AP Credits Earned
10
8
6
4
2
0
1999
2000
2001
2002
2003
2004
2005
Cohort Year
2006
2007
2008
2009
2010
Average # AP Subjects for U-M Freshman, 1999-2010
Average # AP Subjects for University of Michigan Freshmen,
1999-2010
6
Average # of AP Subjects
5
4
3
2
1
0
1999
2000
2001
2002
2003
2004
2005
Cohort Year
2006
2007
2008
2009
2010
Top 5 AP Subjects per Freshmen Cohort Year
Cohort Year
Test Component
# of Freshmen
•
•
•
•
•
1998
1998
1998
1998
1998
CALSB
NTEN
PHYSM
EH
BY
1409
1201
775
636
608
•
•
•
•
•
1999
1999
1999
1999
1999
CALSB
INTEN
PHYSM
CH
BY
1583
1284
955
823
811
•
•
•
•
•
2000
2000
2000
2000
2000
EL
CALAB
AMHIS
CH
ENGL
1611
1500
1167
1138
881
•
•
•
•
•
2001
2001
2001
2001
2001
EL
CALAB
AMHIS
CH
ENGL
1788
1701
1359
1225
1018
Cohort Year
Test Component
# of Freshmen
2002
2002
2002
2002
2002
EL
CALAB
AMHIS
CH
ENGL
1650
1505
1295
1137
1022
2003
2003
2003
2003
2003
EL
CALAB
AMHIS
CH
ENGL
1617
1580
1415
1221
1077
2004
2004
2004
2004
2004
CALAB
EL
AMHIS
CH
ENGL
1639
1638
1509
1321
1167
Cohort Year
Test Component
# of Freshmen
Cohort Year Test Component # of Freshmen
•
•
•
•
•
2005
2005
2005
2005
2005
EL
CALAB
AMHIS
CH
ENGL
1745
1660
1598
1431
1232
•
•
•
•
•
2006
2006
2006
2006
2006
CALAB
EL
CH
AMHIS
ENGL
1558
1522
1435
1411
1182
•
•
•
•
•
2007
2007
2007
2007
2007
EL
CALAB
CH
AMHIS
ENGL
1791
1772
1770
1604
1331
•
•
•
•
•
2008
2008
2008
2008
2008
CH
CALAB
EL
AMHIS
ENGL
1766
1750
1601
1550
1268
•
•
•
•
•
2009
2009
2009
2009
2009
CH
CALAB
EL
AMHIS
ENGL
1918
1785
1719
1644
1481
•
•
•
•
•
2010
2010
2010
2010
2010
CH
CALAB
EL
AMHIS
ENGL
1903
1837
1831
1809
1642
University of Michigan Policy (contd)
Some University of Michigan departments grant credit
and placement for a score of 3 or above. (Subscores
from Calculus and Music Theory are not used.)
Examinations requiring a score of 4 or 5 include:
–
–
–
–
Calculus AB and BC
Computer Science
Economics
English Language &
Composition
– English Literature &
Composition
– Environmental Science
– French Language &
Literature
– American, European, &
World History
– History of Art
– Human Geography
– Latin Vergil and Latin
Literature
– Music Theory
– Psychology
– Spanish Language &
Literature
– Statistics
University of Michigan Policy (contd)
• The amount of credit given for some exams differs. To receive
credit for Chemistry, the College of Engineering requires a score
of 4 or 5. The College of Literature, Science, and the Arts
requires a score of 3 for Chemistry if the student placed into
Chemistry 210 and 211 based on results from placement exam
taken during orientation. Also, students enrolling in some honors
math courses may have credit adjusted after completing the
honors courses.
• Newest AP exams in Chinese Language and Culture and
Japanese Language and Culture – U-M Asian Languages and
Cultures Department opted to follow existing practice:
Orientation placement test to be placed into a Japanese or
Chinese course. Chinese also allowed taking Chinese
proficiency test (HSK) to be placed out of the 4-semester
language requirement.
Chemistry – College of Engineering and College of Literature,
Science, and the Arts
AP Examination
Score
Credit for Course
Credit
Hours
Placement (Eligible
to enroll in)
Chemistry
College of
Engineering
4 or 5
Chemistry 125 (1)/126 (1) &
Chemistry 130(3)
5
Chemistry
College of Literature,
Science, and the Arts
3
3 hours for Chemistry 130 and 2
hours for Chemistry 125 (1)/126 (1)
5
Chem 210, 211
3
No credit if not placed into Chem
210, 211 by taking placement exam
during orientation
0
Chem 125/126 (if
prehealth profession)
+ 130
4 or 5
Chemistry 125 (1)/ 126 (1) &
Chemistry 130 (3)
5
All students with an
AP score of 4 or 5
are eligible to elect
Chem 210, 211.
University of Michigan Policy (contd)
• Credit earned through Advance Placement enables students to take
courses at a more challenging level and counts toward graduation
requirements. However, AP credit cannot be used to fulfill Area
Distribution requirements in the College of Literature, Science, and
the Arts (LSA).
• LSA Curriculum committee periodically reviews the overall transfer
credit policies for the college including AP, IB and dual enrollment
courses.
• Students cannot receive credit more than once for the same course,
nor can they receive credit by taking a course at a level lower than
indicated by a placement exam. Courses elected at U-M must be at a
more advanced level (usually a higher number) than what they would
receive through Advanced Placement.
•
http://www.admissions.umich.edu/admitted/freshmen/adv_credit/ap_guidelines.php
How Colleges and Universities Use AP
• More than 3,800 colleges and universities annually
receive AP Exam scores.
• Over 90% of 4-year colleges in the U.S. provide
credit and/or advanced placement for qualifying
scores
• 85% of selective colleges and universities indicate
that a student’s AP experience “favorably impacts
admissions decisions.”
• Overall, 75% of college faculty favor or strongly favor
allowing AP credit/placement in their department, but
this differs significantly by discipline
• 31% of colleges and universities factor a student’s
AP experience into decisions about which students
will receive scholarships.
Credit and Placement Policies: All Subjects
College and University Outreach
• AP students cite obtaining credit and placement as the primary
driver in their decision to take AP exams.
• Faculty and department chairs set an institution’s credit and
placement policies
• Faculty colloquia convened to:
– Help ensure AP courses and exams continue to reflect the
needs and expectations of college faculty teaching in the
discipline
– Bolster faculty understanding of what AP courses and exams
cover and assess.
– Support the development of fair and appropriate credit
policies
• Colloquia participants represent those institutions that receive
the most scores in particular subjects.
• Nearly 200 different institutions participate in these events
including: Berkeley, Duke, Florida State, Georgetown, Harvard,
Haverford, Johns Hopkins, Michigan, Northwestern, Princeton,
UT Austin, Virginia, etc.
The AP exams for the subject are effective assessments for college credit and/or placement in
department*
*Excludes Latin and Art History
Concerns/Issues
• Is Advanced Placement rigorous enough?
• Can a high school teacher develop a college level
course that is at least as rigorous as AP?
• Can class discussion in a high school class replicate
class discussion in a college class?
• Can a high school lab experience replicate a college
lab experience?
• Does a score of 3 or 4 or even 5 equate to the
breadth and depth of the subject covered in “our”
college course?
More . . .
•
Will students enter with AP credits and
1. Graduate early?
2. Take light academic load senior year?
3. Be ready for the next course in
the sequence of classes?
Scheduling
 All AP classes are full year (2 semester
classes)
 Offered in 10th -12th grades.
 Are based on the proven ability of the
student and teacher recommendation.
 Should be in the area of student career
or academic interest.
 The number of AP classes taken each
year should be made with common
sense.
Testing
 Purpose of taking the course is to
prepare students for taking the AP test.
 Occurs in May of each year.
 Each test is typically 3 hours and
involves multiple-choice and essays or
problems.
 All or a portion of test costs can be paid
for based on student financial need.
 Earn credit or advanced placement or
both at most Universities with a score of
3 and above.
Additional Resources
The College Board Website has a special
resource- Bulletin for AP Students and
Parents:
http://www.collegeboard.com/student/testing/ap/about.html