Preparing for Success in College, Career, and Life The Opportunities, Realities, and Value of AP and PLTW Courses What is Advanced Placement? Developed and.
Download ReportTranscript Preparing for Success in College, Career, and Life The Opportunities, Realities, and Value of AP and PLTW Courses What is Advanced Placement? Developed and.
Slide 1
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 2
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 3
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 4
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 5
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 6
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 7
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 8
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 9
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 10
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 11
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 12
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 13
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 14
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 15
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 16
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 17
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 18
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 19
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 20
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 21
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 22
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 23
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 24
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 25
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 26
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 27
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 28
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 29
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 30
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 31
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 32
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 33
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 34
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 35
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 36
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 37
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 38
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 39
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 40
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 41
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 42
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 43
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 44
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 45
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 46
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 47
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 48
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 49
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 2
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 3
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 4
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 5
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 6
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 7
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 8
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 9
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 10
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 11
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 12
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 13
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 14
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 15
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 16
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 17
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 18
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 19
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 20
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 21
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 22
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 23
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 24
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 25
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 26
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 27
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 28
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 29
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 30
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 31
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 32
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 33
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 34
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 35
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 36
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 37
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 38
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 39
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 40
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 41
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 42
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 43
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 44
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 45
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 46
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 47
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 48
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).
Slide 49
Preparing for Success in College,
Career, and Life
The Opportunities, Realities, and
Value of AP and PLTW Courses
What is Advanced Placement?
Developed and maintained through the
College Board
Nationally Recognized Rigorous Curriculum
College level courses aligned to best practices and
expectations
Culminate with Rigorous Examinations
Incorporate higher-order and critical thinking skills
AP Course Offered at NFHS/FPS
AP Biology (Lab/Lecture)
AP European History
AP Calculus AB
AP French Language 5
AP Calculus BC
AP Physics C (Lab/Lecture)
AP Chemistry (Lab/Lecture)
AP Psychology
AP Comparative Govt & Pol
AP Spanish Language 5
AP Economics Macro
AP Statistics
AP Economics Micro
AP U.S. Govt & Pol
AP English Language
AP U.S. History
AP English Literature
AP World History
AP Environmental Science
What is Project Lead The Way?
Developed and maintained through PLTW and the
support of the Kern Family Foundation
Rigorous, college level curricula combined with a
hands-on learning environment
Focus on Science, Technology, Engineering, and
Mathematics (STEM)
Culminate in rigorous examinations and project
based performance assessment
PLTW Courses Offered
Intro to Engineering Design (Currently offered)
Principles of Engineering (Currently Offered)
Computer Integrated Manufacturing (Potentially Offered)
Civil Engineering and Architecture (Potentially Offered)
Digital Electronics
Aerospace Engineering
Biotechnical Engineering
Engineering Design and Development
Architectural Design & Construction
Engineering & Design Technology
PLTW Contact
Mark Skodack - [email protected]
Additional College Level Options
Dual Enrollment
Calculus 3 (Potentially)
The AP Experience
Why Should You Pursue and
Complete AP and PLTW
Coursework?
Will Things Ever Again Be the Way
They Were?
“Up until the '70s, you could come to the city without education, without
speaking English, and get a job in the auto industry and instantly be in
the middle class, economically speaking,” said Mike Stewart, director of
Wayne State's Walter P. Reuther Library and an expert on the auto
industry. “A lot of folks in the city depended on these jobs for
generations — they don't exist anymore,” he said. “A lot of Detroiters
are unprepared, educationally and technologically, to cope.”
DAVID CRARY and COREY WILLIAMS, Associated Press Writers,
December 2008
14
How can we prepare students to
face this new future?
We need to ensure that they have the knowledge and
skills to get into, and successfully complete, college
Key Characteristics of US College Prep System
Dependent on access to
designated courses (college prep
curriculum)
privileged knowledge (how the system
actually works)
specialized supports (help with
application and financial aid process)
16
Also dependent on
significant student self-reliance, motivation,
perseverance
family and community support
ability to make a successful transition to a new
“culture”: the environment of postsecondary
education with new roles, rules, and expectations
In short, it is not easy for
students to be prepared for, get
into, and succeed in college
Why Is It Important for More Students to Be
College and Career Ready?
Two-thirds of high school grads go directly
to college, three-quarters within five years
of graduation
The numbers are forecasted to continue to
increase
19
Large numbers end up in remedial courses or
fail to persist beyond the first year
From 20% to 80%, depending on the
institution type, end up in remediation
First-generation college attendees comprise
a disproportionate number of remedial
placements and non-persisters
The proportion of first-generation college
attendees will continue to increase as far into
the future as we can project
All students need:
A different kind of college preparation
Access to “privileged knowledge”
Greater confidence in their own abilities
Greater confidence that they are prepared
A New Definition of College-Ready
The level of preparation a student needs in order
to enroll and succeed—without remediation—in
credit-bearing general education courses that
meet requirements for a baccalaureate degree
22
“Succeed” is defined as completing entry-
level courses at a level of understanding
and proficiency sufficient to:
pass a subsequent course in the subject
area
apply course knowledge to another
subject area
This definition presents the NFHS
Community with a clear target for
preparation:
Apply expectations students will encounter
in first-year college courses, including
students pursuing technical education in the
post-secondary plans
Accessibility
Open Enrollment for AP
4 Key Dimensions of College
Readiness
Download at:
www.epiconline.org
27
Performances of College-ready Students
• Write a 3-5 page research paper that is
structured around a cogent, coherent line
of reasoning
• Read with understanding a range of nonfiction publications, textbooks, and
technical materials
• Produce written products that are
consistently free of grammatical and
spelling errors and that reflect proper
writing conventions
28
Performances of College-ready Students
• Employ fundamentals of algebra fluently to solve
multi-step and non-routine problems
• Collect and analyze data precisely and accurately
• Interpret conflicting explanations of an event or
phenomenon
• Evaluate the credibility of sources
Performances of College-ready Students
• Punctually attend a study group outside of class
• Create and maintain a personal schedule that
includes a to-do list with prioritized tasks and
appointments
• Complete successfully a problem or assignment
that requires about two weeks of independent
work and extensive research
30
Performances of College-ready Students
• Utilize key technological tools including
appropriate online and desktop applications
• Locate websites containing information on
colleges, the admissions process, and
financial aid
• Present an accurate self-assessment of
readiness for college
Lessons Learned from This Research
Few high school students are fully ready in all four
dimensions of college readiness
Readiness requires the development of strategies that
must be practiced and honed throughout high school
32
Lessons Learned from This Research
Students should be challenged cognitively even if
they are still developing their literacy and
language skills
Student support programs must help prepare
students to be successful, not just be there when
they are struggling
What AP is Like
Key Principles of College Readiness
Principle 1: Create and maintain a college-going culture
in the school
Principle 2: Create a core academic program that is
aligned with and leads to college readiness by the end of
12th grade
Principle 3: Teach key self-management skills, require
students to use them, and provide students with feedback
on how well they are developing these skills
Principle 4: Make college real by preparing
students for the complexity of applying to college
and enrolling in an entry-level course
Principle 5: Create assignments and grading
policies in high school that more closely
approximate college expectations as students
progress
Principle 6: Make the senior year meaningful and
challenging
Principle 7: Build partnerships with and
connections to postsecondary programs and
institutions
Why AP or PLTW?
How Colleges View AP
AP course experience favorably impacts admissions decisions
at 85 percent of selective colleges and universities.
“We look favorably on
students who have taken
AP courses. The presence
of AP courses is a sign that
a student has chosen to
challenge him/herself.”
AP Admissions Officer
Online Bulletin Board
What does the research say?
Examined 222,289 students from all
backgrounds attending a wide range of Texas
universities
Researchers found "strong evidence of
benefits to students who participate in both AP
courses and exams in terms of higher GPAs,
credit hours earned, and four-year graduation
rates."
Research on AP
Research on AP
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
Predictive Relationship between AP
Enrollment and Performance and College
Readiness as a Success Measure
• 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
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, and passed the exam (scored a 3,
4, or 5)
- 64% will graduate within 5 years of enrollment
in college
The Benefits of AP
Success for All Students
According to the National Center for Educational Accountability:
An AP Exam grade, and a grade of 3 or higher in particular, is a strong predictor
of a student’s ability to persist in college and earn a bachelor’s degree.
AP and Diversity
Students Who
Participate
Outperform their peers when
placed into advanced courses
Are more likely to take
advanced courses in their AP
subject areas
Are more likely to choose
challenging majors
Are more likely to graduate
with a double major
Are twice as likely to go into
advanced study
Sources
College Board. http://www.collegeboard.com
AP 50 Years: Higher Standards, Higher Learning. 2005. DVD. Directed by Ethan Vogt.
New York, NY: Furnace Media, 2005.
Conley, David T. College Knowledge: How to Get Students Ready to Succeed. San Francisco: Jossey-Bass. 2005.
Conley, D.T. “Redefining College Readiness.” Educational Policy & Improvement Center. Retrieved on February 12 (2009): 2010.
Conley, D. T. “Toward a more comprehensive conception of college readiness.” Educational Policy & Improvement Center.
Retrieved on July 2 (2007): 2008.
Conley, D. T. “The challenge of college readiness.” Leadership (2007).
Conley, D. T, and P. C Trusts. Understanding University Success: A Report from Standards for Success: a Project of the Association
of American Universities and the Pew Charitable Trusts. Center for Educational Policy Research, 2003.
Hargrove, L., D. Godin, and B. Dodd. College outcomes comparisons by AP and non-AP high school experiences. New York: The
College Board, 2008.
Dougherty, C., L. Mellor, S. Jian, and others. “The relationship between Advanced Placement and college graduation.” National
Center for Educational Accountability. NCEA Study Series Report 1 (2005).