ADVANCED PLACMENT COURSES AND IB PROGRAMS: THEIR ROLE IN SERVICES FOR GIFTED STUDENTS. Carolyn Callahan University of Virginia email@example.com. Background and Philosophies of the Advanced Placement and International Baccalaureate Programs. Advanced Placement Courses.
ADVANCED PLACMENT COURSES AND IB PROGRAMS:THEIR ROLE IN SERVICES FOR GIFTED STUDENTS
University of Virginia
Impacts of AP and IB on:
So… what did we learn?
And how did our findings corroborate other researchers’ findings?
AP and IB Teacher Themes
“She uses a curriculum that is way below AP level or even honors level… she’s used to dealing with kids who don’t want to learn anything, and that’s kind of the way she treats us. I feel like she treats us like we’re in elementary school.” (Student Interview, Mill Valley HS)
Identify many advantages to teaching these courses
Believe their courses provide college-level challenge
Extraordinary pressure to teach to the exams
“When you keep hearing, you know, you’ve got to make these scores, you’ve got to have this many pass... you keep finding yourself going back to that idea of… okay, I’ve got to teach them this, this, and this, and well, this part of this isn’t tested, so I’ll leave that out and I’ll teach it to them next year.” (Teacher Interview, Swingback HS)
A Tale of Two Teachers…
“She says she doesn’t know how to get these students to pass the AP test. She says that she’s going to have problems because of their backgrounds– she says they are mostly ‘deprived,’ their parents aren’t educated and never got through school, and that most of the parents are very young. Ms. Night says that the school is trying to get to that culture, to encourage them to work hard, but they don’t do their homework, they’re failing everything.” (Researcher Field Notes, Jackson HS)
“This year, the class was really incensed about the black legend and how they really felt that it underpinned American History II. So they, therefore, decided that would be their thesis topic. Once the AP test is over, then they would do two weeks of very intensive research. They work cooperatively in groups. Then the co-editors and I go down and have it published and I also let them talk to the principal about getting the money so they understand those kinds of relationships. Then we produce the book and we give one to each of our school board members. We put one in the Smithsonian. We put one in the local library. We keep one in our library.” (Teacher Interview, Jackson HS)
Curriculum/ Instruction in AP and IB Classrooms…
Determined by the tests and course guides
“When they get to the AP level classes, then everybody’s the same, pretty much. It’s much more homogeneous, and they’re always expecting you to teach to a much higher level.”
“When teaching AP students, you don’t have to spend time filling gaps and catching people up, and so you spend more time looking at things more in-depth.”
Later –consider implications for students from traditionally underserved populations
UDENTS IN AP
WHO ARE THEY?
THE ONES WHO PERSIST
GOOD TIME MANAGERS
“ The successful AP student is highly disciplined, confident, lacking in fear…and self-driven. They want to succeed and if they are not succeeding they talk to me about it.”
Teacher interview – Swingback High School
Starring: The College Board
“This looks good on college applications and stuff. This is what gets you into college.”
Oleander High School
“ (I) appreciate not being bothered with classmates that didn’t want to be there.”
“If a student chooses to be in AP classes it is supposed to be a college level course. So I found that most teachers try and gear it toward that level. You just have to get it. They won’t try and dumb it down.”
“I’m not sure you can really say how you would like to mold it (the course) to fit you because you are trying to mold yourself to fit what a college is going to do to you.”
Students corroborate teacher perception of too much emphasis on end of course exams
“You don’t stop for anything. I mean that’s a train going one way and it’s not stopping for anything.” (Student Interview, Azalea HS)
“Our teacher spent so much time worrying about whether or not we were going to meet the time limit for the exam that we skimmed over everything.” (Student Interview, Mill Valley HS)
“They talk to you like you are old already and know what is going on.”
What about the students who don’t make it in AP and IB classes?
“You have all these summer assignments to do. For English class, you have to read 2 books and do 10 note cards on them and pick out significant lines. We didn‘tdo that kind of stuff at my school, so I had no idea what I was talking about. I failed these note cards that I had no instruction on how to do. That’s like walking into traffic blindfolded. You just don’t know what you’re doing, and there’s no reason that you should have to do something that you’ve never had experience with or were exposed to.” (Student Interview, Marshall HS)
Largely homogeneous group…“Yeah, I don’t like the attitudes of the people. You feel like they are intellectual Aryans. That’s one thing I don’t like about it. …I’m black, which is, you know, not hard to see. I’m in these classes which are, what, ten percent black. In government we got into this discussion about the Ku Klux Klan, and they’re like, “Why do you think it’s so bad?”...
8.Genuine concern for students and their progress, a general attitude, which confirmed by actions
9. Maintaining high academic standards but recognizing that minority students may require more and different kinds of support
10. Adopting strategies to nurture achievement such as chasing kids down at lunchtime, not giving up on them, having very strict policies
Provide AP teachers with more consistent and comprehensive training—requiring both subject area expertise and expertise in working with multiple subpopulations of high potential students-not just those who come signed, sealed and delivered as gifted
If minority and low-income students are to be successful ---