The Growth and Change of Advanced Placement MOACAC – April 11, 2011

1. The Growth and Change ofAdvanced PlacementMOACAC – April 11, 2011 Name, Regional Office

2. Introduction and Agenda • Marc Geslani, Educational Manager, Midwest Region • Financial Aid Leveraging consulting • Admission and Enrollment Management at Loyola University Chicago, Elmhurst College, Saint Louis University and Illinois Institute of Technology • Agenda • AP’s Change and Growth Over the Last Decade • Field Research: College Admission Officers • AP’s Benefits to Students • AP Today and Tomorrow

3. The Growth and Change of AP Over the Last Decade

4. AP Growth 2006-2010 AP Growth: Students and Exams AP Growth: No. of Schools +11.6% +37.8% Students* +38.9% Exams* Source: The College Board SDRS * Represents growth from 2006-2010

5. AP Growth 2001-2010 Source: AP Report to the Nation 2011

6. AP Has Increasingly Served More Underrepresented Minority and Low- Income Students Over the Course of the Past Decade 2010 2000 19% underrepresented minority 8% low-income 25% underrepresented minority 22% low-income

7. Why Has It Changed? • AP was born in the 1950’s among elite Northeastern prep schools and Ivy League universities • As the program was adopted across the nation, a culture of “gatekeeping” grew around the program • The College Board’s mission has always emphasized college access and success for all students • Could the College Board resolve the culture of AP and it’s current mission? • Can AP play a role in educational reform? • Raise educational rigor • Develop AND implement curricular change • Provide meaningful and useful professional development for teachers

8. AP directly supports our nation's educational goals College Completion: AP contributes to college persistence and success. Research consistently shows that students who score a 3 or higher on AP Exams typically experience greater academic success in college and have higher graduation rates than otherwise comparable non-AP peers. Equity in Education: AP provides rigorous academic opportunities to all students. Minority and low-income students who participate in AP, and particularly those who score a 3 or higher on the exam, are much more likely to earn a college degree within 5 years of beginning college than comparable minority and low-income students. STEM: AP fosters achievement in science and math Students who took math or science exams were more likely than non-AP students to earn degrees in particular physical science, engineering, and life science disciplines – the fields leading to the cutting-edge careers that can help restore America’s competitiveness.

9. The number of Missouri students scoring 3+ on an AP Exam in 2010 was higher than the number who even took exams in 2001

10. Recent Missouri and Midwest AP Developments Missouri Senate Bill 265 - This act creates the "Advanced Placement Incentive Grant." Any student who receives an Access Missouri award or receives funds under the A+ Schools Program and has also received a score of 3 or higher on two or more Advanced Placement tests in math or science will receive a $500 grant. In addition, a student must have earned the AP scores while attending a Missouri public high school. Indiana Public Law 91-2010 (HB 1135) - Starting with the 2011 Advanced Placement (AP) exams, students that earn a score of 3 or higher shall receive college credit towards their degree if they attend any Indiana public institution of higher education; this includes all two and four year schools and any accompanying satellites.

11. Missouri AP Equity and Excellence District Honor Roll The following Missouri school districts have opened AP classroom doors to a significantly broader pool of students, while maintaining or improving the percentage of students earning scores of 3 or higher. • Archdiocese of St Louis Education Office • Hazelwood School District • Kirkwood School District R-7 • Parkway School District • Webster Groves School District • Wentzville School District R4

12. AP Equity and Excellence Districts of the Year Awards The following school districts have made especially dramatic improvements among traditionally underserved student populations. They have opened AP classroom doors to a significantly broader pool of students, while maintaining or improving the percentage of students earning scores of 3 or higher. • Small: West New York School District, NJ • Medium: Colton Joint Unified School District, CA • Large: Chicago Public Schools, IL The following district that has made a profound stride in using AP to create a culture focused on college readiness. • Beacon Award: Hillsborough County Public Schools, FL

13. AP Field Research: College Admission Officers

14. Attitudes, Beliefs, Needs, Wants – What Do We Know? Recently, the AP Program has undertaken the largest study of stakeholders’ values ever conducted by AP. Large, representative samples are being gathered from the following groups: • AP Teachers • College Admissions Officers • College Department Chairs • AP Coordinators • School and district administrators • AP exam Readers • Students • Parents

15. Key Findings: College Admissions • AP’s three primary uses for admissions officers; 1) an indication of a student’s motivation to challenge him/herself 2) evaluation of how prepared a student is for the rigors of college 3) evaluation of candidate’s credentials within the context of his/her own high school • AP course and grades, not exams are most important AP factor used in admission decisions (timing and selectively are predominant issues) • 64% of admissions officers view all AP courses equally on the transcript. Ranking for those who feel certain courses are more important than others (Math/Comp Sci/Stats (36%); Science (31%); English (26%); Language (21%)) Source: Crux Market Research Inc. (2008)

16. Key Findings: College Admissions (Cont) • Admissions officers have a strong interest in using AP as a recruitment tool, but are unsure how to best incorporate this into their existing processes • Admissions officers are supportive of AP and want to be informed/updated on a regular basis • 71% of institutions feel their current credit/placement polices help them recruit students, while only 6% feel their current policies inhibit their ability to recruit students • 74% of institutions currently don’t have a process in place to get AP Exam grades from their Registrar’s office; 76% of admissions officers feel AP Exam scores should also be sent to them • 65% of admissions officers feel the AP Course Audit is extremely/very important Source: Crux Market Research Inc. (2008)

17. Incorporating AP in Recruitment Strategies • AP Course Ledger • Confirmation of authorized AP courses • Targeted recruitment tool (geography, subject) • Available for download to higher education institutions and state departments at no cost • Student Search Service (AP) • Early outreach to 10th/11th graders who have sent you AP scores • Communicate AP Credit and Placement Opportunities • AP Credit Policy Info Tool

18. Colleges and universities value AP Exam scores of 3 Biology n institutions = 770; English n = 753; US History n = 747; Calculus n = 771.

19. Benefits of AP: For Students, Schools and Educational Reform

20. Key Benefits of AP AP courses establish a college-level curriculum standard in secondary schools; student performance is measured through a national assessment designed and scored by college faculty. AP courses expose college-bound students to the study skills and habits of mind essential for success in college courses. Students who take AP Exams and score a 3 or higher typically experience greater academic success and higher college graduation rates than non-AP students. Because AP is widely used for college credit and/or placement, it attracts motivated students eager to double major, or engage in deeper, upper-division courses at college. AP provides leverage for aligning and strengthening the grades 6-12 curriculum.

21. AP Participation and Likelihood of Graduation College Graduation Rate differences between “matched” AP and non-AP students* 5-year College Graduation Rate Difference Between “Matched” AP and Non-AP Students Student Demographic 26% Higher 28% Higher 28% Higher 33% Higher 34% Higher *Students who scored a 3 or higher on AP Exams Source: Dougherty, Mellor and Jian, 2006

22. AP Provides a Reliable and Consistent Indication of Rigor • Standardized assessment • Syllabi approved through AP Course Audit • Courses and exams developed by faculty from many institutions • Exams scored by subject experts

23. AP and College Success Research continues to suggest that AP Exam scores of 3 or higher are consistently predictive of student college success College Board aims to strengthen partnerships with K-12, higher education, and states to help more students earn scores of 3 or higher College Board believes that willing and academically prepared students should be encouraged and supported in taking on the challenge of college-level courses in high school

24. AP students who earn exam scores of 3+ outperform non-AP students Source: Morgan and Klaric, 2007

25. AP Tomorrow http://advancesinap.collegeboard.org

26. AP Course & Exam Review: Background A National Research Council Report (2002) identified several opportunities to improve math and science education in the US. • Courses should emphasize deep understanding rather than comprehensive coverage. • Programs should reflect current understanding of learning in the discipline. • Programs should reflect current research directions within the disciplines. • Courses should include a strong emphasis on inquiry and reasoning.

27. AP Course & Exam Review: Curriculum Overview • AP Sciences • Reduce breadth, increase depth • Foster increased emphasis on inquiry, reasoning, and science practice • Focus exam questions on the integration and application of knowledge and skills, rather than simple recall of memorized facts. • AP History • Changing the exam so that teachers have greater flexibility to teach topics of their choice in depth. • Help students develop historical thinking skills and enduring understanding of key concepts in history (skills measured by exam items like Document-Based Questions (DBQs), rather than memorization • Enable students to enter college history coursework with the skills and abilities essential to further historical scholarship. • AP World Languages • Revised the curricula to align with 21st century practices focused on the three modes of communication: Interpersonal, Interpretive and Presentational.

28. Course and Exam Review: Updates

29. Community Driven Change: AP Biology Committee Stacy Baker, Staten Island Academy Spencer Benson, University of Maryland Arnold Best,Tri-Cities HS A. Malcolm Campbell, Davidson College Robert Cannon, University of North Carolina Elizabeth Carzoli, Castle Park HS Liz Cowles, Eastern Connecticut University Janice Earle, National Science Foundation Kim Foglia, Division Ave HS Michael Gaines, University of Miami Pamela Gunter-Smith, Drew University Peggy O’Neill Skinner, The Bush School Nancy Songer, University of Michigan Kathy Takayama, Brown University Gordon Uno, University of Oklahoma Brad Williamson, University of Kansas Betty Ann Wonderly, Hockaday School Bill Wood, University of Colorado Julianne Zedalis, The Bishop’s School J.K. Haynes, Morehouse College Doris R. Helms, Clemson University John R. Jungck, Beloit College ChasityMalatesta, West Salem HS Pat Marsteller, Emory University Sue Offner, Lexington HS Jim Pellegrino, University of Illinois at Chicago Jeanne Pemberton, University of Arizona Jack Kay, Iolani HS Sharon Radford, The Paideia School Mark Reckase, Michigan State University

30. Community Driven Change: Biology Departments Endorsements American University Amherst College Barnard College Baylor University Boston University Bowdoin College Brigham Young University California State Polytechnic University California State University -Fresno Carleton College Carnegie Mellon University Claremont McKenna College Clemson University Colby College Colgate University College of Charleston College of the Holy Cross Connecticut College Cornell University Davidson College Georgetown University Georgia Institute of Technology Haverford College Iowa State University Johns Hopkins University Loyola University Chicago Notre Dame University Ohio State University Penn State University Pepperdine University Rochester Institute of Technology Stanford University SUNY Center Albany Trinity College Union College University of Alabama University of Arkansas Fayetteville University of British Columbia University of California, Los Angeles University of California, Riverside University of California, Santa Barbara University of Central Florida University of Colorado University of Connecticut University of Florida University of Iowa University of Kentucky University of Mary Washington University of Maryland University of Pittsburgh University of Tennessee Knoxville University of Vermont University of Virginia University of Wisconsin -La Crosse University of Wisconsin -Madison Villanova University Washington State University Wellesley College Whitman College Yale University

31. Questions? …and Thank You! Marc Geslani – mgeslani@collegeboard.org

32. AP STEM Students Typically Take More Courses in the Discipline Than Non-AP Students Source: AP Students in College: An Analysis of Five-Year Academic Trends (2007)Rick Morgan and John Klaric.

33. AP students typically take as many if not more courses in a related discipline than non-AP students Source: Morgan and Klaric, 2007