PreAP and AP

1. PreAP and AP What Principals Need to Know (from APDAC)

2. What is APDAC? Advanced Placement District Advisory Council Est.2014 The purpose of the Advanced Placement District Advisory Council is to promote student access, participation and success in PreAP and AP coursework in grades 6-12.

3. AP District Advisory Council • Review of current Katy ISD practice • Research on Advanced Placement* • Best Practices in AP Programs • Accountability • Recommendations on moving forward

5. Change from 2014

6. Secondary Advanced Academics Vision/Beliefs The Secondary Advanced Academics Committee (est. 2009) has established a vision for the Katy ISD Advanced Academic Program. VISION: • The Katy ISD Program enables and encourages students to graduate from high school with at least one advanced academic credit (AP or Dual Credit). • The KISD participation in the Advanced Academic Program represents the student demographics of each campus. • The KISD Advanced Academic Program provides support systems designed to increase enrollment and success.

7. Secondary Advanced Academics Vision/Beliefs BELIEF STATEMENTS: The vision is supported by the following beliefs about advanced academic coursework: • Participation in one or more advanced academic courses is a foundation of college readiness. • Students, parents, teachers, counselors and administrators recognize the value to the student of taking one or more advanced academic courses. • Students may require additional encouragement and support to be successful in advanced academic courses. • Teacher attitudes, beliefs and expectations impact student success and participation. • Vertical alignment of content, skills and habits of mind support student success in advanced academics.

8. Campus Commitment Campus & Teacher The campus commits to advanced academics by communicating the value of advanced coursework, recruiting students with potential for success, encouraging student commitment, and supporting advanced academic instruction. Student Parent

9. Petition for Exit (Regulation EIF) Prior to exiting: • Conference with the teacher • Attend recommended tutorials • Complete all assignments

10. Senior Survey Results—S2014

11. Sophomore Survey Results-S2014

12. Campus should be familiar with vision, beliefs and efforts to recruit and retain studetns. Katy ISD schools will “recruit and retain students in advanced courses.”

13. Parents need be informed of benefits of AP. • Challenging instruction is best preparation for college. • Benefits are researched based. • Builds resilience/perseverence in students. • Scores of 3 and better are accepted for college credit (at all Texas public institutions).

14. Build a culture of at least one AP (preAP). • Students should enter advanced academics early. • Get students into PreAP and keep them inwith supports. • Are more than 35% of your students enrolled in PreAP or AP?

15. All staff need to be on same page for campus AP goals. • Counselors need to be on board with advocating for advanced academics and not letting students out too soon. • PreAP & AP teachers need to believe in cultivating student skills (not weeding out). • Transition students to increasing rigor (not all during the first 6 weeks!) • Does staff encourage entry and persistence? • Is there a DO NOT ENTER sign OR a WELCOME MAT?

16. New teachers need time to develop PreAP and AP teachers should attend training to understand the instructional standards of PreAP/AP. • AP teachers should attend an APSI. • PreAP teachers should attend PreAP training in Katy ISD. • Teachers follow the KISD written curriculum. • AP teachers are authorized by College Board.

17. Class Size Matters. • More rigorous instruction + larger class sizes = students dropping • Understand that students need support of a teacher who can provide them with some attention. • Consider teachers-in-training.

18. Time to prepare makes a difference. • The fewer preparations the better so that teachers can spend the time to adequately and deliberately prepare for instruction.

19. PreAP and AP are not about NO LATE WORK. The beauty of PreAP and AP is that it is advanced academics without the mentality of an honors course. Teachers should not impose artificial, petty barriers in the course in order to measure student commitment. (Sixth grade students are still sixth grade students!)

20. Let kids move into PreAP at semester (or before) • Be creative about identifying and moving students into PreAP (especially in junior high). • Create new sections for advanced academics pulling students in from academic.

21. Measure the success of your advanced academic program. • Enrollment • Retention (Are kids staying in?) • Persistence (Are kids selecting PreAP the next year?) • AP Exam Participation and Performance--is your campus program supporting increasing numbers of students experiencing success? (even 1s and 2s) • AP Exam score distribution (1s-5s) and demographic representation

22. Use available data sources. • Analyze the instructional planning report. • Compare to course grade distributions. • Use AP Potential to recruit students. • Are your advanced STAAR students in PreAP?

23. Be open to change if current processes are not working. A system is built to get the results it gets. You can change without improving, but you cannot improve without changing.

24. New Resource from College Board and Roadtrip Nation Four first-gen college students boarded an RV and cross the country to meet a wide range of professionals who were also the first in their families to graduate from college (John Legend, CEO of Starbucks, CEO of Girl Scouts of America, and more!) The documentary is available online via a College Board landing page (CBWhyNotUs.org), a Roadtrip Nation landing page (Whynotusfilm.com) and a PBS landing page (pbslearningmedia.org).

25. What does research say about the key benefits of AP? 4

26. Five claims confirmed by multiple research studies In general students who earn a 3 or higher on the exam … • perform well in subsequent college courses in the discipline. • perform well overall in their first year of college. • are more likely to graduate in four years. • are more likely to major in their AP subject or a related discipline. • are more likely to have better outcomes in college compared to students who take dual enrollment courses.

27. In most subjects, students who earned a 3 or higher on the exam, performed the same as or better than non‐AP students in the subsequent college course related to their AP Exam GPA In The Subsequent College Course By Performance 3.9 3.6 3.5 3.3 3.4 3.3 3.3 3.1 3.2 3.3 3.2 3.2 3.0 3.0 2.9 2.8 3.0 3.0 2.9 2.8 2.9 3.0 2.9 3.0 3.0 2.8 2.8 3.0 2.6 2.8 2.8 2.4 Biology Calculus AB Chemistry English Language & Lit Psychology Spanish Language US Gov & Politics US History Intro Course (Non‐AP) AP score ‐ 3 AP score ‐ 4 AP score ‐ 5 Morgan, R., & Klaric, J. (2007). AP students in college: An analysis of five‐year academic careers (College Board Research Report 2007‐4). New York: The College Board.

28. Students who earned a 3 or higher on the AP Exam earned higher first‐year GPAs in college than non‐AP students Other Courses Dual Enrollment AP Course Only AP Score ‐ 3 AP Score ‐ 4‐5 First‐Year GPA by SAT Rank 3.4 3.2 3.0 3.0 3.0 2.9 2.8 2.8 2.7 2.7 2.7 2.7 2.6 2.6 2.6 2.5 2.5 2.4 2.4 2.4 SAT Score 1090+ SAT Score 980‐1080 SAT Score 860‐970 SAT Score 400‐850 Hargove, L., Godin, D., & Dodd, B.G. (2008). College Outcomes Comparisons by AP and Non‐AP High School Experiences (Research Rep. No. 2008‐3). New York, NY: The College Board.

29. Students who took one or more AP Exams, regardless of what score was earned, are more likely to graduate in four years than non‐AP students Expected Four‐Year Graduation Rate by AP Participation and Performance 80% 69% 70% 64% 59% 60% 54% 53% 47% 45% 50% Expected Four‐Year Graduation Rate 40% 30% 20% 10% 0% No Yes 1 2 3 4 5 AP Participation and Performance Mattern, K., Marini, J. P., & Shaw, E. J. (2013). Are AP Students More Likely To Graduate On Time? (College Board Research Report 2013‐5). New York, NY: The College Board.

30. Students who took an AP Exam in a particular content area are more likely to major in a related discipline in college than students who did not take an AP Exam in that content area The Percentage Of Students Majoring In A Specific Domain By AP Participation 8.4 Biological and Biomedical Sciences Students who did not take an AP Exam Students who took an AP Exam 20.3 2.3 Computer and Information Sciences 17.9 1.5 Foreign Languages, Literatures, and Linguistics 5.1 13.3 Humanities and Liberal Arts 15.1 16.2 Mathematics, Statistics, Engineering, and Physical Scien 29.1 14.0 Social Sciences 18.1 Mattern, K., Shaw, E. J., & Ewing, M. (2011). Is AP Exam Participation and Performance Related to Choice of College Major? (College Board Research Report 2011‐6). New York: The College Board. 10

31. AP students are more likely to outperform dual enrollment students in the first year of college Predicted First‐Year GPAs for Four Science Courses Taken in High School Kaliski, P. & Godfrey, K. (in press). Does the Type of High School Science Course Matter? An Investigation of the Relationship Between Science Courses and First‐Year College Outcomes. New York: The College Board. 12

32. AP students are more likely to graduate from college on time than students who take dual enrollment A Estimated gains in 4‐year graduation rates for AP students who score a 3 or higher Range of Expected Gains All groups are compared to students not taking AP or DE Wyatt, J., & Patterson, B. (July, 2013). A Comparison of the College Outcomes of AP and Dual Enrollment Students. Presented at the AP Annual Conference. Las Vegas, 13 NV.