DOCSLIB.ORG

The Relationship of PSAT/NMSQT Scores and AP Examination Grades

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Relationship of PSAT/NMSQT Scores and AP Examination Grades Research Notes Office of Research and Development RN-02, November 1997 The Relationship of PSAT/NMSQT Scores and AP® Examination Grades he PSAT/NMSQT, which measures devel- Recent analyses have shown that student per- oped verbal and quantitative reasoning, as formance on the PSAT/NMSQT can be useful in Twell as writing skills generally associated identifying additional students who may be suc- with academic achievement in college, is adminis- cessful in AP courses. PSAT/NMSQT scores can tered each October to nearly two million students, identify students who may not have been initially the vast majority of whom are high school juniors considered for an AP course through teacher or and sophomores. PSAT/NMSQT information has self-nomination or other local procedures. For been used by high school counselors to assist in many AP courses, students with moderate scores advising students in college planning, high school on the PSAT/NMSQT have a high probability of suc- course selection, and for scholarship awards. In- cess on the examinations. For example, a majority formation from the PSAT/NMSQT can also be very of students with PSAT/NMSQT verbal scores of useful for high schools in identifying additional 46–50 received grades of 3 or above on nearly all of students who may be successful in Advanced the 29 AP Examinations studied, while over one- Placement courses, and assisting schools in deter- third of students with scores of 41–45 achieved mining whether to offer additional Advanced grades of 3 or above on five AP Examinations. Placement courses. There are substantial variations across AP subjects that must be considered. For example, a Using the PSAT/NMSQT to smaller proportion of students with PSAT/NMSQT Identify Additional Students mathematics scores below 56 attained scores of 3 Who May Be Successful in AP or above on AP Physics and Chemistry Examina- High schools that offer Advanced Placement (AP) tions than for most other AP Exams, while a larger courses are confronted with the need to identify stu- proportion of students with PSAT/NMSQT verbal dents who may be successful in these courses. As scores of 41 and above reached grades of 3 or college-level courses, AP courses are intended for higher on AP Art History, Psychology, and English students who have already completed relevant sec- Literature Examinations. ondary school work in the subject and have the skills and motivation to complete college-level course Using the Tables in the Report work during their high school studies. Teacher rec- The tables in this report provide the proportion of ommendations, self-nomination, previous courses students attaining grades of 3 or more and 4 or completed, grades in relevant previous high school more on each AP Examination across the range of courses, discussions with students, and scores on scores on the PSAT/NMSQT. The data in these achievement tests are successfully used to varying analyses: degrees by schools in identifying students for place- • Include all students who completed the new ment in AP courses. PSAT/NMSQT in November 1993 or 1994 and KEYWORDS However, such proce- subsequently completed an AP Examination PSAT/NMSQT dures may not identify in the spring of 1995 or 1996—records of AP all students who can po- over 659,825 separate AP Examinations for Advanced Placement tentially benefit from AP students completing the PSAT/NMSQT as Placement courses and be success- well as one or more AP Examinations. ful in those courses. • Use recentered PSAT/NMSQT scores. Research Notes • Include students who completed the AP Examinations. It is impossible to know how stu- PSAT/NMSQT one year prior to enrolling in dents would have performed on AP Examinations an AP course (about 70 percent of the sam- when they have not enrolled in AP courses. It is ple) as well as students who completed the quite likely that students who completed AP Exam- PSAT/NMSQT during the same year they inations differ in meaningful ways from students completed the AP Examination. In the for- who did not complete AP Examinations, even when mer case, there was about an 18-month du- they attain the same PSAT/NMSQT scores and com- ration between tests, while the gap was re- plete the same courses with equal proficiency. duced to six months in the latter situation. Therefore, these tables have not been developed • Demonstrate that while the relationships to provide the precise probability for an individual (correlation coefficients) were somewhat student’s attaining a specific AP Examination stronger for students taking both examina- grade, but rather to provide the probability of suc- tions during the same year, these correla- cess in AP courses for the group of students at- tions decreased only slightly for students taining PSAT/NMSQT scores within a given range. completing the PSAT/NMSQT a year prior to Nevertheless, students with moderate enrolling in AP courses. This finding in par- PSAT/NMSQT scores are typically successful when ticular demonstrated the utility of using completing many AP Examinations. Students who PSAT/NMSQT scores to assist in identifying have completed the prerequisite secondary potential students for AP courses. school courses and have not considered AP courses can be identified for further consideration by fac- PSAT/NMSQT scores can supplement existing ulty and counselors with the use of performance procedures used by schools to identify additional data from the PSAT/NMSQT. students who may be successful in specific AP To use these tables you would first find the courses, but should never be used as the sole, or appropriate AP Examination. Then you would de- even the primary, indicator. Schools should not es- termine which PSAT/NMSQT scale to use (verbal, tablish minimum “cut scores” on the PSAT/NMSQT mathematics, or V + M for biology only). Next, you or any other assessment for placing students into would identify students’ respective scores on the AP courses—such practices are a clear misuse of appropriate PSAT/NMSQT scale and find the pro- assessment scores. Faculty and counselors should portion expected to attain grades of 3 or more (or be cautious in using these tables. First, many stu- 4 or more if appropriate). This is clearly labeled dents with PSAT/NMSQT scores that place them at on the tables. Table 1 lists AP courses that use the the upper ranges of probable success (grades of 3 PSAT/NMSQT verbal scale, Table 2 lists AP courses or higher) for a specific AP Examination may not using the PSAT/NMSQT mathematics scale, and a have fulfilled the appropriate prerequisite courses separate table is provided for biology (Table 3), and would clearly be unprepared for some AP which combines both scales. There should be no courses. Second, student performance (grades, absolute rules for interpreting or using these ta- teacher recommendations) in previous courses in bles. For example, with U.S. History, you may use the content area as well as motivation and interest score ranges of 41–45, 46–50, or 51–55 to begin to will be key determinants of their success in AP identify potential students because at these points courses and must be considered. Third, the sample sizable numbers of students have received grades of students used in the analysis was restricted to of 3 or more in the past. Many students identified students who did complete an AP Examination. through this means may have already been con- That is, while the sample of students was quite sidered for AP U.S. History through other proce- large, it did not include the large number of dures already instituted in the school (e.g., PSAT/NMSQT test takers who do not complete any teacher recommendations). Yet the use of the Copyright © 1997 by College Entrance Examination Board. All rights reserved. College Board, AP, and the acorn logo are registered trademarks of the College Entrance Examination Board. Permission is hereby granted to any nonprofit organization or institution to reproduce this report in limited quantities for its own use, but not for sale, provided that the copyright notice be retained in all reproduced copies exactly as it appears in this publication. 2 Research Notes Course Selection Patterns in Math and Science* Exams that correlate best Exams that correlate best with PSAT/NMSQT Verbal with PSAT/NMSQT Math Art History Calculus AB Comparative Government and Politics Calculus BC English Language Chemistry English Literature Computer Science A European History Computer Science AB French Language Macroeconomics French Literature Microeconomics Latin Literature Music Latin Vergil Physics B Psychology Physics C: Mechanics Spanish Literature Physics C: Electricity & Magnetism U.S. Government and Politics U.S. History Exams that have no meaningful correlation with PSAT/NMSQT Exams that correlate best German Language with PSAT/NMSQT Verbal & Math Spanish Language Biology Studio Art: Design Studio Art: Drawing * In 1997, the PSAT/NMSQT introduced a writing skills section. Correlations with writing cannot be examined at this time because there are no operational data available on student performance. PSAT/NMSQT score range can help identify addi- subject for some examinations. The PSAT/NMSQT tional potential students who may be considered verbal scale correlates most strongly with student for the course. Counselors and teachers would performance on 13 AP Examinations in the human- need to determine if these students have had the ities, social sciences, and foreign language areas appropriate prerequisite courses and would also (see Table 4). The PSAT/NMSQT mathematics need to consider their performance in these scale correlates most strongly with 11 additional courses, as well as student interest and motiva- AP Examinations in mathematics, science, and mu- tion for completing a rigorous college-level AP sic. AP Biology correlates most strongly with com- course. In essence, these tables cannot provide bined scores across the verbal and mathematics one-stop shopping in curriculum planning, but can scales for the PSAT/NMSQT.
Load more

Recommended publications
  • AP Computer Science a Course and Exam Description, Effective 2020
    INCLUDES Course framework Instructional section Sample exam questions AP® Computer Science A COURSE AND EXAM DESCRIPTION Effective Fall 2020 AP® Computer Science A COURSE AND EXAM DESCRIPTION Effective Fall 2020 AP COURSE AND EXAM DESCRIPTIONS ARE UPDATED PERIODICALLY Please visit AP Central (apcentral.collegeboard.org) to determine whether a more recent course and exam description is available. 00762-118-CED-CSA_FM.indd 1 4/5/19 9:01 AM About College Board College Board is a mission-driven, not-for-profit organization that connects students to college success and opportunity. Founded in 1900, College Board was created to expand access to higher education. Today, the membership association is made up of more than 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success— including the SAT® and the Advanced Placement® Program. The organization also serves the education community through research and advocacy on behalf of students, educators, and schools. For further information, visit collegeboard.org. AP Equity and Access Policy College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population.
    [Show full text]
  • AP Calculus BC
    Mathematics Fairfield Public Schools AP Calculus BC AP Calculus BC BOE Approved 04/08/2014 1 AP CALCULUS BC Critical Areas of Focus Advanced Placement Calculus BC consists of a full year of college calculus. This course is intended for students who have demonstrated exceptional ability and achievement in mathematics, and have successfully completed an accelerated program. To be successful, students must be motivated learners who have mathematical intuition, a solid background in the topics studied in previous courses and the persistence to grapple with complex problems. Students in the course are expected to take the Advanced Placement exam in May, at a fee, for credit and/or placement consideration by those colleges which accept AP credit. The critical areas of focus for this course will be in three areas: (a) functions, graphs and limits, (b) differential calculus (the derivative and its applications), and (c) integral calculus (anti-derivatives and their applications). 1) Students will build upon their understanding of functions from prior mathematics courses to determine continuity and the existence of limits of a function both graphically and by the formal definitions of continuity and limits. They will use the understanding of limits and continuity to analyze the behavior of functions as they approach a discontinuity or as the function approaches ± . 2) Students will analyze the formal definition of a derivate and the conditions upon which a derivatve exists. They will interpret the derivative as the slope of a tangent line and the instantaneous rate of change of the function at a specific value. Students will distinguish between a tanget line and a secant line.
    [Show full text]
  • Advanced Placement® Program (AP®)
    Advanced Placement® Program (AP®) CHOOSE AP. STAND OUT. Opening Doors to Universities Worldwide Stand Out at University Admission Flexible Courses on Your Choices What Is AP? The College Board Advanced Placement® Program (AP®) Why Do International Schools enables students to take university-level courses and Embrace AP? exams while they’re still in secondary school. Universities worldwide recognize AP in admissions, and some grant credit. Most universities in the U.S. and Canada award credit IT’S RECOGNIZED GLOBALLY. for advanced coursework taken in high school, allowing In addition to almost all universities in the U.S. and students to skip introductory courses in a given subject Canada, over 4,000 universities in more than 60 and thereby save time and money. Through AP courses, countries use AP Exam scores for admissions, students learn to think critically, construct solid arguments, course credits, and/or advanced placement. and see many sides of an issue—skills that prepare them for college and beyond. Taking AP courses demonstrates to IT’S RIGOROUS. college admissions officers that students have sought the AP courses are designed as introductory-level most rigorous curriculum available to them, and research university experiences, based on a learner-centric, indicates that students who score a 3 or higher on an AP rigorous methodology. Exam typically experience greater academic success in college and are more likely to earn a college degree than IT’S EFFECTIVE. non-AP students. Research shows that AP students are more likely QUICK FACTS to succeed in college: Students who earned a 3 or higher on an AP Exam earned higher first-year and § 38 different AP courses in seven subject areas fourth-year GPAs in college than non-AP students are available.
    [Show full text]
  • Calculus Terminology
    AP Calculus BC Calculus Terminology Absolute Convergence Asymptote Continued Sum Absolute Maximum Average Rate of Change Continuous Function Absolute Minimum Average Value of a Function Continuously Differentiable Function Absolutely Convergent Axis of Rotation Converge Acceleration Boundary Value Problem Converge Absolutely Alternating Series Bounded Function Converge Conditionally Alternating Series Remainder Bounded Sequence Convergence Tests Alternating Series Test Bounds of Integration Convergent Sequence Analytic Methods Calculus Convergent Series Annulus Cartesian Form Critical Number Antiderivative of a Function Cavalieri’s Principle Critical Point Approximation by Differentials Center of Mass Formula Critical Value Arc Length of a Curve Centroid Curly d Area below a Curve Chain Rule Curve Area between Curves Comparison Test Curve Sketching Area of an Ellipse Concave Cusp Area of a Parabolic Segment Concave Down Cylindrical Shell Method Area under a Curve Concave Up Decreasing Function Area Using Parametric Equations Conditional Convergence Definite Integral Area Using Polar Coordinates Constant Term Definite Integral Rules Degenerate Divergent Series Function Operations Del Operator e Fundamental Theorem of Calculus Deleted Neighborhood Ellipsoid GLB Derivative End Behavior Global Maximum Derivative of a Power Series Essential Discontinuity Global Minimum Derivative Rules Explicit Differentiation Golden Spiral Difference Quotient Explicit Function Graphic Methods Differentiable Exponential Decay Greatest Lower Bound Differential
    [Show full text]
  • Should I Sign up for AP Latin IV?
    Should I Sign Up for AP Latin IV? 1 AP LATIN COURSE DESCRIPTION The AP Latin course is designed to give you the experiences needed to be successful on the College Board AP Latin exam scheduled in early May each year. This course will [1] help you develop your ability to translate the required passages from Caesar’s De bello Gallico and Vergil’s Aeneid into English as literally as possible, [2] help you understand the context of the written passages through analysis and be able to communicate that context and analysis, [3] help you understand style of writing and the rhetorical devices employed. By the end of AP Latin IV you will have translated all the Latin of Vergil and Caesar assigned by the College Board. You will learn to analyze the text and draw your own logical conclusions in written essays. You will both give and receive written criticism of your analytical essays throughout the course. You will read Latin prose and poetry aloud with accurate comprehension and appreciation. For the Vergil text, you will scan dactylic hexameter verse. You will practice AP style exam questions and sight passages during both semesters and complete a full “mock up” exam as the final exam in the second semester of the course. 1.1 SPECIFICS The class meets on Thursdays at 1 Pm ET You must make your own arrangements to take the exam at your local testing facility. Yes, this is a College Board approved syllabus and course. You can list it on your transcript as an AP Latin course, come what may.
    [Show full text]
  • Congratulations on Your Choice of AP Computer Science a for the 2020-2021 Academic Year
    AP Computer Science A Summer Assignment 2021 Mr. Doustani Room # 104 Congratulations on your choice of AP Computer Science A for the 2020-2021 academic year. I want to start by saying I am very excited that you are taking this course, and I am looking forward to getting to know each and every one of you. In this course, you will learn the fundamentals of computer programming using the Java programming language and by doing well on the AP exam you will earn college credit. The purpose of the AP Computer Science A (AP CSA) summer assignment is to prepare you for the challenges in AP CSA and to ensure students are aware of the content and commitment level involved in this college level course as well as prepare for the AP Exam on the first two full weeks of May 2022. In this class in order to learn content, you must design, debug and write your own programs. Please read and complete all the steps in this document. The summer assignment is due on the first day of school, Tuesday August 10, 2021. It will count as your first quiz. Go to http://greenteapress.com/wp/think-java-2e/ and either download the book to your computer or choose to read it online “How to Think Like a Computer Scientist” Java version by Allen B. Downey. Read Chapter 1 “The Way of the Program”. Prerequisite: Algebra I EOC, including function notation and other algebraic problem solving skills. Overall, the course recommends a solid foundation in mathematical reasoning. AP Computer Science A Summer Assignment: Read Chapter 1 of “How to Think Like a Computer Scientist” and answer the following questions.
    [Show full text]
  • Elementary LATIN CONTENTS
    LATIN CONTENTS Elementary Elementary .........................................1-2 Textbooks .......................................... ....3 TEN FAIRY TALES Multi-Media Materials ......................4-5 IN LATIN Enchant your students Books ..................................................5-6 with Ten Fairy Tales in AP ...........................................................7 Latin. These popular fairy tales are presented Grammar .............................................. .8 as a script designed to be read aloud and performed Mythology ..............................................8 in class or for a larger Readers ................................................ .8 audience. Each tale concludes with both a Dictionarie s ......................................... .9 traditional ending and a "twisted ending"-an Game s ................................................... .9 unexpected alternative Maps & Poster s .............................10-12 conclusion to the story. A puzzle or activity accompanies each tale. Paperback, Miscellaneou s................................12-13 6"x9", 128 pages. BCP7919...........................................................Book, $18.95 Feature Films on DVD .................13-14 MINIMUS MINIMUS STARTING SECUNDUS OUT IN LATIN (BE) PUPIL'S BOOK, MOVING ON A basic introduction to Latin along IN LATIN (BE) with material on the history and culture of Roman Britain. Highly Minimus Secundus is the illustrated, the Pupil's book sequel to the unique and contains a mixture of stories and successful Primary
    [Show full text]
  • AP Macroeconomics: Vocabulary 1. Aggregate Spending (GDP)
    AP Macroeconomics: Vocabulary 1. Aggregate Spending (GDP): The sum of all spending from four sectors of the economy. GDP = C+I+G+Xn 2. Aggregate Income (AI) :The sum of all income earned by suppliers of resources in the economy. AI=GDP 3. Nominal GDP: the value of current production at the current prices 4. Real GDP: the value of current production, but using prices from a fixed point in time 5. Base year: the year that serves as a reference point for constructing a price index and comparing real values over time. 6. Price index: a measure of the average level of prices in a market basket for a given year, when compared to the prices in a reference (or base) year. 7. Market Basket: a collection of goods and services used to represent what is consumed in the economy 8. GDP price deflator: the price index that measures the average price level of the goods and services that make up GDP. 9. Real rate of interest: the percentage increase in purchasing power that a borrower pays a lender. 10. Expected (anticipated) inflation: the inflation expected in a future time period. This expected inflation is added to the real interest rate to compensate for lost purchasing power. 11. Nominal rate of interest: the percentage increase in money that the borrower pays the lender and is equal to the real rate plus the expected inflation. 12. Business cycle: the periodic rise and fall (in four phases) of economic activity 13. Expansion: a period where real GDP is growing. 14. Peak: the top of a business cycle where an expansion has ended.
    [Show full text]
  • Ap Calculus Ab 2018 Elite Student Edition 4Th Edition Pdf, Epub, Ebook
    5 STEPS TO A 5: AP CALCULUS AB 2018 ELITE STUDENT EDITION 4TH EDITION PDF, EPUB, EBOOK William Ma | 9781259864001 | | | | | 5 Steps to a 5: AP Calculus AB 2018 Elite Student Edition 4th edition PDF Book Home Learning. Let me know what you think in the contact link below!. The AP score distributions are added live to this page as they are Tweeted. Free delivery worldwide. Want to know my take? Popular Features. Show More. Get ready to ace your AP Microeconomics Exam with this easy-to-follow, multi-platform study guide5 Steps You can find the question. In any economy, the existence of limited resources along with unlimited wants results in the need to make choices. McGraw-Hill Professional Publishing. User account menu. Andrew White 4 months ago 34 minutes views Solution video to the second set of free response , questions ,. High school students studied Newtonian mechanics, electricity and magnetism, fluid mechanics, and thermal physics, waves and optics, and atomic and nuclear physics in preparation for a cumulative exam given each May. Publisher's Note: Products purchased from Third Party sellers are not guaranteed by the publisher for Home 1 Books 2. Over AP macroeconomics practice questions to help you with your AP macroeconomics exam prep. You need to take the test seriously but it is a practice test. Sign in to Purchase Instantly. Video Project - See iLearn for Details. Ecology practice questions answers. All of those questions require you to have sufficient knowledge. We're featuring millions of their reader ratings on our book pages to help you find your new favourite book.
    [Show full text]
  • 1 APAH Daily Calendar 2020 21
    APAH CALENDAR 2020 - 21 AP ART HISTORY *subject to constant change CALENDAR & OVERVIEW SUGGESTED SUMMER WORK: KHAN ACADEMY APAH250 IMAGES - APAH WEBSITE LINKS www.pinerichland.org/art BROWSING / SELF - QUIZ *click on APArtHistory tab on Left menu SUMMER SUGGESTED SUMMER WORK: VTHEARLE SUMMER LEARNING FILMS: Expanding upon APAH250 works and deepening RESOURCES VIA PRHS SITE context surrounding works DAILY CLASS READINGS - TO BE DONE BEFORE CLASS *Readings before class: QUIZ: G= Gardner’s Art Through the Ages I will evaluate your retention of class materials periodically in the form of a (DIGITAL EBOOK) POP QUIZ. K= Khan Academy (WEBSITE) Methods may vary: i.e. ‘Plickers’ / Google Quiz They will have a lower relative point value... Aka ‘The Fat these are designed to help guide my instruction ‘APAH 250 Stack’ FORMATIVE (forming understanding) vs. SUMMATIVE (sum end result) CARDS’TIMELINE (hallway) FRQ SIMULATION ESSAY WRITINGS: 3 PER QUARTER = 12 TOTAL FLASH CARDS Details on assignments to follow ‘TIMELINE FLASH CARDS’ for each piece in the 250 IMAGE SET will act GAME (WAR) as Instructional tools to help students learn the material FIELD TRIP (?) ‘HANDS ON’ STUDIO PROJECTS ~$15-$20 FREE CARDS! APRIL, 2021 -More info to come when possible or appropriate ANALYSIS ‘UNIT TESTS’ based on roughly 30 images each METHODS SUMMATIVE Assessment of learning in Units ‘CONCEPT MAPS’ for each piece in the 250 $94 IMAGE SET will act as Instructional tools to VISUAL help students learn the material ‘AP ART HISTORY EXAM’ THURS MAY 6, 2021 12PM shared via
    [Show full text]
  • Curriculum Vitae: RONNIE ANCONA
    Curriculum Vitae: RONNIE ANCONA Ronnie Ancona Classics Hunter College 695 Park Ave. New York, NY 10065, U.S.A. Hunter West, Room 1402 phone 212-772-4960 or 212-772-5065 [email protected] Higher Education Ohio State University, Ph.D. Classics, 1983 University of Washington, M.A., Classics, 1974; B.A., Latin, 1972 Additional Training The American School of Classical Studies at Athens, Summer Session, 1978 The American Academy in Rome, Summer Session, 1977 The Vergilian Society Session at Cumae, 1977 Professional Experience Hunter College, CUNY, Professor of Classics (2005- ), Associate Professor (1995-2004), Assistant Professor (1985-1994) The Graduate Center, CUNY, Ph.D. Program, Associate Professor to Professor (1995-present), (concurrent with Hunter College) Carleton College, Assistant Professor of Classics, 1983-85 Ohio State University, Graduate Teaching Associate, 1978-83 The Bush School, Seattle, Washington, Latin Teacher, 1973-78 University of Washington, Graduate Teaching Assistant, 1973 Publications Books Writing Passion Plus: A Catullus Reader Supplement, Bolchazy-Carducci Publishers, 2013 Horace: A Legamus Transitional Reader, co-author with David J. Murphy, Bolchazy- Carducci Publishers, 2008 Review: BMCR 2009.07.45 http://bmcr.brynmawr.edu/2009/2009-07-45.html A Concise Guide to Teaching Latin Literature, editor, University of Oklahoma Press, 2007 Reviews: Bryn Mawr Classical Review 2007.10.16; Greece and Rome 54 (2007) 285; Euroclassica Newsletter 16 (2008) 60-61 http://www.eduhi.at/gegenstand/EuroClassica/data/Euroclassica_Newsletter2008.pdf Classical Outlook 85 (2008) 169; College Board website, AP Central: http://apcentral.collegeboard.com:80/Pageflows/TeachersResource/viewResourceDetail.do?resourceId= 11632 Gendered Dynamics in Latin Love Poetry, co-editor with Ellen Greene, Johns Hopkins University Press, 2005 Reviews: Choice 43 (Jul.
    [Show full text]
  • Advanced Placement Program Information Night
    Advanced Placement Program Information Night Columbia High School https://tinyurl.com/yae9e75x Welcome Columbia High School is committed to every student’s success. We believe access to rigorous coursework, such as Advanced Placement® (AP®), plays an important role in that success. https://tinyurl.com/yae9e75x What We’ll Cover • What is it Like to Take AP® courses? • Advanced Placement® Course Offerings? • AP® Exams • The Benefits • Next Steps: Help Your Child Make the Best Choices https://tinyurl.com/yae9e75x ® What is it like to take AP Courses? https://tinyurl.com/yae9e75x ® Advanced Placement : The Basics ● The Advanced Placement Program is run by a non-profit organization, the College Board. The College Board is also responsible for the PSAT and SAT tests. ● AP® courses are college-level courses offered in high school. ● AP® Courses reflect what is taught in top, introductory college courses. ● Students take AP® Exams at the end of the course, measuring their mastery of college-level work. ● A score of 3 or higher on an AP® Exam may earn students college credit and/or placement into advanced courses in college. ® AP Myths & Realities Myth Reality AP® courses are for students who always get good AP® courses are for any students who are academically grades. prepared and motivated to take college-level courses.. AP® courses are too stressful. It's no secret that AP® courses are challenging, but the support you will receive from your classmates and teachers can help you manage the workload. I don't think I will score high enough on the AP® You don’t need to score a 5.
    [Show full text]