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Advanced Placement Report to the Nation 2006

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Advanced Placement Report to the Nation 2006 The College Board: Connecting Students to College Success The College Board is a not-for-profit membership association whose mission is to connect students to college success and opportunity. Founded in 1900, the association is composed of more than 5,000 schools, colleges, and universities, and other educational organizations. Each year, the College Board serves seven million students and their parents, 23,000 high schools, and 3,500 colleges through major programs and services in college admissions, guidance, assessments, financial aid, enrollment, and teaching and learning. Among its best-known programs are the SAT®, the PSAT/NMSQT®, and the Advanced Placement Program® (AP®). The College Board is committed to the principles of excellence and equity, and that commitment is embodied in all of its programs, services, activities, and concerns. For further information, visit www.collegeboard.com. For more copies of this report: The Advanced Placement Report to the Nation may be downloaded (PDF format) from the AP Central Web site at http://apcentral.collegeboard.com/documentlibrary. Printed copies may be ordered free of charge at http://apcentral.collegeboard.com/freepubs. AP Equity Policy Statement: The College Board and the Advanced Placement Program encourage teachers, AP Coordinators, and school administrators to make equitable access a guiding principle for their AP programs. The College Board is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging courses and programs. All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The Board encourages the elimination of barriers that restrict access to AP courses for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population. Advanced Placement © 2006 The College Board. All rights reserved. College Board, Advanced Placement Program, AP, AP Central, SAT, and the acorn logo are registered trademarks of the College Board. connect to college success is a trademark owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.com. Report to the Nation apcentral.collegeboard.com 050081729 apcentral.collegeboard.com 2006 Advanced Placement Report to the Nation 2006 Contents Introduction . .1 Part I: Three Themes for the Nation . .3 • Theme #1: Excellence and Equity in College-Level Achievement . .4 • Theme #2: Maintaining Quality in the AP Classroom . .6 • Theme #3: Closing Equity Gaps . .10 Part II: AP Subject Areas: Participation, Performance, and Feedback for Educators . .13 Appendix A: AP Data at a Glance . .79 Appendix B: AP Exams Taken in U.S. Public Schools by the Class of 2005 During Their High School Years . .80 Appendix C: Raw Numbers for Table 1: U.S. Public Schools . .84 Appendix D: Changes in Equity Gaps from 2000 to 2005 . .85 Notes . .IBC A Word About Comparing States and Schools Media and others occasionally rank states, districts, and schools on the basis of AP Exam results, despite repeated warnings that such rankings may be problematic. AP Exams are valid measures of students’ content mastery of college-level studies in academic disciplines but should never be used as a sole measure for gauging educational excellence and equity. Advanced Placement Report to the Nation 2006 Introduction As we celebrate the fiftieth anniversary of the Advanced What is the Advanced Placement Program® (AP®) in U.S. schools, we should honor the ® educators who are enabling a wider and more diverse group of Placement Program ? U.S. students than ever before to succeed in college-level studies The College Board partners with colleges and universities1 in high school. Yet we must also gaze clear-eyed at the inequities to create assessments of college-level learning—the AP that remain and the challenges that accompany success in Exams—in 35 subject areas. The College Board then expanding access to AP. ThisReport uses a combination of state, supports secondary schools in training teachers and national, and AP Program data to provide each U.S. state with developing a curriculum of high academic intensity and context for celebrating its successes, understanding its unique quality that will enable students to meet the standards for challenges, and setting meaningful and data-driven goals to college-level learning in these subjects. As a result, most prepare more students for college success. colleges and universities in the United States, as well as Part I of the Report comprises three powerful themes that institutions in more than 30 other countries, use AP Exam appear once we situate each state’s AP participation and results in the admissions process as a designation of a performance data within the context of its own racial/ student’s ability to succeed in rigorous curricula, and also ethnic demographics and population size. Because one of award college credit or placement into a higher-level college the chief purposes of Part I is to provide state departments course so that college entrants can move directly into the of education with new data to gauge success and identify courses that match their level of academic preparation for current challenges in providing equitable educational college. opportunity (and because current, reliable racial/ethnic demographic data for nonpublic schools is not available How are the AP® Exams scored? for all states), the data in Part I represent public schools only. New this year: Educators should be tracking AP Exams, with the exception of AP Studio Art, which is the quality of learning in AP courses as their AP a portfolio assessment, each consist of dozens of multiple- programs expand, so the Report presents data choice questions, which are scored by machine, and free- that will allow the nation to track from year to response questions (essays, translations, problems), which year the quality of student learning in AP courses. are scored at the annual AP Reading by 7,000 college faculty and AP teachers, using scoring standards developed by Part II of the Report uses data from all schools participating college and university faculty who teach the corresponding in AP, public and nonpublic, to identify the most successful college course. AP classrooms in the world currently, and to provide overall participation and performance information for each of the AP subject areas. New this year: To inform teaching and What is the scale for learning, this section of the Report also analyzes the AP Exam grades? the results of the AP Examinations to provide AP teachers, department chairs, college faculty, The composite score for each AP Exam is converted to an and other educators with feedback about the AP Exam grade of 5, 4, 3, 2, or 1. AP Exam grades of 5 are knowledge and skills AP students are particularly equivalent to the top A-level work in the corresponding demonstrating—or failing to demonstrate. college course. AP Exam grades of 4 are equivalent to a range of work representing mid-level A to mid-level B In addition to the data presented in this Report, the Advanced performance in college. Similarly, AP Exam grades of 3 are Placement Press Room (at www.collegeboard.com/appress) equivalent to a range of work representing mid-level B to contains much additional data and research to supplement mid-level C performance in college. the tables and charts herein. 1 Advanced Placement Report to the Nation 2006 Why report on how many high In Calculus: school graduates succeeded • U.S. students did not fare well, ranking 22 out of 23 countries. on an AP Exam? • The exception: AP Calculus students. Even those students who earned AP Calculus grades of 1 or 2 With 75% of U.S. high school graduates entering college,2 demonstrated the same level of math achievement as the nation is steadily democratizing entrance to college. But students from the top-performing nation, France. high college drop-out rates and the fact that about half of In Physics: all college freshmen are taking at least one remedial course • U.S. students fared worse than students of any other show us that it is not enough simply for secondary schools nation, ranking 23 out of 23 countries. to help students gain admission.3 If we are to succeed in • The exception: AP Physics students. Even those democratizing what really counts—successful college degree students who earned AP Physics grades of 1 or 2 were only bested by students from the top two nations, completion—the gulf between high school graduation Norway and Sweden. standards and freshman college course requirements must But because more research is needed to establish the be eliminated. conditions under which AP Exam grades lower than 3 relate U.S. Department of Education research has established to college success, reduction of remediation required, and the rigor of a student’s high school curriculum as the other outcomes, this Report uses an AP Exam grade of 3 or best predictor of bachelor’s degree attainment.4 And new higher as the definition of “success on an AP Exam.” research from the University of California at Berkeley5 and the National Center for Educational Accountability6 finds that 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. How does this Report define success on an AP Exam? Throughout the Advanced Placement Report to the Nation, “success on an AP Exam” is defined as an exam grade of 3 or higher.
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