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Report to the North Carolina General Assembly

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Report to the North Carolina General Assembly Public Schools of North Carolina State Board of Education Department of Public Instruction Report to the North Carolina General Assembly Broaden Successful Participation in Advanced Courses SL 2013-•360 (SB 402, Budget Bill), sec. 8.27 (h) SL 2014-•15, sec. 12 as amended by 2014-•15, sec. 49.5 G.S. 115C-•174.26 Date Due: December 15, 2018 STATE BOARD OF EDUCATION SBE VISION: Every public school student will graduate ready for post-secondary education and work, prepared to be a globally engaged and productive citizen through access to needed resources and rigor. SBE MISSION: The State Board of Education will use its constitutional authority to lead and uphold the system of public education in North Carolina that guarantees every student in this state an opportunity to receive a sound basic education. ERIC DAVIS JILL CAMNITZ TODD CHASTEEN Chair: Charlotte – At-Large Greenville – Northeast Region Blowing Rock – Northwest Region ALAN DUNCAN REGINALD KENAN Vice Chair: Greensboro – Piedmont-Triad Region Rose Hill – Southeast Region WAYNE MCDEVITT Asheville – Western Region DAN FOREST AMY WHITE Lieutenant Governor: Raleigh – Ex Officio Garner – North Central Region PATRICIA N. WILLOUGHBY Raleigh – At-Large DALE FOLWELL OLIVIA OXENDINE State Treasurer: Raleigh – Ex Officio Lumberton – Sandhills Region J.B. BUXTON Raleigh – At-Large MARK JOHNSON JAMES FORD Secretary to the Board: Raleigh Charlotte – Southwest Region NC DEPARTMENT OF PUBLIC INSTRUCTION Mark Johnson, State Superintendent :: 301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825 In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints regarding discrimination issues should be directed to: Maria Pitre-Martin, Ph.D., Deputy Superintendent of District Support 6307 Mail Service Center, Raleigh, NC 27699-6307 / Phone: (919) 807-3759 / Fax: (919) 807-4065 Visit us on the Web: www.ncpublicschools.org M101 Report to the North Carolina General Assembly: §115C-•83.4A ~ Advanced Courses In response to G.S.115C-83.4A, the North Carolina Department of Public Instruction (NCDPI) initially established the NC Advanced Placement Partnership (NCAPP) in May 2014 with the College Board. The NCAPP continues with its purpose to broaden access and successful participation in advanced coursework in North Carolina’s (NC) public schools. According to G.S. 115C­83.4A, “it is the intent of the State of North Carolina to enhance accessibility and encourage students to enroll in and successfully complete more rigorous advanced courses to enable success in postsecondary education for all students.” The NCAPP continues to respond to the legislation through various efforts. In 2017-18, eighteen NC school districts participated in the NCAPP as “targeted districts” with focused support and technical assistance. For this 2018-19 academic year, College Board and NCDPI increased the number of target districts because of an increase of funding for the NCAPP. Currently, twenty-two districts are participating with the NCAPP as targeted districts, and most are low-performing. NCAPP continued with districts who still needed support and were committed to the program and added new districts. By increasing the number of target districts, NCAPP is growing to have further state-wide impact. NCAPP also provides state-wide support through professional development opportunities open to all public school districts across the state, both face-to•face and online opportunities. College Board and the NCDPI are continuing to work together on these various aspects to ensure continued success of the NCAPP. In addition, the General Assembly continues to appropriate funds to pay for all Advanced Placement (AP) and International Baccalaureate Diploma Programme (IB) exams for public school and charter school students who were enrolled in the corresponding AP/IB courses; this began in 2014-15. Beginning 2016-17, legislation included Cambridge International Exams (CIE) to this effort. Alongside NC’s public school districts, the NCAPP spearheads NC’s progress with AP course enrollment and AP exam participation. The state’s most recent data from NCDPI and College Board show continued gains in the areas of AP exam participation and performance, while showing a slight decrease in AP course enrollment as we began the 2018-19 school year. Below are some key highlights that are detailed further in the report: • Currently in 2018-19, 81,520 students are taking at least one AP course. These students represent 152,879 course enrollments. This represents a slight decrease of students taking at least one AP course (791 students/.9%) and course enrollments compared to last year’s enrollment. However, since Fall 2014, there still has been an overall increase in the number of students taking an AP course and in AP course enrollments with an almost 8% increase in AP course enrollment and a 9% increase in the number of students enrolled in AP courses. • The number of AP Exam-Takers in North Carolina’s public schools increased 1.8% from 2017 to 2018, representing more than a 30% increase over the last four years. In the target NCAPP districts, the number of students taking AP exams increased by 21.0% in 2018 over 2017 year. • The number of AP Exams taken in North Carolina’s public schools increased 2.0% from 2017 to 2018, representing more than a 30% increase over the last four years. In the target NCAPP districts, the number of AP Exams taken increased by 19.0% in 2018 over the 2017 year. • The number of AP Examinees scoring 3 or better on AP exams in North Carolina’s public schools increased 5.3% from 2017 to 2018, representing over a 20% increase over the last four years. In the 18 target NCAPP districts, the number of AP Examinees scoring 3 or better on AP exams increased by 14.8% in 2018 over the 2017 year. • AP Participation and performance for Hispanic students in North Carolina’s public schools continues to outpace the participation and performance for Hispanic students seen nationwide. The number of Hispanic AP Exam-Takers in North Carolina’s public schools increased 6.3% from 2017 to 2018, as compared to a 4.5% increase in Hispanic AP Exam•Takers in public schools nationwide. Hispanic students’ exams attaining a 3+ score increased 9.1% over last year in NC, outpacing the 8.3% growth for the same group nationwide. The overall growth in participation of Hispanic AP Exam-Takers has increased by 73.2% points since 2014. • While the number of Black AP Exam-Takers in North Carolina’s public schools decreased 5.2% from 2017 to 2018, as compared to a 0.1% increase in Black AP Exam-Takers in public schools nationwide, the overall growth in participation of Black AP Exam-Takers has increased by 50.3% points since 2014. Black students’ exams attaining a 3+ score increased 4.2% over last year in NC. Every year prior to this year, NC has outpaced the nation with an increase of Black AP Exam-Takers. For example, in 2014, Black AP Exam-Takers increased 22.8% in NC compared to 3.6% nationwide. The overall success to broaden access and successful participation in advanced courses is a result of hard work by NC’s teachers and districts and the investment by the state of NC. NCDPI will be working with College Board and school districts to further examine the changes in the data to ensure even more intentional strategies to support growth. With NCAPP’s sustained efforts of professional development and technical assistance, the State Board of Education (SBE) and NCDPI expect continued progress to increase access and successful participation in Advanced Placement courses across NC and further meet the intent of the legislation. Report Requirements This report responds to the requirements of the legislation enacted in SL 2013-• 360, Broaden Successful Participation in Advanced Courses. The SBE/NCDPI report fulfills some requests, while others are fulfilled by the companion College Board NCAPP Report. The following table reviews the report requirements and indicates which report addresses the required information: The North Carolina Advanced Placement Partnership's SBE/NCDPI Report report to the NCDPI and the assessment of that report. College Board NCAPP Report Number of students enrolled in advanced courses and SBE/NCDPI Report participating in advanced course examinations, including demographic information by gender, race, and free and College Board reduced-•price lunch status. NCAPP Report Student performance on advanced course College Board examinations, including information by course, local NCAPP Report school administrative unit, and school. Number of students participating in 10th grade College Board PSAT/NMSQT testing. NCAPP Report Number of teachers attending summer institutes offered College Board by the North Carolina Advanced Placement Partnership. NCAPP Report Distribution of funding appropriated for advanced course SBE/NCDPI Report testing fees and professional development by local school administrative unit and school. Status and efforts of the North Carolina Advanced SBE/NCDPI Report Placement Partnership. College Board NCAPP Report Overall data submitted by the International IBO\ Report Baccalaureate Organization (IBO). Basic Status and Efforts of NCAPP NCAPP Targeted Districts NCDPI and College Board began a new cohort of targeted districts for this academic year. NCDPI and College Board invited additional low-•performing districts to continue as part of the NCAPP with focused participation as well as updated the level of participation of the initial cohort based on need. All eighteen school districts that participated last year continue with the NCAPP for 2018-19. Four additional school districts are participating in the NCAPP as target districts for 2018-19. The current 22 target school districts are low•performing in the areas of ACT composite, math rigor, overall performance composite scores, and AP participation and performance.
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