DOCSLIB.ORG

Academic Guide 2018 - 2019

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Academic Guide 2018 - 2019 Moscow High School Moscow School District # 281 Academic Guide 2018 - 2019 Introduction The Moscow High School grades 9 - 12 Academic Guide is provided for the benefit of the students and staff, as well as the parents and patrons of the Moscow School District. It is designed to give information that will aid students and their parents in the selection of courses which will further career plans, as well as complete state and local graduation requirements. The 9 – 12 curriculum is reviewed each year to be certain that offerings are relevant to the needs of our students. Changes in the curriculum are made only after careful consideration of educational needs and the financial constraints of the Moscow School District. Every effort is made by the faculty to involve students and their families in the selection of courses which make up a student's schedule. While teachers and counselors may assist in the planning of the student's program, the final decision is the responsibility of those who are personally involved in the student's future. However, due to financial and physical constraints, schedule changes will be limited after final schedules are set. Mission Statement To provide the best education possible to prepare students for the complexities of adult life by creating a community of knowledgeable students who respect themselves and others and who accept responsibility for their actions in the world and community in which they live. Statement of Beliefs We Believe: All people can learn and learning is a life-long process. The family, community, and school district share a responsibility for the quality education of our youth. Students, families, and the schools should have high expectations for student success. Students need to achieve success in fundamental and advanced literacy. Teachers inspire learning and guide students in the acquisition of knowledge, skill, and attitudes. Individual strengths should be encouraged and developed. Schools prepare students for adult life. Erik Perryman Principal [email protected] Brett Clevenger Assistant Principal [email protected] Lance Abendroth Assistant Principal/Director of Activities [email protected] Charlene Jakich Counselor grades 9 and 11 [email protected] Diana Hicke Counselor grades 10 and 12 [email protected] Colleen Robbins Registrar [email protected] Moscow High School 402 East 5th Street Moscow, ID 83843 Phone (208) 882-2591 Fax (208) 892-1136 https://msd281.org/mhs/ MOSCOW HIGH SCHOOL Class of 2019 and 2020 GRADUATION REQUIREMENTS Graduation requirements are stated in terms of "credits earned." One credit is awarded for each semester of successfully completed work. To earn a Moscow High School Diploma, a total of fifty-one (51) credits are required. Subject Complete Within Credits Grades English 9 - 12 8 Speech 9 - 12 1 Mathematics (2 credits senior year) 9 - 12 6 Physical Education 9 - 12 2 Wellness 9 - 12 2 World History 9 2 U.S. History 10 – 11 2 U.S. Government 12 2 Senior Project 11 - 12 1 Economics 11 - 12 1 Science (4 Lab) 9 - 12 6 Humanities (Interdisciplinary Humanities, Fine 9 – 12 2 Arts or World Language) Total 35 Electives: The remaining credits of the total 9 - 12 16 requirement are to be chosen from the student’s selection of electives. Total Credits 51 Please note: Many out of state and private schools require students to have 2 years of the same world language and some require a year of art. It is important that students look at college admissions requirements when choosing their courses at Moscow High. If students or parents have questions regarding a specific college admissions requirements, please see one of the counselors for more information. MOSCOW HIGH SCHOOL Class of 2021 and Beyond GRADUATION REQUIREMENTS Graduation requirements are stated in terms of "credits earned." One credit is awarded for each semester of successfully completed work. To earn a Moscow High School Diploma, a total of fifty-one (51) credits are required. Subject Complete Within Credits Grades English 9 - 12 8 Speech 9 - 12 1 Mathematics (2 credits senior year) 9 - 12 6 Physical Education I (1 semester) 9 - 10 1 Health (1 semester) 9 - 12 1 Physical Education Electives 9 - 12 2 World History 9 2 U.S. History 10 – 11 2 U.S. Government 12 2 Senior Project 11 - 12 1 Economics 11 - 12 1 Science (4 Lab) 9 - 12 6 Humanities (Interdisciplinary Humanities, Fine 9 – 12 2 Arts or World Language) Total 35 Electives: The remaining credits of the total 9 - 12 16 requirement are to be chosen from the student’s selection of electives. Total Credits 51 Please note: Many out of state and private schools require students to have 2 years of the same world language and some require a year of art. It is important that students look at college admissions requirements when choosing their courses at Moscow High. If students or parents have questions regarding a specific college admissions requirements, please see one of the counselors for more information. STATE OF IDAHO GRADUATION MINIMUM REQUIREMENTS These outline the minimum graduation requirements as outlined in IDAPA 08.02.03 104, 105, 106. School districts may have additional local requirements that impact student graduation Content Area State Credit Requirements Core of Instruction 29 credits Electives 17 credits Additional Requirements See Descriptions Total Credits 46 credits (minimum) By the end of the 8th grade, each student shall develop a parent-approved student learning plan for their high school and post-high school options. A sample learning plan can be found at: http://www.sde.idaho.gov/student-engagement/advanced-ops/files/programs/Generic-Learning- Plan.pdf CORE SUBJECT AREAS 29 CREDITS 9 credits Language Arts Speech credit can be obtained through other courses that meet English – 8 credits the state speech requirement as approved by the local district. Speech – 1 credit 6 credits Two credits must be taken in last year of high school. Mathematics Algebra 1 – 2 credits Students who have completed six (6) credits of math prior to the Geometry – 2 credits fall of their last year of high school, including at least two (2) Student Choice – 2 credits semesters of an Advanced Placement or dual credit calculus or high level course, are exempt from taking math during their last year of high school. 6 credits May include biology, physical science, chemistry, earth, space, Science and environment or approved applied science. AP Computer Lab-based – 4 credits Science, Dual Credit Computer Science, and Dual Credit Engineering can be considered as either a math or science credit. 5 credits Social Studies Courses such as geography, sociology, psychology and world US History – 2 credits history may not count towards this requirement. Government – 2 credits Economics – 1 credit 2 credits Humanities May include visual arts, music, theatre, dance or world language aligned to Idaho content standards for those subjects. 1 credit Health CPR is required to be taught in Health. (Effective for students entering 9th grade Fall 2015 or later.) Electives 17 Credits ADDITIONAL REQUIREMENTS DESCRIPTION Districts must offer at least one Advanced Opportunity such as: Advanced Opportunities Dual Credit, Advanced Placement, Technical Competency Credit, or International Baccalaureate. *For more information on Advanced Opportunities, visit: http://www.sde.idaho.gov/student-engagement/advanced- ops/index.html Required to include a written report and oral presentation by Senior Project end of grade 12 with guidelines set at the district level. Take either the ACT or SAT exam before the end of the student’s 11th grade beginning with students for the school year College Entrance Exam 2014 – 2015. Students who miss the college entrance exam in 11th grade because they moved to Idaho from out-of-state, were homeschooled or had a medical issue, could take the state funded make-up exam in the Fall of their 12th grade. *For more information on college entrance exams, visit: http://www.sde.idaho.gov/assessment/college/ Must take Pre-Algebra before entering 9th grade. A student will have met the high school content and credit Middle School Credit requirement for any required high school course if: The student completes such course with a grade C or higher before entering 9th grade; course meets the same content standards that are required for high school and course is taught by a properly certified teacher. Parents of middle school student taking a course for high school credit must be notified that the course is available for high school credit and must be given the option as to whether or not the course is transcribed. For more information on High School Graduation Requirements, visit: http://sde.idaho.gov/topics/hs-grad-req/ Registration Practices and Process COURSE SELECTION The Moscow High School counselors meet with students’ grade 8 -11 in an academic class to discuss pre-registration. Students are given the following material to aid them in course selection: ● registration or course selection form ● Academic Guide which includes graduation requirements and course descriptions ● copy of a transcript which indicates course work ● completed and remaining graduation requirements. THE MASTER SCHEDULE Once the student course selection data is entered into the computer program it is then determined how many sections of each class must be scheduled in order to satisfy student requests. The best effort is made to create a schedule that meets all student needs, but staffing issues and funding can create limitations. If a course enrollment is too low to justify staffing, the course will be dropped. As a result, students are encouraged to indicate a second choice for elective courses. SORTING STUDENTS INTO CLASSES Once the master schedule is created based on pre-enrollment numbers, teaching assignments are made based on appropriate certification and experience. Enrollment caps are issued on each class so that upon sorting, the computer program will as closely balance class enrollment as possible.
Load more

Recommended publications
  • 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.
    [Show full text]
  • Profile 2008 – 2009
    Jennifer FitzPatrick Director of College Guidance Trevor Rusert Associate Director of College Guidance Deborah Mankowski Registrar PROFILE 2008 – 2009 School and Community: The Academy is a coeducational day school located in a residential suburb of Pittsburgh, Pennsylvania. Founded in 1838 and in its present location since 1925, a senior school was added in 1963. Traditionally, 100% of Sewickley Academy graduates attend a four-year college or university. The campus includes an early childhood center, a Lower School, a Middle School, a Senior School, a science building, a fine arts/theatre complex, two libraries, two dining rooms, two gymnasiums, an administrative complex, playing fields, and faculty homes. Mission Statement: Sewickley Academy inspires and educates students to engage their hearts, minds, and hands to cultivate their full individual and collective potential in the service of a greater good. Accreditation: The school is accredited by the Pennsylvania Association of Independent Schools (PAIS), is a member of the National Association of Independent Schools (NAIS), the National Association of College Admission Counseling (NACAC), and the Association of College Counselors in Independent Schools (ACCIS). Enrollment: Approximately 800 total Pre-K-12, 300 in the Senior School (9-12). The student body reflects the economic and ethnic diversity of the greater Pittsburgh area. Students commute from a wide geographical area that includes Ohio, West Virginia, and over 50 Pennsylvania public school districts. Sewickley Academy students have the opportunity to participate in the Swiss Semester program, the Rocky Mountain Semester School, and the exchange program with our sister school in Australia. Admission: Admission is on the basis of entrance examinations or satisfactory performance in our Middle School.
    [Show full text]
  • (AP) and International Baccalaureate Higher Level (IBH) Exams
    Advanced Placement Exams (AP) and International Baccalaureate Higher Level Exams (IBH) 2014-2015 (General Education Requirements Pre-Fall 2010 and Beginning Fall 2010) AP Exams Score Qtr Gen Ed Gen Ed UCSC Course Equivalency Notes: Subject Units Pre-Fall Beginning 2010 Fall 2010 AP Art History 3,4,5 8 A IM One course waived for the Art major but may not be used in lieu of IH lower-division courses for the History of Art and Visual Culture major. AP Art, Studio Maximum of 8 units granted for all Studio Art exams. 2-D Design 3,4,5 8 A PR-C ___________ _____ ____ ________ ______ 3-D Design 3,4,5 8 A PR-C ___________ _____ ____ ________ ______ Drawing 3,4,5 8 A PR-C ---------------- -------- ------------------------------------------ Drawing 4,5 Art 20A AP Biology 3,4,5 8 IN SI -------- ------------------------------------------ 5 BIOL 20A BIOE 20B AP Chemistry 3,4,5 8 IN SI ------- -------------------------------------------- 5 Chemistry 1A AP Computer 3,4,5 2 Science A -------- ----------------------------------------- ---------------------------------------------------------------------------------- 3 Computer Science 5J Contact the School of Engineering. -------- ----------------------------------------- 4,5 Computer Science 12A, 12L AP Computer 3,4,5 4 IN MF Last given in May 2009. Science AB -------- --------------------------------------- 4,5 Computer Science 12A, 12L Computer Science 12B, 12M AP Economics 3,4,5 4 IS PE-H Both Economics exams may be taken for credit but satisfies one IS. Macroeconomics -------- --------------------------------------- 4,5 Economics 2 ______________ _____ ____ ________ ______ __________________________ Microeconomics 3,4,5 4 IS PE-H ------- --------------------------------------- 4,5 Economics 1 Office of Admissions in conjunction with Committee on Educational Policy and academic departments Page 1 AP Exams Score Qtr Gen Ed Gen Ed UCSC Course Equivalency Notes: Subject Units Pre-Fall Beginning 2010 Fall 2010 AP English Satisfies Entry Level Writing Requirement (ELWR).
    [Show full text]
  • Subject Score Credit Placement/Exemption 5 3 the Department Grants 3 Credits for a Score of 5 on the AP Biology Exam
    Columbia College AP Credit Chart 2014-2015 as of May 9, 2014 Subject Score Credit Placement/Exemption 5 3 The department grants 3 credits for a score of 5 on the AP Biology exam. Placement is determined by the Biology department. Students with a 5 on the AP are encouraged to take BIOL C2005 and BIOL C2006 but are not required to do so. For details see http://www.columbia.edu/cu/biology/ug/faqs.html 4 or 5 3 or 6 The department grants advanced placement (AP) credit for a score of 4 or 5. The amount of credit granted is Chemistry based on the results of the department placement exam and completion of the requisite course. Students who are placed into CHEM C1604 are granted 3 points of credit; students who are placed into CHEM C3405 - C3406 are granted 6 points of credit. In either case credit is granted only upon completion of the course with a grade of C or better. Students must complete a department placement exam prior to registering for either of these courses. 4 or 5 3 The department grants 3 points for a score of 4 or 5 on the AP Computer Science A exam along with Computer Science A exemption from COMS W1004 . The amount of credit is reduced to 0 if a student takes COMS W1003 , COMS W1004 or COMS W1005 . 5 on one 4 Tests must be taken in both microeconomics and macroeconomics, with a score of 5 on one test and at least Economics and 4 or a 4 on the other.
    [Show full text]
  • About New Paltz
    About New Paltz Mission Statement Mission In the proud tradition of SUNY, the State University of New York at New Paltz is committed to providing high quality, affordable education to students from all social and economic backgrounds. We are a faculty and campus community dedicated to the construction of a vibrant intellectual/creative public forum which reflects and celebrates the diversity of our society and encourages and supports active participation in scholarly and artistic activity. SUNY New Paltz is an active contributor to the schools, community institutions and economic/cultural life of our region. We are selective in admitting students who show promise of thriving in a learning environment which is challenging, student-centered, and personalized. Our goal is for students to gain knowledge, skills, and confidence to contribute as productive members of their communities and professions and active citizens in a democratic nation and a global society. Identity We are the only residential public university in the mid-Hudson region. We offer undergraduate and graduate programs in the liberal arts and sciences which serve as a core for professional programs in the fine and performing arts, education, health care, business, and engineering. Our location in the scenic Hudson Valley midway between the State Capital of Albany and metropolitan New York City provides unique opportunities for enriching our academic programs. We are a diverse faculty of distinguished scholars and artists who collaborate across the disciplines and professional areas to inspire our students to a love of learning, a meaningful engagement with the life of the mind, and an involvement in public service.
    [Show full text]
  • The 4Th Annual AP® Report to the Nation This Report Is Embargoed Until February 13, 2008, at 11:00 A.M
    The 4th Annual AP® Report www.collegeboard.com/appress to the Nation This report is embargoed until February 13, 2008, at 11:00 a.m. EST. Contents Introduction .......................................................... 1 Part I: Themes of Equity and Excellence ................................................ 3 Theme 1: States Leading the Nation in AP® Student Performance and Participation..............4 Theme 2: The Work Ahead—Closing Equity and Excellence Gaps ............................ 7 Part II: 2007 AP Exam Administration Results ............................................11 Appendix A: AP Data at a Glance..........................................................47 Appendix B: AP Exams Taken in U.S. Public Schools by the Class of 2007..........................48 Appendix C: Raw Numbers for Table 1: U.S. Public Schools ..................................... 52 Appendix D: Changes in Equity and Excellence Gaps from 2002 to 2007...........................53 Notes .................................................................... 57 A Word About Comparing States and Schools AP Exams are valid measures of students’ content mastery of college-level studies in specific academic disciplines, but should never be used as a sole measure for gauging educational excellence and equity. i Introduction More than ever before, educators across the United Note: Improvements to student record-matching States are enabling a wider and more ethnically algorithms have eliminated the small percentage of diverse proportion of students to achieve success
    [Show full text]
  • 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.
    [Show full text]
  • Advanced Placement Report to the Nation 2007 Advanced Placement Report to the Nation 2007
    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, 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, assessment, 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.
    [Show full text]
  • AP, IB, and CLEP
    Placement Credit – AP, IB, and CLEP Onondaga Community College participates in the Advanced Placement (AP) , International Baccalaureate (IB) , and College-Level Examination Program (CLEP) programs and awards credit based on the following tables. Placement and credits awarded are determined by the faculty of our academic departments and are subject to change without notice. Advanced Placement (AP®) Program The Advanced Placement (AP®) exams are rigorous, multiple-component tests that are administered at high schools each May. High school students can earn college credit and placement for qualifying AP exam scores. AP exam scores are reported on a scale of 1 to 5, with a minimum score of 3 required in order to earn placement and credits for qualifying exams at Onondaga. AP Exams - Onondaga Community College Course Equivalencies with Minimum Exam Score of 3 Credits Exam Title OCC Equivalent Course(s) Awarded AP Art - Drawing ART-101 3 AP Art 2D Design ART-103 3 AP Art 3D Design ART-104 3 AP Art: History ART-105 and ART-106 6 AP Art: Studio ART-101 3 AP Biology BIO-151 & Lab + BIO-152 & Lab 8 AP Calculus: AB MAT-143 and MAT-161 8 AP Calculus BC MAT-161 and MAT-162 8 AP Chemistry CHE-103 & Lab + CHE-104 & Lab 8 AP Comp Science - A CSC-111 4 AP Comp Sci-AB CSC-112 4 AP English Liter & Co ENG-103 and ENG-104 6 AP English: Lang & Comp ENG-103 and ENG-211 6 AP Env Science ENV-101 4 AP French: Language FRE-201 and FRE-202 6 AP French: Literature FRE-215 3 AP German: Language GER-201 and LAN-2XX 6 AP Gov Pol US POS-100 3 AP History: American HIS-105 and HIS-106 6 AP History: European HIS-103 and HIS-104 6 AP Latin Literature No credit given 0 AP Latin: Vergil No credit given 0 AP Macroeconomics ECO-203 3 AP Microeconomics ECO-204 3 AP Music: Theory MUS-101T and MUS-102T 6 AP Physics: B PHY-103 and PHY-104 8 AP Physics: C PHY-105&L and PHY-205&L 8 AP Physics: C E&M PHY-205 4 AP Political Science: Comparat POS-201 3 AP Political Science: U.S.
    [Show full text]
  • Updating AP Potential™ Expectancy Tables Involving PSAT/NMSQT® Writing Maureen Ewing, Wayne J
    Research Notes Office of Research and PsychometricsAnalysis RN-23,RN-35, NovemberDecember 20052007 Updating AP Potential™ Expectancy Tables Involving PSAT/NMSQT® Writing Maureen Ewing, Wayne J. Camara, Roger E. Millsap, and Glenn B. Milewski Abstract AP Potential closely corresponds to this notion of educational guidance. AP Potential uses scores from the PSAT/NMSQT to AP Potential™ is a data-driven tool offered by the College identify students who should consider enrolling in AP courses Board that uses scores from the PSAT/NMSQT® to iden- because of their probability for success (College Board, 2007). tify students who have the potential to succeed in Advanced Research originally conducted by Camara and Millsap (1998) Placement Program® (AP®) courses (College Board, 2007). and later updated by Ewing, Camara, and Millsap (2006) Research showing a moderate-to-strong correlation between serves as the basis for this tool. Their research showed that PSAT/NMSQT scores and AP Exam scores serves as the basis PSAT/NMSQT scores were moderately to strongly correlated for this tool (Camara and Millsap, 1998; Ewing, Camara, and with grades on most AP Exams. The correlations between the Millsap, 2006). The PSAT/NMSQT is a shorter version of PSAT/NMSQT scores and AP Exam grades that Ewing et al. the SAT® designed to measure reasoning and thinking skills reported are reproduced in Table 1. The table shows the cor- in the areas of critical reading, mathematics, and writing. relations between grades on 33 AP Examinations and seven In 2006, changes to the writing scale were made because it PSAT/NMSQT scores including (1) verbal (V), (2) mathemat- was the first year in which the PSAT/NMSQT writing scale ics (M), (3) writing (W), (4) V+M, (5) V+W, (6) M+W, and was linked to the new SAT writing scale.
    [Show full text]
  • Advanced Placement (AP) Exam Credit Crosswalk Updated: 04/20/2017
    Advanced Placement (AP) Exam Credit Crosswalk Updated: 04/20/2017 AP Test AP Test Description Score Credits Credit for Course(s) Placement Exceptions and Notes Nmbr AP07 AP United States 4 or 5 4 HIST 201 or HIST History 202 or HIST 203 AP13 AP History of Art 4 or 5 3 TGFE 099 AP14 AP Studio 4 or 5 AP courses evaluated by Art:Drawing department through interview and portfolio review to assess whether and how credit is assigned AP15 AP Studio Art:2D 4 or 5 AP courses evaluated by Design department through interview and portfolio review to assess whether and how credit is assigned AP16 AP Studio Art:3D 4 or 5 AP courses evaluated by Design department through interview and portfolio review to assess whether and how credit is assigned AP20 AP Biology 4 or 5 4.5 BIO 126 OR BIO 122 For all majors that require at least 2 of BIO 122 BIO 124 BIO 126, including BIO and ENVS AP20 AP Biology 4 or 5 4.5 BIO 141 Engineering majors only AP20 AP Biology 4 or 5 8 BOTH (BIO 107 as per requirements for For any major that requires and 108) and (BIO specific majors these sequences 109 and BIO 110), OR AP20 AP Biology 4 or 5 6 BOTH (BIO 100 as per requirements for For any major that requires AND BIO 101), OR specific majors these sequences AP25 AP Chemistry 4 or 5 8 BOTH (CHEM 101 as per requirements for and CHEM 102) OR specific majors AP25 AP Chemistry 4 or 5 8 CHEM 121 and Chemistry majors who skip Chemistry majors only CHEM 122, CHEM 121 and 122 should placement exam enroll in CHEM 230 required AP28 AP Chinese Lang & 4 or 5 4 CHIN 101 Culture AP31 AP Computer
    [Show full text]
  • Using the PSAT/NMSQT and Course Grades in Predicting Success in the Advanced Placement Program®
    College Board Report No. 98-4 Using the PSAT/NMSQT and Course Grades in Predicting Success in the Advanced Placement Program® WAYNE J. CAMARA and ROGER MILLSAP Acknowledgments We would like to thank several College Board staff who assisted in reviewing and shaping the research proposal and final report. These staff were extremely helpful in determining the types of information that high school counselors and faculty need in making Wayne J. Camara is executive director, Research and placement decisions, and how data could best be Development, and senior research scientist, The College formatted for this purpose. Arthur Doyle and Howard Board. Everson, as well as numerous additional staff from the College Board Regional Offices helped in shaping all Roger Millsap is associate professor, Department of aspects of this work. We would also like to thank Psychology, Arizona State University. Wade Curry, Rick Morgan, Brian O’Reilly, and Maureen Welsh for their comprehensive reviews and suggestions on how to make this report more accessible Researchers are encouraged to freely express their pro- to educators. Finally, we thank Avis Hudson, who fessional judgment. Therefore, points of view or opin- typed many of the tables in this report, and Ginny ions stated in College Board Reports do not necessarily Perrin provided invaluable assistance in preparing the represent official College Board position or policy. final report. Founded in 1900, the College Board is a not-for-profit educational association that supports academic preparation and transition to higher education for students around the world through the ongoing collab- oration of its member schools, colleges, universities, educational systems and organizations.
    [Show full text]