Advanced Placement® Program (AP®)
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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. -
Pathway to a Pre-K-12 Future
Transforming Public Education: Pathway to a Pre-K-12 Future September 2011 This report challenges our nation’s policy makers to transform public education by moving from a K-12 to a Pre-K-12 system. This vision is grounded in rigorous research and informed by interviews with education experts, as well as lessons from Pew’s decade-long initiative to advance high-quality pre-kindergarten for all three and four year olds. The report also reflects work by leading scholars and institutions to identify the knowledge and skills students need to succeed in school and the teaching practices that most effectively develop them. Together, these analyses and perspectives form a compelling case for why America’s education system must start earlier, with pre-k, to deliver the results that children, parents and taxpayers deserve. Table of Contents 2 Introduction 24 Interviewees 6 Envisioning the Future of 25 Sidebar Endnotes Pre-K-12 Education 26 Endnotes 12 Pathway to the Pre-K-12 Vision 29 Acknowledgements 23 Conclusion Introduction More than two centuries ago, as he prepared to retire and attitudes rather than scientific evidence about from the presidency, George Washington counseled the children’s development or their potential to benefit young nation to prioritize and advance public education from earlier educational programs. We know now, because, he wrote, “In proportion as the structure of a from more than 50 years of research, that vital learn- government gives force to public opinion, it is essential ing happens before age five. When schooling starts at that public opinion should be enlightened.”1 Today, kindergarten or first grade, it deprives children of the that our public education system is free and open to chance to make the most of this critical period. -
The SAT® and SAT Subject Tests™: Discrepant Scores and Incremental Validity by Jennifer L
RESEARCH REPORT 2012-2 The SAT® and SAT Subject Tests™: Discrepant Scores and Incremental Validity By Jennifer L. Kobrin and Brian F. Patterson VALIDITY Jennifer L. Kobrin is a research scientist at the College Board. Brian F. Patterson is an assistant research scientist at the College Board. Acknowledgments The authors would like to thank Suzanne Lane and Paul Sackett for their helpful suggestions on earlier versions of this report. Mission Statement The College Board’s mission is to connect students to college success and opportunity. We are a not-for-profit membership organization committed to excellence and equity in education. About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the 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 www.collegeboard.org. © 2012 The College Board. College Board, Advanced Placement Program, AP, SAT and the acorn logo are registered trademarks of the College Board. SAT Reasoning Test and SAT Subject Tests are trademarks owned by the College Board. -
Advanced Placement (AP) Course FAQ
Advanced Placement (AP) course FAQ What is the Advanced Placement program? Advanced Placement (AP) courses are college-level courses offered in high school. AP courses reflect what is taught in top introductory college courses. The College Board offers the AP program to high schools around the world. At the end of the course, students take AP exams—standardized exams that measure how well students have mastered college-level course work. Students who do well on AP exams can earn credit and/or placement into advanced courses at four-year colleges. What are the advantages of my son/daughter taking an AP course? The main advantage of taking an AP course is better preparation for college. It has been shown that students are more successful at the college level after completing AP courses in high school. AP courses can be challenging, but it is work that pays off: • AP courses offer intellectually challenging and intriguing material • Students develop confidence and learn the study habits and time management skills essential for success in college • College credit earned through AP exams allows students to move into upper-level college courses sooner, pursue a double major and gain time to study and travel abroad • Students who receive college credit for their AP exams will save both time and money in college How does an AP class compare to other high school courses? In AP classrooms, the focus is not on memorizing facts and figures. Instead, you’ll engage in intense discussions, solve problems collaboratively and learn to write clearly and -
Getting Ready for the SAT Subject Tests™
2012-13 Getting Ready for the SAT Subject Tests™ Learn about all 20 SAT Subject Tests™, practice with sample questions, get the latest test-taking tips, and find more free and affordable practice at www.SATSubjectTests.org. MATH HISTORY SCIENCE LITERATURE LANGUAGES pub 37366—order76593— SAT Practice Booklet • INDDcs3(Mac) • draft01 12/30/08 ljg • edits dr01 01/15/09 ljg • edits dr01 01/21/09 ljg • pub 37366—order76593— SAT Practice Booklet • INDDcs3(Mac) new template dr02 020409 ljg • new template 02/25/09 ljg • edits dr01 022609 ljg • dr02 031609 ljg • edits dr02 031909 ljg • edits dr02 032009 ljg • Dr03 4/17/09 ta • edits dr03 042109 ljg • dr04 050609 ljg • Preflight 5/21/09 jw • CS4 2/18/10 mc • dr01 2/18/10 mc • dr02 3/29/10 mc • dr02revs 4/7/10 mc • pdf 4/9/10 mc • dr03 5/5/10 mc • dr03revs 5/6/10 mc • pdf 5/7/10 mc • PDF Drft06 6/1/10 jdb • preflight 060210 ljg • dr02 4/5/11 mc • pdf 4/15/11 mc • Drft03 5/2/11 jdb • PDF Drft03 5/9/11 jdb • Preflight 5/19/11 jdb • preflight 053111 ljg • PDF Drft01 3/1/12 jdb • Drft02 3/30/12 jdb • PDF Drft02 4/9/12 jdb • Dr03 5/3/12 ta • Revs Dr03 5/8/12 ta • PDF 5/8/12 ta • Dr04 5/24/12 jw Get a jump on your SAT Subject Test practice The only official study guides for the SAT Subject Tests™ Order now: store.collegeboard.org The Official The Official SAT SAT Subject Tests Subject Tests in The Official Study Guide in U.S. -
Advanced Placement® Online
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CSS/Financial Aid PROFILE® Student Guide
2014-15 School Year CSS/Financial Aid PROFILE® Student Guide This guide provides the basic information you need to complete your PROFILE application at https://bigfuture.collegeboard.org beginning Oct. 1, 2013. WHAT is the PROFILE? The PROFILE is an online Information to have available when you application that collects information used by certain register: colleges and scholarship programs to award institutional • Type of tax return you and your parent(s) will file for the aid funds. (All federal funds are awarded based on the current year (e.g., 1040, 1040 EZ, foreign return) FAFSA, available after Jan. 1 at www.fafsa.ed.gov.) Some • If your parents receive TANF (Temporary Assistance for colleges may require additional information, such as tax Needy Families) or SSI (Supplemental Security Income) • If your parents are self-employed or own business(es) returns or an institutional application. If your parents are and/or farm(s) divorced, some colleges will also require your noncustodial • Your parents’ housing status (e.g., own, rent) parent to complete the Noncustodial PROFILE. • Your personal information, including your Social Security WHEN do I file the PROFILE? You may file the number PROFILE as early as Oct. 1, 2013. However, you should Once you register, you will find detailed instructions and an extensive Help Desk, including Frequently Asked Questions, file no later than two weeks before the EARLIEST priority online. filing date specified by your colleges or programs. WHO must file the PROFILE? Check your colleges’/programs’ The Process: Three Easy Steps information to determine whether they require the PROFILE. A 1. -
Assessment of Advanced Placement Participation and University Academic Success in the First Semester: Controlling for Selected High School Academic Abilities
Assessment of Advanced Placement Participation and University Academic success in the First semester: Controlling for Selected High School Academic Abilities by Timothy P. Scott, Homer Tolson and Yi-Hsuan Lee 26 | SUMMER 2010 JOURNAL OF COLLEGE ADMISSION WWW.NACACNET.ORG Abstract The College Board Advanced Placement Program allows high school students to take college-level courses and if an appropriate score on an exam is received, college credit is earned. While the program has had its detractors (access in rural and inner-city schools, lack of diversity, pre-selection of talented students, poor articulation with actual college course work, etc.), it has had tremendous growth throughout the country. In this study, pre-college criteria, high school rank and SAT score were used to categorize students. There- fore, students with similar abilities could be compared, with the only difference being earned advanced placement credit. Regardless of ethnicity, gender, class rank or SAT score, students with advanced place- ment earned higher first semester college GPAs than their counterparts with similar high school academic characteristics, but who lacked advanced placement credit. History for college (Bailey et al. 2002). McCauley (2007) felt that through The Advanced Placement (AP) Program, administered by the College AP programs, college expectations are more clearly delineated. Board, is a collaborative educational effort between secondary schools, However, there are problems associated with the current AP Program. colleges and universities. John Kemper, of the Andover Academy Peer reviewed refereed articles are relatively few, as most articles on (MA), created the first AP courses in 1954 after realizing able high AP are products of the College Board or persons who conduct AP school students were capable of college-level work and that high programs (McCauley 2007). -
Advanced Placement Handbook 2018-2019
AAddvvaanncceedd PPllaacceemmeenntt HHaannddbbooookk 22001188--22001199 OOoollooggaahh HHiigghh SScchhooooll Mustang PRIDE Personal Responsibility In Developing Excellence Foreword A committee of Pre-Advanced Placement and Advanced Placement teachers from the Oologah High School campus came together to develop this document. This document was created for two reasons: first, to promote excellence as well as consistency throughout the AP and G/T program at the secondary level; second, to ensure that our community, educators, parents, and students are kept informed of the policies and procedures that were designed to provide a quality program that meets the needs of advanced and gifted learners. With the continued commitment and dedication of all, we will continue to maintain quality program services. Committee Members Rebekah Askew Sara Craig Amanda Salt Kevin Hogue Christi Harper Contact Information Kevin Hogue Principal 918-443-6000 [email protected] Counselor Sara Craig 918-443-6000 [email protected] (11 – 12) Dawn Counselor [email protected] 918-443-6000 Martinez (9 – 10) HS Gifted and [email protected] Amanda Salt Talented 918-443-6000 Coordinator www.oologah.k12.ok.us http://apcentral.collegeboard.com 2 Advanced Placement Handbook This handbook sets forth the Oologah High School’s Advanced Placement Program. The handbook outlines the services, policies and procedures for G/T students and regular students in the Advanced Placement program. The G/T students are served through the Pre-AP and AP program in the four core areas: English, Math, Science, and Social Studies. The purpose of this working document is to clarify expectations for students enrolled in advanced courses at the high school and to explain the procedures and requirements. -
Guidelines on the Uses of College Board Test Scores and Related Data
Guidelines on the Uses of College Board Test Scores and Related Data Contents Purpose 1 About These Guidelines 2 Guidelines 4 4 For the College Board 5 For Institutions, Agencies, and Organizations 6 K–12 Instructional Planning and Counseling 7 Recruiting and Marketing 7 Admission (Individual Institutions or University Systems), or Scholarship/Recognition Program Eligibility 8 Placement and Credit 9 Using Aggregate Scores A Note on the Use of Aggregate SAT data 10 Appendix A: Examples of Uses of College Board Test Scores 11 and Related Data That Should Be Encouraged Appendix B: Examples of Uses of College Board Test Scores 13 and Related Data That Should Be Avoided Purpose These guidelines are designed to assist users and others interested in College Board tests and related data, with the most helpful, fair, and proper use of the tests and data. The guidelines were originally developed by the membership of the College Board and are periodically reviewed and revised to ensure they remain accurate and relevant. These guidelines are created to: § Describe how the College Board interprets its own responsibilities in relation to the public and test users, as well as what it considers the responsibilities of the users to be; § State the conditions the College Board regards as appropriate for use of its tests; and § Provide guidance on how College Board test scores and related data can be used to improve educational decisions. © 2018 The College Board. Purpose 1 About These Guidelines The College Board has long shared the public’s interest in the appropriate use of tests and has been a leader in the movement to raise educational quality and maintain high academic standards. -
College Board Accommodations and Supports Handbook
2021-22 Accommodations and Supports Handbook SAT Suite of Assessments and Other College Board Assessments This handbook will help SSD coordinators prepare to submit accommodation requests and provide guidance on available accommodations and supports for College Board testing. © 2021 College Board. College Board, ACCUPLACER, Advanced Placement, AP, CLEP, SAT, and the acorn logo are registered trademarks of College Board. BigFuture and PSAT are trademarks owned by College Board. PSAT/NMSQT is a registered trademark of College Board and National Merit Scholarship Corporation. All other marks are the property of their respective owners. Visit College Board on the web: collegeboard.org. Accommodations and Supports Handbook 1 Using This Handbook The key activities required to prepare for administration of College Board assessments for students approved for accommodations are covered in the following topics: § Accommodated Testing Overview on page 2 § SSD Coordinators on page 3 § General Information About College Board Tests on page 4 § Types of Supports and Accommodations on page 7 § Requesting Accommodations and Supports on page 10 § Administering Tests with Accommodations on page 16 § Detailed Accommodations and Supports Information on page 18 § Appendix/Forms on page 68 Accommodated Testing Overview College Board is dedicated to ensuring that students with disabilities receive appropriate accommodations on their tests. Each year, the College Board Services for Students with Disabilities (SSD) office receives over 200,000 requests for accommodations from students with disabilities, of which the vast majority are approved. Accommodations ensure that assessments measure a student’s knowledge, not their disability, and all students have access to the assessments. Accommodations may modify the test timing, setting, or materials. -
Advanced Placement Courses Overview
Advanced Placement Courses Overview Edgenuity’s Advanced Placement courses provide students with rigorous content designed to prepare students for the demands of the AP exams. Edgenuity’s Advanced Placement content adheres to the course content objectives outlined by the College Board. Program Features Program Benefits College-level course material Intellectually challenging College Board-approved syllabi Accelerated skill development Multi-faceted technology-based program Best-in-class preparation for the AP Exams Engaging content Optional college credit before entering college Course Suite CALCULUS AB This college-level, yearlong course prepares students for the Advanced Placement (AP) Calculus AB Exam. Major topics of study in this full-year course include a review of pre-calculus, limits, derivatives, definite integrals, mathematical modeling of differential equations, and the applications of these concepts. Emphasis is placed on the use of technology to solve problems and draw conclusions. The course utilizes a multi-representative approach to calculus with concepts and problems expressed numerically, graphically, verbally, and analytically. ENGLISH LITERATURE AND COMPOSITION This college-level course engages students in critical analysis of English literature. Content will cover style, structure, rhetorical strategies, diction, figurative language and imagery, selection of detail, vocabulary, semantics, and syntax, deepening students’ understanding of the ways writers use language. ENGLISH LANGUAGE AND COMPOSITION In this advanced-level course, students explore the ways writers create meaning. Students will read and analyze numerous genres of nonfiction prose including essays, journalism, political writing, and criticism. Students will write complex expository, analytical, and argumentative essays. ENVIRONMENTAL SCIENCE This interdisciplinary course covers the scientific principles, concepts, and methodologies in geology, biology, environmental studies, environmental science, chemistry, and geography.