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Expanding Access to Advanced Placement® for Students of Color

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Expanding Access to Advanced Placement® for Students of Color DISTRICT LEADERSHIP PL AY BOOK Expanding Access to Advanced Placement ® for Students of Color 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 over 6,000 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. CONTENTS THE OPPORTUNITY ............................................................ 3 A FRAMEWORK FOR ACTION ......................................... 11 1. Examine Your Data....................................................................11 2. Set the Priority and Build Buy-In ...............................................12 3. Empower School Leaders ..........................................................14 4. Enlist Students ..........................................................................16 5. Establish Accountability and Evaluate Success .......................19 ADDITIONAL RESOURCES ............................................... 21 1 2 THE OPPORTUNITY Every year, thousands of black, Hispanic, and Native American students miss out on an opportunity to realize their potential because they do not enroll in Advanced Placement® (AP®) courses in which they are likely to succeed. Among students of color in the Council of the Great City Schools (CGCS) class of 2014, those numbers ranged from nearly 5,000 in mathematics to over 12,000 in history/social studies (see Figure 1). Students who do not realize their AP potential miss out on many important advantages. For example: à AP examinees are more likely to enroll in a four-year institution compared with similar students who do not take any AP Exams.1 à AP examinees are more likely to persist and graduate on-time from college than students of similar academic ability who did not take an AP Exam.2 à AP examinees earning a 3 or higher consistently earn higher GPAs in college than their matched peers.3 à Scoring 3 or higher on an AP Exam can earn students valuable college credit and placement that could help reduce college costs. 1. Chajewski, M., Mattern, K. D., & Shaw, E. J. (2011). Examining the role of Advanced Placement® exam participation in four-year college enrollment. Educational Measurement: Issues and Practice, 30, 16–27. 2. Mattern, K. D., Shaw, E. J., & Xiong, X. (2009). The relationship between AP® Exam performance and college outcomes (College Board Research Report 2009-4). New York: The College Board. Mattern, K. D., Marini, J. M., & Shaw, E. J. (2013). Are AP students more likely to graduate from college on time? (College Board Research Report 2013-5). New York: The College Board. 3. Mattern, K. D., Shaw, E. J., & Xiong, X. (2009). The relationship between AP® Exam performance and college outcomes (College Board Research Report 2009-4). New York: The College Board. Patterson, B. F., Packman, S., & Kobrin, J. L. (2011). Advanced Placement® exam-taking and performance: Relationships with first-year subject area college grades (College Board Research Report 2011-4). New York: The College Board. 3 Figure 1. Students of Color with AP® Potential in CGCS Graduating Class of 2014 30,000 25,000 Took No AP Exam in Subject Area 20,000 12,830 Took AP Exam 12,076 in Subject Area 15,000 10,000 4,899 5,689 12,271 12,764 5,000 Students of Color with AP Potential Students of Color with 3,503 3,618 0 Math Science English History/Social Studies These students also might be missing out on another crucial advantage — a head start on a rewarding career. AP examinees are more likely to major in the subject area of their AP Exam or in a related discipline, and that relationship is especially strong for STEM-related fields.4 Figure 2 shows the number of students of color in the CGCS 2014 graduating class who had potential to succeed in AP STEM courses yet did not take an AP Exam matched with their proven academic strengths. For example, more than 7,500 students of color in the CGCS 2014 graduating class who showed potential to succeed in AP Environmental Science did not take the course. This untapped talent carries high costs — for students, for their communities, and for the country. Jobs in environmental science pay an average of $63,000 per year, require only a bachelor’s degree at entry, and are projected to grow at a faster-than-average rate over the next two decades. The U.S. Bureau of Labor Statistics projects that the American economy will add 13,200 new jobs in environmental science by 2022.5 4. Mattern, K. D., Shaw, E. J., Ewing, M. (2011). Is AP Exam participation and performance related to choice of college major? (College Board Research Report 2011-6). New York: The College Board. Tai, R. H., Liu, C. Q., Almarode, J. T., & Fan, X. (2010). Advanced Placement course enrollment and long-range educational outcomes. In P. M Sadler, G. Sonnert, R. H. Tai, & K. Klopfenstein (Eds.), AP: A critical examination of the Advanced Placement Program (pp. 109–118). Cambridge, MA: Harvard Education Press. 5. www.bls.gov/ooh/life-physical-and-social-science/environmental-scientists-and-specialists.htm#tab-1 4 AP POTENTIAL™ What is AP Potential? AP Potential™ is a free, Web-based tool that allows states, districts, and schools to generate rosters of students who are likely to score a 3 or higher on a given AP Exam. Based on research that shows strong correlations between PSAT/NMSQT® scores and AP Exam results, AP Potential is designed to help educators increase access to AP and to ensure that no student who has the chance of succeeding in AP is overlooked. Who can access AP Potential? District offi cials, high school principals, counselors, teachers, and state department of education offi cials can access AP Potential. How can I access AP Potential? On the AP Potential website, fi rst-time visitors are asked to create an educational professional account and enter their AP Potential access code. Access codes are emailed in early December. How should I use AP Potential? College Board research has shown that PSAT/NMSQT scores are useful in identifying students who have a high likelihood of succeeding on AP Exams. Studies show that PSAT/NMSQT scores are stronger predictors of students’ AP Exam scores than the more traditional factors such as high school grades, including grades in same-discipline course work. AP Potential should never be used to discourage a motivated student from registering for an AP course. The AP Potential results only account for some of the factors that contribute to the students’ exam results, and do not take into account the power of student motivation, parental support, and teacher effi cacy. Please visit appotential.collegeboard.org AP Potential ™ Information Discover the Possibilities for School and to learn more or request a brochure. District Users Open the world of AP ® to academically qualified students who may otherwise be overlooked — with AP Potential for any school, district, or state that administers the™ .PSAT/NMSQT It is available ®. 5 Figure 2. CGCS Class of 2014 Graduates Who Had Potential to Succeed in AP STEM Courses but Did Not Take a Matched AP Exam Native Total Black Hispanic American Students Students Students Students of Color Environmental Science 2,434 5,154 127 7,715 Statistics 1,889 4,109 110 6,119 Computer Science A 1,806 4,054 104 5,964 Biology 1,470 3,327 97 4,894 Chemistry 1,410 3,134 93 4,637 Physics B 1,342 3,012 85 4,439 Physics C: Mechanics 1,260 2,865 80 4,205 Physics C: Electricity and Magnetism 680 1,733 50 2,463 Calculus 611 1,301 41 1,953 Local education leaders are in the strongest position to make a difference in the academic opportunities offered to students of color, and many are already acting. As Mike Casserly and David Coleman wrote to CGCS superintendents in November, “The ground that’s been gained for these students has largely been the result of the inspired and dogged work of superintendents, school board members, staff, and teachers in our major cities.” Indeed, every day, districts across the country are finding additional ways to provide new AP opportunities to students of color. Consider New Haven Public Schools, which increased AP participation among students of color from 16 percent to 24 percent between 2010 and 2014. 6 Torey Robinson, an African American student who graduated from New Haven’s Co-op High School last spring, felt uncertain when a teacher encouraged him to take AP courses. Until he transferred to Co-op from a high school in a different school district, Torey had never even heard of AP. But today he’s glad he rose to the challenge. Here’s what the New Haven Independent wrote about Torey’s experience: Taking an AP course was like culture shock, Torey said. It was a lot of work: “Wow.” His notebook became “full of notes” when only half the year had gone by. He ended up earning a passing score of 3 in microeconomics, and earning college credit. He said he was glad his teacher encouraged him to sign up, and motivated him to stick with it. Until you take that challenge, he said, “you really don’t know what you can do.”6 Now, the Council of the Great City Schools, the College Board, and the White House — through the My Brother’s Keeper initiative — are partnering to dramatically increase the proportion of students of color with AP potential who enroll in AP classes.
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