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The Advanced Placement Program ® and Pre-AP™ It’s not just an Examination. It’s not just a Course. It’s a Program. Students in the Advanced Placement Program ®
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It’s not just an Examination. It’s not just a Course. It’s a Program.
Students in the Advanced Placement Program® All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP® courses. The College 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 populations.
Advanced Placement Program® • College-level courses taught in high schools by high school teachers • 34 courses offered in 19 subject areas • In 2002, more than 900,000 students took 1.5 million AP® Examinations
Advanced Placement Program® • AP® teachers use college-level materials and course descriptions developed by a committee of college faculty and AP teachers. • AP Course Descriptions reflect courses taught in colleges and universities throughout the country.
AP® Examinations • Administered in May • Approximately three hours long • Composed of multiple-choice and free-response questions • Free-response questions graded by college professors and AP teachers in June • AP Examination grades range from 1 to 5
Sample Free-Response Question 2002 AP® English Literature and Composition Free-Response, Question #3 Morally ambiguous characters – characters whose behavior discourages readers from identifying them as purely evil or purely good – are at the heart of many works of literature. Choose a novel or play in which a morally ambiguous character plays a pivotal role. Then write an essay in which you explain how the character can be viewed as morally ambiguous and why his or her ambiguity is significant to the work as a whole. Avoid mere plot summary.
Sample Free-Response Question 2002 AP® English Literature and Composition Free-Response, Question #3 • Choose a work from the list below or another novel • or play of comparable literary merit. • The Age of Innocence Henry V • All the King’s Men The Mayor of Casterbridge • Anna Karenina The Merchant of Venice • The Autobiography of An Ex-Colored Man Mrs. Warren’s Profession • The Awakening Père Goriot • Billy Budd The Picture of Dorian Gray • Crime and Punishment The Plague • Faust Poccho • Fences The Scarlet Letter • The Glass Menagerie Silas Marner • Great Expectations Sister Carrie • The Great Gatsby Sula • Heart of Darkness The Turn of the Screw • Hedda Gabler Typical American
Sample Free-Response Question 2002 AP® Calculus AB/BC Examination Free-Response, Question #2
Sample Free-Response Question 2002 AP® U. S. History Examination Free-Response DBQ, Question #1 “Reform movements in the United States sought to expand democratic ideals.” Assess the validity of this statement with specific reference to the years 1825-1850.
AP® ExaminationsInterpretation of Grades 5 — Extremely Well Qualified 4 — Well Qualified 3 — Qualified 2 — Possibly Qualified 1 — No Recommendation
Who Receives AP® Exam Grades? • AP Grade Reports are sent in July to students, high schools, and colleges designated by individual students. • High school principals receive a special AP Grade Report in August for all classes in which five or more students completed the AP Examination.
State AP® Fee Subsidy Policies • Arkansas, New Mexico, Oklahoma, and Texas provide AP Exam fee subsidies for students with financial need. • Arkansas pays $50 toward the fee for the third and all subsequent AP Exams taken by any public school student in a given year. • Oklahoma pays an AP Exam fee subsidy of $25 per AP exam for any public school student taking more than one exam. • Texas pays an AP Exam fee subsidy of $30 for all public school students enrolled in an AP course.
Benefits of the AP® Program for Students • Most U.S. and international colleges and universities have an AP policy granting incoming students credit, placement, or both, for qualifying AP Examination grades. • Students gain college-level analytical and study skills. • Students gain academic confidence.
Factors Influencing College Admission Decisions NACAC Bulletin – November 2001
According to a College Professor… “Students who have taken AP French are consistently the best students in my classes. Whatever grade the students may receive on the examination, they have received excellent preparation for advanced, college-level study.” John Lambeth Associate Professor of French Washington and Lee University, Lexington, VA
Benefits of the AP® Program – The Effect on Students Students who complete AP courses are • better prepared academically. • more likely to choose challenging majors. • likely to complete more college-level work. • likely to perform significantly better than students who did not take AP courses. • more likely to exercise leadership. • more likely to graduate with a double major. • twice as likely to go into advanced study. Willingham & Morris, 1986; UT Study 1988
According to an AP Student… “AP has given me skills I need to succeed in college.” Dana Batista AP Calculus, AP Physics, AP Spanish The University of Texas at Arlington, Arlington, Texas Students who participate in AP are ultimately given the responsibility to reason, analyze, and understand for themselves. Such intellectual training inevitably helps them succeed in college, where these skills are essential.
College Search for AP® Policies From the collegeboard.com home page • Under “College Quickfinder” enter the name of college or university • Click “Go” • Select your college or university • Click on “Tests”
Responsibilities of AP® Students • A willingness to actively engage with sophisticated concepts • A willingness to be judged by rigorous, college-level standards • A willingness to complete longer and more complex nightly assignments • A willingness to complete the AP Examination in May
Benefits of the AP® Program for Schools • Provides a challenging academic program for motivated students • Provides a rewarding professional development opportunity for teachers • Demonstrates a school’s strong commitment to high academic standards • Enhances a school’s overall academic reputation
According to an AP® Teacher and Administrator… “AP pushes me to discover new ways to improve as a teacher.” Michael Hicks AP U.S. History Teacher Abraham Lincoln High School, San Jose, California “AP is by far the best college preparatory program available. As the principal of a small school [of about 225 students], I especially value the teacher training, curricular materials, and data analysis AP offers. These systems of support ensure schools have the capacity to build successful AP programs.” Mike Brown Principal Prosper High School, Prosper, TX
What is Pre-AP™ ? Pre-AP is a concerted effort to fulfill the College Board’s mission to champion educational excellence for all students. Achieving Equity, Emphasizing Excellence
Pre-AP™ Programs Should • Facilitate student preparation and exposure to skills necessary for success in AP®; • Be as inclusive as possible, introducing crucial skills and concepts to as many students as possible; • Build on the strengths and interests of local students and teachers.
Pre-AP™ Can Benefit From • Early identification and clear articulation of academic goals and standards; • Creation of APVertical Teams® within specific subject areas; • Strong administrative, parental, and community support.
For Additional Information About the AP® Program Visit www.collegeboard.com/ap/students • Understanding how AP works • Benefits gained through involvement in AP • Expanding student access to AP • AP Preparation • FAQs
The College Board Southwestern Regional Office 4330 South MoPac Expressway Suite 200 Austin, TX 78735-6734 Tel: 512 891-8400 Fax: 512 891-8404 For Additional Information About the AP® Program Contact