Presentation on theme: "Advanced Placement Courses AP The Who, What, When and Why."— Presentation transcript:
Advanced Placement Courses AP The Who, What, When and Why
The AP Program: Accept the Challenge Advanced Placement (AP) courses allow high school students the opportunity to acquire college level content knowledge. Through AP exams students have the chance to earn credit in more than 90% of colleges and universities in the US and Canada.
About AP The Why Achievement Preparation Confidence
Question: What is the best preparation for scoring well on the ACT? What happens in the classroom day in and day out?
Benefits of taking AP Exams Earn college credit and advanced placement Earn AP scholar awards Learn what professors are looking for Success in AP leads to success in college
AP Exam Grades AP Exam grades are a combination of scores from a multiple choice and a free response section. The final grade is reported on a 5 point scale: 5= extremely well qualified 4= well qualified 3= qualified 2= possibly qualified 1= no recommendation
AP Course Options There are 37 courses and exams across 22 subject areas - AP offers something for everyone. RCS offers 16 AP courses which may be taken during a students years at RHS. Students may elect to take exams in any area not offered.
RHS AP Course Offerings English Language English Literature French V AP German V AP Spanish V AP Studio Art
RHS AP Course Offerings United States History United States Government and Politics Psychology Calculus AB Calculus BC Statistics
RHS AP Course Offerings Biology Environmental Science Chemistry Physics
Indicators of AP Success Explore composite score, PSAT scores Part of the progression in the RHS curriculum Students who are willing to make a commitment to academic excellence Students with the study habits to tackle rigorous course work Students with a strong interest in the given content area
Educational Planning and Assessment System (EPAS) EXPLORE 8th and 9th grade (score range 1 to 25) PLAN 10th grade (score range 1 to 32) ACT 11th and 12th grade (score range 1 to 36)
ACT College-Readiness Benchmarks ACT Readiness Benchmarks for Credit-Earning College Courses College EXPLORE (8 th /9 th )PLAN (10 th )ACT (11 th /12 th ) Credit-EarningCollege ReadinessCollege ReadinessCollege Readiness CourseBenchmarksBenchmarksBenchmarks English Comp.EnglishEnglishEnglish AlgebraMathMathMath Social ScienceReadingReadingReading BiologyScienceScienceScience 9th th
AP Pass Rate by Entering EXPLORE Composite Score
Predictive Relationship Between AP Enrollment and Performance and College Readiness as a Success Measure For students who took no AP classes in high school 17% will graduate within 5 years of enrollment in college For students who took at least one AP course but did not take an AP exam 37% will graduate within 5 years of enrollment in college
For students who took at least one AP course, took the exam, but did not pass the exam (scored a 1 or 2) 42% will graduate within 5 years of enrollment in college For students who took at least one AP course, took the exam, and passed the exam (scored a 3, 4, or 5) 64% will graduate within 5 years of enrollment in college Predictive Relationship Between AP Enrollment and Performance and College Readiness as a Success Measure
AP: The University Perspective Sally Lindsley The Senior Associate Director of Undergraduate Admissions from the University of Michigan
Additional Resources The College Board Website has a special resource- Bulletin for AP Students and Parents:
Advanced Placement Use in Admissions Review and Placement at the University of Michigan Sally Lindsley Senior Associate Director Office of Undergraduate Admissions University of Michigan Rochester High School February 25, 2009
Benefits of AP as Part of High School Curriculum Demonstrated rigor –Selective colleges and institutions evaluate candidates for admissions based on rigor of curriculum offered in their respective high schools. Curriculum – Nationally normed AP curriculum –Assists school districts with limited funding for curriculum development to provide for students to be challenged in their areas of academic strength – offers a standard template for teachers to use in developing their individual curriculum; AP workshops made available during the summer to enhance instruction. –Michigan Virtual High School allows students to enroll in 2 AP online classes per year – provides academic opportunities for students from secondary school districts with small enrollments to take advantage of the AP program.
Advanced Placement Selection and Review Process –Multiple, Comprehensive, Holistic Admissions Process –AP scores can help corroborate excellent grades on a transcript, and weak scores can illuminate potential areas of concern # of AP courses taken and grades received by student –All courses do not carry an equal weight in the admissions process. We expect successful applicants to have attempted the toughest curriculum available to them at their HS – AP is one way to demonstrate rigor on the transcript E.g., College of Engineering – student s advised to enroll in highest levels of math and science offered - AP Calculus, AP statistics, AP Chemistry, and/or AP Physics. –Retention of the Student correlated to Rigor in HS
Use of AP in Application Evaluations University of Michigan Freshman Undergraduate Admissions Review Guidelines From Michigans evaluation process guidelines: Category: Academic Achievement, Quality, and Potential Curriculum The transcript is extremely important in noting the grades the applicant has achieved as well as the rigor and quality of the curriculum. Given the wide disparity in high school course selection and offerings, it is imperative that the choice of strong courses, particularly those courses clearly identified as honors and AP/IB should be considered in the context of that particular high school. What is the quality and strength of courses offered? Has the applicant taken advanced and/or challenging classes? Does the high school have strict prerequisites for entrance into these courses? What are the applicants curricular interests and strengths? Did the applicant dual enroll? Or, has the applicant extensively studied a particular subject? Reviewers will also have the flexibility to give an outstanding rating to applicants who took college-level courses in academic subjects and received excellent to outstanding grades. Reviewers may exercise their judgment when giving below average, average, good, excellent, or outstanding ratings to curriculum, as part of the overall academic achievement rating.
Decision Categories HA = High Admit Consistent outstanding evaluation (show strong evidence of taking challenging courses offered at school) Students who would be considered for top merit scholarship programs A = Admit Consistent outstanding or excellent evaluation (show evidence of taking some challenging courses offered at school) No deficiencies AR = Admit with Reservation Mostly outstanding / excellent evaluations, possibly good in select areas A single deficiency, or very few minor deficiencies Student is competitive for admission DR = Deny with Reservation Consistent good or average evaluation (school offers challenging courses and no evidence of student having taken any rigor) Several deficiencies, or a major deficiency Student is qualified for admission D = Deny Consistent average or below average ratings Student is not qualified for admission
Entering Class of 2008 Freshmen Applications29,81427,774 25,806 Admits12,566 (42.1%)13,828 (49.8%)12,248 (47.4%) Paids5, ,654 Target5,7005,6005,413 Enrollment5,7635,9985,399 Note: Includes Spring, Summer, and Fall terms.
Profile of 2008 Admitted Freshman Students (all units – middle 50%) GPA SAT I SAT-V SAT-M ACT28-32 ACT-E27-33 ACT-M27-33 TOP 20%99%
Policies Regarding Granting College Credit Who determines credit at post-secondary institutions: Typically faculty within a department will determine credit policy for an AP exam. Strictly a local decision – no national guidelines. U-M Office of Undergraduate Admissions requests yearly updates each spring from faculty in the individual colleges and departments. –Provide analysis to the six undergraduate schools/colleges on enrolling classs reported examination scores and number of credits awarded.
Policies Vary at Different Institutions No Credit nor any Placement No Credit but advanced placement in next level courses A Mix of Credit or Placement No Credit below 5 No Credit below 4 No Credit below 3 Different Schools / Colleges / Departments want different scores
University of Michigan Policy 4 or 5 yields course equivalent or departmental credit 3 in some departments yields course equivalent or departmental credit Approximately 63% of the enrolling freshman class for 2008 received credit for their reported scores.
% of Freshman Cohort Granted AP Credits,
AP at U-M May 2008 score reports U-M received 13,832 AP exam scores 81% were a 3 or higher 57% were 4 or 5 2,748 were for English AP exams – Eng. Lang & Comp = 1,020 and Eng. Lit. & Comp. = 1,728 2,562 were for Calculus AP exams – Calculus AB = 1,684 and Calculus BC = 878
AP at U-M 6,265 students reported 13,832 total test scores to U-M in all 37 tests administered in 22 subjects areas in May 2008 – Majority of students were enrolling freshman Fall 2008 – Top 5 tests by number of scores reported English Language & Literature – 1,728 Calculus AB – 1,684 US Government & Politics – 1,042 English Language & Composition – 1,020 Biology – 953 Highest number of test scores reported – Score of 5 Calculus AB – 585 Calculus BC – 494 Biology – 344 Psychology – 318 US Government & Politics – 272 – Score of 4 English Language & Literature – 609 Calculus AB – 446 English Language & Composition – 320 US History – 257 Biology – 247
Average # AP credits,
Average # AP Subjects for U-M Freshman,
Top 5 AP Subjects per Freshmen Cohort Year Cohort YearTest Component # of Freshmen 1998CALSB INTEN PHYSM EH BY CALSB INTEN PHYSM CH BY EL CALAB AMHIS CH ENGL EL CALAB AMHIS CH ENGL EL CALAB AMHIS CH ENGL1022 Cohort YearTest Component# of Freshmen 2003EL CALAB AMHIS CH ENGL CALAB EL AMHIS CH ENGL EL CALAB AMHIS CH ENGL CALAB EL CH AMHIS ENGL EL CALAB CH AMHIS ENGL CH CALAB EL AMHIS ENGL1268
University of Michigan Policy (contd) –Calculus AB and BC –Computer Science –Economics –English Language & Composition –English Literature & Composition –Environmental Science –French Language & Literature –American, European, & World History –History of Art –Human Geography –Latin Vergil and Latin Literature –Music Theory –Psychology –Spanish Language & Literature –Statistics Some University of Michigan departments grant credit and placement for a score of 3 or above. (Subscores from Calculus and Music Theory are not used.) Examinations requiring a score of 4 or 5 include:
The amount of credit given for some exams differs. To receive credit for Chemistry, the College of Engineering requires a score of 4 or 5. The College of Literature, Science, and the Arts requires a score of 3 for Chemistry if the student placed into Chemistry 210 and 211 based on results from placement exam taken during orientation. Also, students enrolling in some honors math courses may have credit adjusted after completing the honors courses. Newest AP exams in Chinese Language and Culture and Japanese Language and Culture – U-M Asian Languages and Cultures Department opted to follow existing practice: Orientation placement test to be placed into a Japanese or Chinese course. Chinese also allowed taking Chinese proficiency test (HSK) to be placed out of the 4-semester language requirement. University of Michigan Policy (contd)
Chemistry – College of Engineering and College of Literature, Science, and the Arts AP ExaminationScoreCredit for CourseCredit Hours Placement (Eligible to enroll in) Chemistry College of Engineering 4Chemistry Chemistry 125 (1)/126 (1) & Chemistry 130(3) 5 Chemistry College of Literature, Science, and the Arts 33 hours for Chemistry 130 and 2 hours for Chemistry 125 (1)/126 (1) 5Chem 210, 211 3No credit if not placed into Chem 210, 211 by taking placement exam during orientation 0Chem 125/126 (if prehealth profession) or 5Chemistry 125 (1)/ 126 (1) & Chemistry 130 (3) 5All students with an AP score of 4 or 5 are eligible to elect Chem 210, 211.
University of Michigan Policy (contd) Credit earned through Advance Placement enables students to take courses at a more challenging level and counts toward graduation requirements. However, AP credit cannot be used to fulfill Area Distribution requirements in the College of Literature, Science, and the Arts (LSA). LSA Curriculum committee periodically reviews the overall transfer credit policies for the college including AP, IB and dual enrollment courses. Students cannot receive credit more than once for the same course, nor can they receive credit by taking a course at a level lower than indicated by a placement exam. Courses elected at U-M must be at a more advanced level (usually a higher number) than what they would receive through Advanced Placement.
Concerns/Issues Is Advanced Placement rigorous enough? Can a high school teacher develop a college level course that is at least as rigorous as AP? Can class discussion in a high school class replicate class discussion in a college class? Can a high school lab experience replicate a college lab experience? Does a score of 3 or 4 or even 5 equate to the breadth and depth of the subject covered in our college course?
More... Will students enter with AP credits and 1. Graduate early? 2. Take light academic load senior year? 3. Be ready for the next course in the sequence of classes?
Rochester High School Advanced Placement Program Christopher Green, Coordinator There are no secrets to success: Dont waste time looking for them. Success is the result of perfection, hard work, learning from failure…and persistence. - Colin Powell
The Classes AP courses are the only ones actually designed by teams of college professors who work alongside expert secondary school teachers. Plus, college faculty participate in the scoring of the AP Exam youll take at the end of your course, comparing you to their own college students, verifying your mastery of the same level of curriculum. – College Board Provides rigor colleges and the business world demands. Provides rigor colleges and the business world demands. Prepares students for the challenges of a college course Prepares students for the challenges of a college course Challenges the students to meet or exceed their ability and potential. Challenges the students to meet or exceed their ability and potential. Helps improve your reading and writing skills. Helps improve your reading and writing skills.
Scheduling All AP classes are full year (2 semester classes) All AP classes are full year (2 semester classes) Offered in 10 th -12 th grades. Offered in 10 th -12 th grades. Are based on the proven ability of the student and teacher recommendation. Are based on the proven ability of the student and teacher recommendation. Should be in the area of student career or academic interest. Should be in the area of student career or academic interest. The number of AP classes taken each year should be made with common sense. The number of AP classes taken each year should be made with common sense.
Testing Purpose of taking the course is to prepare students for taking the AP test. Purpose of taking the course is to prepare students for taking the AP test. Occurs in May of each year. Occurs in May of each year. Each test is typically 3 hours and involves multiple-choice and essays or problems. Each test is typically 3 hours and involves multiple-choice and essays or problems. All or a portion of test costs can be paid for based on student financial need. All or a portion of test costs can be paid for based on student financial need. Earn credit or advanced placement or both at most Universities with a score of 3 and above. Earn credit or advanced placement or both at most Universities with a score of 3 and above.