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To Rebel U.  Mike Gerard  Assistant Principal  Karen Hibbs  Advanced Academic Specialist  Lauri Krumm  Administrative Intern & AP English teacher.

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Presentation on theme: "To Rebel U.  Mike Gerard  Assistant Principal  Karen Hibbs  Advanced Academic Specialist  Lauri Krumm  Administrative Intern & AP English teacher."— Presentation transcript:

1 to Rebel U

2  Mike Gerard  Assistant Principal  Karen Hibbs  Advanced Academic Specialist  Lauri Krumm  Administrative Intern & AP English teacher

3 A successful score on an AP Exam is a widely recognized sign of college-level achievement. In fact, more than 90 percent of four-year colleges in the United States and colleges in more than 60 other countries give students credit, advanced placement or both on the basis of AP Exam scores. By entering college with AP credits, you’ll have the time to move into upper-level courses, pursue a double major or study abroad. Go to to find out more about the AP policies of colleges that interest you.www.collegeboard.com/ap/creditpolicy AP credit helps you design a college experience that suits you and gives you the flexibility to get the most out of your college years. “Because of my AP credits, I had time for an amazing semester studying abroad in Italy and could still graduate from college in four years.”

4  The RHS AP program is currently highly successful,  having increased our exam passing percentages  while also increasing total numbers of students in AP classes  and still requiring all students in an AP class take the exam  Here are the facts:

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6 Total AP Students Number of Exams AP Students with Scores % Total of AP Students with Scores %55.7%63.5%62.7%65.3%

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8  Student enrollment in PreAP courses is actually much higher than in the AP courses.  Student enrollment in advanced academics decreases as students progress from year to year. We struggle to keep students who are successful in Pre-Advanced Placement courses in the Advanced Placement strand.

9  Freshman and sophomore pre-AP enrollment = students in core courses.  Junior AP enrollment = students in core courses.  Senior AP enrollment = students in core courses.

10  Overall AP-strand course enrollment declines approximately 33% from PreAP freshman and sophomore courses to junior AP.  And declines another approximately 33% from junior year to senior year.

11  Students may opt to have an “easier” senior year.  Students may opt to gain “guaranteed” credits by passing a dual-enrollment course through TCC or UTA.  Students may not want to complete summer assignments.  Students may think the AP course will be too difficult to earn an A and maintain their GPA.

12  Students who have demonstrated success in PreAP courses need to maintain the rigor and work at their capacity.

13  AP courses benefit students in gaining college admittance, performing in college successfully, graduating from college within four years. Let’s look at some information from The College Board:

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16  85 percent of selective colleges and universities report that a student’s AP experience favorably impacts admissions decisions.  Unpublished institutional research, Crux Research, Inc. March For the purpose of this study, selective institutions were defined as those where less than 70 percent of applicants were admitted, the mean SAT score was 1025 or higher, and mean ACT score was 22 or higher.

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21 * Integrated Postsecondary Education Data System database, 2008 ** Linda Hargrove, Donn Godin, and Barbara Dodd, “College Outcomes Comparisons by AP and Non-AP High School Experiences.” The College Board, 2008  Only one in four students who enter college complete a bachelor’s degree in four years.*  A recent study** showed that students taking AP courses and exams were much more likely to earn a college degree in four years.

22 Linda Hargrove, Donn Godin, and Barbara Dodd, “College Outcomes Comparisons by AP and Non- AP High School Experiences.” The College Board, 2008.

23 Student Group AP Exam Grade of 3, 4, 5 AP Exam Grade of 1, 2 Took AP course, but not exam African- American 28% higher 22% higher 16% higher Hispanic 28% higher 12% higher 10% higher White 33% higher 22% higher 20% higher Low-Income 26% higher 17% higher 12% higher Not Low-Income 34% higher 23% higher 19% higher Source: Chrys Dougherty, Lynn Mellor, and Shuling Jian, The Relationship Between Advanced Placement and College Graduation (National Center for Educational Accountability, 2006) Impact of AP on 5-Year College Graduation Rates

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25  As students are choosing on-level or dual-credit courses after completing the pre-AP preparatory classes, they are discarding these college benefits.  Our latest 5-Year Graduation Rate (students who have enrolled in college having graduated from RHS and graduate from or are still enrolled in college after 5 years) is only 20%.

26  To create a culture where academic excellence is honored, respected, and celebrated

27  To see all students enrolled in the most rigorous level of courses in which they can demonstrate success  To increase the number of students taking each AP exam, thereby increasing the number of students either gaining AP college credits or being better prepared for college coursework  To increase the percentage of the 5-year college completion rate for graduates of our campus

28 Our New Paradigm

29  Students are often more interested in immediate gratification and don’t see the future benefits of taking more difficult courses while in high school.  Students often respond positively to incentives and benefits.

30  RHS AP courses are college-level courses!  Students enrolled in multiple college-level courses should be treated more like college students.

31  Our plan to create a system of benefits and incentives to promote continued student participation in AP courses at RHS

32  Rebel Prep  Rebel U

33  9th graders enrolled in 3 PreAP courses  OR 2 PreAP courses and 1 approved extra- curricular elective * * “Approved extra-curricular elective” is defined as a course which requires extensive participation, practice, and/or performance beyond the regular school day.

34  10th graders enrolled in 1 AP course and 2 PreAP courses  OR 1 AP and 1 PreAP and 1 approved extra-curricular elective  11th graders enrolled in 3 AP/PreAP courses (at least 1 must be AP)  OR 2 AP/PreAP and 1 approved extra-curricular elective  12th graders enrolled in 3 AP courses  OR 2 AP courses and 1 approved extra-curricular elective

35  “3 is the magic number” of approved courses for participation.

36  Rank-level T-shirts and color-coded Rebel U IDs  College workshops and assemblies with guest speakers  Off-campus lunch  Courtyard lunch  Limited restrictions, such as allowing drinks in classrooms on Fridays  Before-AP-test-week rally or ritual in an iconic NRH location (perhaps the FAAC) – This would be similar to what some of the students witnessed last Spring Break in Italy prior to test week. Students went to the “town square” and completed an organized ritual.

37  Pre-AP summer camp  “AP mob” (similar to a flash mob) in the main hallway during passing period (perhaps once per 6 weeks)  Teachers provide and serve lunch to the students  A street marker created from all students taking an AP test lining up along a major thoroughfare, and mark the beginning and ending of the line. Students would hold signs and banners to advertise the purpose and receive recognition as they lined up.  Day at NRH2O after AP exam weeks

38  Invitation into the TCU student mentor program. The student is put with a TCU student to attend classes and see what college life is like for the day.  “Pledge” party and social. This could include academic quizzes that give prizes to the winners.

39  Open campus  Day to relax; relaxation time  Restroom pass  Class outside  $  Less homework  Drop lowest grade in all classes  Add AP score x2 to grade  Scholarships  Choice of lunch location

40  Recommendation list will need administrative approval, and perhaps School Board approval for some of the suggestions!

41  Annual early spring meeting to present the benefits beyond high school of AP course experiences  Potential training on ways to assist students with the work load associated with AP classes  Recruitment to assist the program by making use of parents’ talents and resources

42  Incentive/benefit suggestions  Resources you can provide, including volunteer time or community networking  Offer to serve on implementation committee  Please fill out the parent input form!

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