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Pre-AP (AVID) and Advanced Placement Dan Edwards, Associate Superintendent John Niemeyer, Coordinator.

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Presentation on theme: "Pre-AP (AVID) and Advanced Placement Dan Edwards, Associate Superintendent John Niemeyer, Coordinator."— Presentation transcript:

1 Pre-AP (AVID) and Advanced Placement Dan Edwards, Associate Superintendent John Niemeyer, Coordinator

2 The APIP was a U.S. Department of Education grant funded for three years (10/1/06 to 9/30/09). There were three critical goals: provide equitable access to Pre-AP/AVID and AP classes for low-income students; increase the number of low-income students enrolled in AVID and AP classes; and increase the number of low income students who scored 3 or higher on AP exams. Equitable access was achieved in two years. The ethnic balance in AVID/AP classes went from 85% white and 15% minority to 15% white and 85% minority, reflecting the Districts ethnic make-up. 2/14/20142St. Louis Public Schools

3 T he Pre-AP (AVID)/APIP goal was to increase the number of low income students in the middle grades (with 2.5 to 3.5 GPA) who were involved in the rigor of AVID (Writing, Inquiry, Cooperative Learning, Organization, Reading) students students ,238 students ,467 students 2/14/20143St. Louis Public Schools

4 The AP/APIP goal was to increase the number of low income students who were enrolled in the rigor of AP (4 RsRigor, Relevance, Readiness, Relationships) students ,125 students ,318 students ,227 students (drop of 91 students)* * Reason for drop in students: teachers left the district, new positions, new Career Technical Education programs. 2/14/20144St. Louis Public Schools

5 The third critical goal of the APIP grant was to increase the number of low-income students scoring 3 or above on AP exams. May students May students May students The number of students scoring a 3 has almost doubled each year. Most APIP schools in the U.S. have been experiencing a 6-8% growth in AP scores. 2/14/20145St. Louis Public Schools

6 Both AVID and AP teachers attend a week long institute in order to prepare to teach AVID and/or AP classes. AP teachers must submit a syllabus for College Board to approve that reflects specific skills outlined for each AP course in each high school. AVID and AP teachers have had the opportunity to attend Vertical Team articulation professional development sessions four times a year to support the goal of rigorous instruction. 2/14/20146St. Louis Public Schools

7 Most of the large scale training costs for AVID and AP have taken place over the past three years. Costs to sustain the programs are much smaller. Vertical articulation is sustainable through regular District s professional development funds. AP Institute training can be achieved through the Fellowship Program of the College Board and other funding sources (Parsons Blewett) and AVID elective teacher training can be presented through local workshops. As the AVID/AP programs continue to grow, community support, District funds, and federal/state funds must all be used to sustain the goals of rigor and equity. 2/14/20147St. Louis Public Schools

8 The U.S. Department of Education has been extremely pleased with the success of the Districts APIP grant results. With the exception of the drop in students enrolled in AP courses this year, all outlined objectives were met and far exceeded the expectations of the APIP grant. The ultimate goal of the grant has been to provide low income students the opportunity to experience the rigor of postsecondary education while still in high school. 2/14/20148St. Louis Public Schools


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