1. Getting Started in AP Economics

2. Sally Meek Plano West Senior High sally.meek@pisd.edu or sally@carlylesisters.com Plano West Senior High sally.meek@pisd.edu or sally@carlylesisters.com

3. Day 1 in Economics... Day 1 in Economics...

4. “The purpose of studying economics is not to acquire a set of ready made answers to economics questions, but to learn how to avoid being deceived by economists.” Joan Robinson, Joan Robinson, Collected Economics papers Collected Economics papers “The purpose of studying economics is not to acquire a set of ready made answers to economics questions, but to learn how to avoid being deceived by economists.” Joan Robinson, Joan Robinson, Collected Economics papers Collected Economics papers

5. Answers in the Toolbox by Clifford Edelman “It is obvious from the study that the academic intensity and quality of one’s high school curriculum (not test scores, and certainly not class rank or grade point average) counts most in preparation for bachelor’s degree completion” “It is obvious from the study that the academic intensity and quality of one’s high school curriculum (not test scores, and certainly not class rank or grade point average) counts most in preparation for bachelor’s degree completion” Why do we teach this course?

6. Answers in the Toolbox Answers in the Toolbox “The impact of a high school curriculum of high academic intensity and quality on degree completion is far more pronounced—and positively—for African- American and Latino students than any other pre-college indicator of academic resources” “The impact of a high school curriculum of high academic intensity and quality on degree completion is far more pronounced—and positively—for African- American and Latino students than any other pre-college indicator of academic resources” www.ed.gov/pubs/Toolbox/toolbox.html “The impact of a high school curriculum of high academic intensity and quality on degree completion is far more pronounced—and positively—for African- American and Latino students than any other pre-college indicator of academic resources” “The impact of a high school curriculum of high academic intensity and quality on degree completion is far more pronounced—and positively—for African- American and Latino students than any other pre-college indicator of academic resources” www.ed.gov/pubs/Toolbox/toolbox.html

7. What do we teach? economic principles ◦outline in College Board’s course description economic models economic principles ◦outline in College Board’s course description economic models

8. How is it tested ?

9. the test is approximately 2 hours of testing time the test is approximately 2 hours of testing time 60 multiple choice questions 60 multiple choice questions (70 minutes) and and 3 free-response questions 3 free-response questions (60 minutes, 10 minutes for reading, 50 minutes for answering) (60 minutes, 10 minutes for reading, 50 minutes for answering) 1 long and 2 short questions, students questions, students answer all three answer all three questions questions the test is approximately 2 hours of testing time the test is approximately 2 hours of testing time 60 multiple choice questions 60 multiple choice questions (70 minutes) and and 3 free-response questions 3 free-response questions (60 minutes, 10 minutes for reading, 50 minutes for answering) (60 minutes, 10 minutes for reading, 50 minutes for answering) 1 long and 2 short questions, students questions, students answer all three answer all three questions questions

10. multiple choice = 2/3 of grade, free response = 1/3 of grade multiple choice = 2/3 of grade, free response = 1/3 of grade scores of 1 through 5, need at least 3 to qualify, some schools require 4 or 5 scores of 1 through 5, need at least 3 to qualify, some schools require 4 or 5 multiple choice = 2/3 of grade, free response = 1/3 of grade multiple choice = 2/3 of grade, free response = 1/3 of grade scores of 1 through 5, need at least 3 to qualify, some schools require 4 or 5 scores of 1 through 5, need at least 3 to qualify, some schools require 4 or 5

11. Multiple Choice Based on percentages noted in course description content areas Based on percentages noted in course description content areas 5 answer options to each question 5 answer options to each question Intent of question Intent of question generally is included in stem included in stem 1 pt for each 1 pt for each correct answer correct answer Based on percentages noted in course description content areas Based on percentages noted in course description content areas 5 answer options to each question 5 answer options to each question Intent of question Intent of question generally is included in stem included in stem 1 pt for each 1 pt for each correct answer correct answer

12. Multiple Choice TIPS for Students for Students Answer the question that was asked Answer the question that was asked Select best answer Select best answer Skip questions that are completely unfamiliar Skip questions that are completely unfamiliar Answer easy questions first Answer easy questions first Intent of question will probably be included in stem, therefore, try to formulate an answer before reading Intent of question will probably be included in stem, therefore, try to formulate an answer before reading answer choices answer choices

13. Free Response Questions 10 minutes for reading questions 50 minutes for answering spend half on question 1, spend half on question 1, half on 2 and 3 half on 2 and 3 emphasize line of reasoning emphasize line of reasoning generally not enough to list generally not enough to list results results correctly labeled diagrams, if useful or required correctly labeled diagrams, if useful or required

14. FRQ Tip for Students Focus on verbs in questions (these tell you where the points are) Answer questions in the order asked Models can provide or enhance Models can provide or enhance an explanation (need to be correctly labeled) an explanation (need to be correctly labeled) Answers need to be consistent (outline format for answers is acceptable) Recognize economic vocabulary, (capital flow, capital stock, financial assets) FRQ Tip for Students Focus on verbs in questions (these tell you where the points are) Answer questions in the order asked Models can provide or enhance Models can provide or enhance an explanation (need to be correctly labeled) an explanation (need to be correctly labeled) Answers need to be consistent (outline format for answers is acceptable) Recognize economic vocabulary, (capital flow, capital stock, financial assets)

15. Necessary Materials College level text and ancillaries (instructor’s resource manual, computer test bank) College level text and ancillaries (instructor’s resource manual, computer test bank) Advanced Placement Economics Package Advanced Placement Economics Package from CEE (or Virtual Economics CDROM) from CEE (or Virtual Economics CDROM)

16. Semester Plan Plan for semester based on course description and don’t vary from your plan!

17. Grading Policies (one way to do this) Multiple Choice Tests Multiple Choice Tests 2 per six weeks 2 per six weeks Timed Writing Quizzes Timed Writing Quizzes 3 or 4 per six weeks 3 or 4 per six weeks Homework grades - pop quizzes and test corrections Homework grades - pop quizzes and test corrections Multiple Choice Tests Multiple Choice Tests 2 per six weeks 2 per six weeks Timed Writing Quizzes Timed Writing Quizzes 3 or 4 per six weeks 3 or 4 per six weeks Homework grades - pop quizzes and test corrections Homework grades - pop quizzes and test corrections

18. Building Success Test corrections to improve grade Test corrections to improve grade Re-test Re-test Take home Take home test test Test corrections to improve grade Test corrections to improve grade Re-test Re-test Take home Take home test test

19. What is the role of the teacher? What is the role of the teacher?

21. When I involve students …. When I involve students….

22. Resources for Teachers Resources for Teachers

23. Support for Teachers www.apcentral.collegeboard.com www.councilforeconed.org www.fte.org www.federalreserveeducation.org