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PROMOTING ACCESS, EQUITY AND
ACADEMIC EXCELLENCE FOR ALL
ESC NORTH STUDENTS THROUGH AP
Donald R. MitchellSenior Director, College Board
January 29, 2015
Los Angeles Unified School District – ESC North
In 1954, Ruby Bridges Deserved a Rigorous and High Quality Education, Today, Each &
Every ESC North Student Deserves The Same!
1. Welcome/Introductions
2. Review Workshop Objectives: A. Examine AP Diagnostic Review process/recommendations
B. Examine “Best Practices” from K12 schools and districts in Promoting Academic Success Through AP C. Examine ESC North AP participation and performance data D. Examine “Elephants in the Room,” Road Blocks to Success E. Next steps: Think about the components of highly effective AP
School Plans 3. Question/Answer
Workshop Objectives
LAUSD is firmly committed to the goal of ensuring that all students graduate
equipped with the knowledge and skills for college and career success. It is the District
position that any student willing to accept the challenge of advanced coursework
should be enrolled in AP and provided with the requisite academic support. support
L
LAUSD Policy Bulletin #5806
Examining Advanced Placement
courses and the advantages they can
provide ESC North students
Promoting Access, Equity and Academic Excellence
When You Hear the Term
Advanced Placement (AP®) What
Comes To Mind?
1-2 Minute Activity
Activity #1 Whole Group
What is AP® & How Can AP® Help Your Students?
1. 34 college-level courses taught in secondary schools, each ending with a rigorous exam
2. AP® enables students to pursue college-level studies while still in high school
3. In 2014, approximately 2.2 million students at more than 18,000 schools took nearly 4 million exams
4. Approximately 20% of all graduating seniors had access to an AP experience that resulted in an AP® Exam® score of 3 or higher – the score predictive of college success
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1. Students can earn college credit, placement, or both for qualifying AP® Exam scores of 3, 4 or 5 (94% 4 yr)
2. Students can graduate from college early and save financially, e.g., 2014 qualifying scores could have saved $301 million in college tuition
3. A successful AP® experience can give students confidence in their abilities to compete in college and beyond
4. African American and Latino students who score a 3, 4 or 5 on one or more AP exams have a 28% higher chance to graduate from college on time over the same population without a positive AP® experience
AP Can Help All Students Succeed
Examining AP® Scores
1. Each AP® Exam score is a weighted combination of the student’s scores on the multiple-choice section and the free-response section. The final score is reported on a 5-point scale
5 = extremely well qualified 4 = well qualified 3 = qualified 2 = possibly qualified 1 = no recommendation
2. The AP® Program periodically conducts studies to compare the performance of AP® students with the performance of college students in parallel courses. For most AP® subjects, results indicate that:
■ AP scores of 5 are equivalent to college grades of A+ and A ■ AP scores of 4 are equivalent to college grades of A-, B+ and B ■ AP scores of 3 are equivalent to college grades of B-, C+ and C
Why Expand AP?
1) Because 60% of high school graduates go to
college, but only 50% graduate within 6 years and
only 30% take one or more AP/IB classes
2) To eliminate performance Gaps between underrepresented and low-income students compared to more affluent students who score 3 or higher on AP exams
3) To improve access, equity and college opportunities
through AP participation
4) To increase classroom rigor
5) To help maintain our country’s competitive edge
The Challenge: Equitable Access to AP Courses (Based on two million PSAT test takers in 2010)
Asian
42%58%
White
62%38%
Hispanic/Latino
70%30%
Black/African American
80%20%
Took Recommended AP Did Not Take Recommended AP
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Rigorous Courses Can Open The Door To Academic Success!
What Role is The College Board Playing In Addressing Issues of Access
and Equity in Promoting Academic Excellence For All Students?
What is an AP Diagnostic? What are the key components?
APD flyer.pdf
AP Diagnostic School Artifacts Form
APD Document Request Form.pdf
Let’s Examine ESC North
District/School Integrated Summary Reports
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Now, let’s examine your
School Integrated Summary Report
Best Practices in Building an AP School Culture
• Provide student/parent informational workshops, AP Open Houses, trainings and/or retreats to promote AP
• Provide student trainings in leadership, character education, and other pertinent values associated with academic success
• Collaborate with other school(s) programs, i.e., AVID; GEARUP; GATE, IB, Middle School AP “Open Houses”
• Participate in AP Readiness (LAUSD/UCLA) tutoring
• Participate in LAUSD/College Board PD
Best Practices in Building an AP School Culture
• AP Student Incentives
•• “Cool To Be Smart,” Mossy Family Automotive Group provided 2 New 2010 & 2011 Cars to Give Away
•• House of Blues Banquet, 24 hour study-a-thon, Olympic style medallions, tee shirts, buttons, pens, etc.
•• Individual school recognitions, i.e., AP with honor roll, AP Potential awards night
•• AP Super Saturday celebration/training to promote access and excellence
Best Practices - Summer Enrichment Programs
• AP Camp (2-3 weeks, 4 hours per day) focusing on Cornell note taking, time management, cooperative learning skills, HOTS, graphic organizers, and literature circles
• Camps are taught by actual AP teachers
• Provides Pre-AP students the opportunity to become accustomed to actual textbooks and supplemental resources used at the AP course level (First 2-3 chapters)
• Provide AP study guides, practice exams and supplemental resources
Best Practices - Student Supports
• The AP Café a “cool” environment to nourish our student’s minds and bodies
• Mentors/peer tutors reflecting the diversity of our campus
• Week 1 after school tutoring of all interested students including Advanced, Honors and AP classes
• Online college tutors in specific content areas
Best Practices in Building an AP School Culture
1) Provide student/parent informational workshops through Open Houses, trainings, and/or retreats
2) Provide student trainings in leadership, character education, time management, Cornell note taking and other pertinent values associated with academic success
3) Collaborate with other school programs, i.e., AVID; GEARUP; GATE, feeder Middle Schools to develop a college readiness system – start in the lower grades4) Participate in college/university visits 5) Identify and/or develop college partnerships starting with naming
campus locations after major colleges/universities6) Home school connections through family outreach, e.g., Operation Doorstep
Best Practices in Building an AP School Culture
• Develop community partnerships:
1) Provide student mentoring, internships and tutoring opportunities 2) Provide student incentives
3) Student recognition, 2,000 students “AP Day At the Zoo;” school award assemblies; student photo’s on posters, book marks, etc. 4) Individual school recognitions, i.e., honor roll, breakfast with the principal, lunch with the principal, AP Potential awards night 5) Back to school celebration (community parade; school highlights with each school wearing school shirts and performing a skit, etc.)
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“Elephants in the Room”
Road Blocks to Success
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1. Low income & underrepresented students are not capable of taking advanced and/or highly rigorous
courses2. Parents of low income & underrepresented students
simply do not care about their children’s education3. We are doing underrepresented students a disservice
by placing them in advanced classes (we may damage their emotional psyche and self-worth)
4. Let’s be truthful, the content is just too hard for “these students” to comprehend5. The social and emotional problems “these students” have are too numerous to overcome for them to be successful in advanced classes
Myths About Low Income & Underrepresented Students in AP
“One of the best standard predictors of academic success at Harvard
University is performance on Advanced Placement Examinations.”
William Fitzsimmons, Dean of Admissions & Financial Aid, Harvard University
Group Passed 1 or More AP Exams
Took Exam, Did Not Pass
Took AP course, Did Not Take
Exam
African American
28% 22% 16%
Latino 28% 12% 10%
White 33% 22% 20%
Low Income 26% 17% 12%
Non-Low Income 34% 23% 19%
Students in AP Graduate From College at Higher Rates Than Non-AP Students
Source: Chrys Dougherty, Lynn Mellor, and Shuling Jian, The Relationship Between Advanced Placement and College Graduation (National Center for Educational Accountability, 2006)
Credit and Placement for Qualifying AP Scores
94% of four-year U.S. colleges and universities grant credit or advanced placement. Policies vary widely between (and sometimes within) institutions.
For more information: www.collegeboard.com/ap/creditpolicy
SAMPLE Source: University of Florida (http://www.registrar.ufl.edu/catalog/policies/advisingcreditap.html)
College Grade Point Averages
Source: Hargrove, Godin and Dodd, 2008
Institutions Participating in AP CollegeComparability Studies
There’s Work to Be Done – But It’s Work
Worth Doing!
Belief Statement
“The College Board believes that students of all backgrounds deserve
equal preparation for AP courses.
We also believe true equity is not achieved until the demographics of AP
participation and performance are identical to the demographics
of the entire school.”
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Developing a Sense of Urgency!
“Many things we need can wait, the child cannot. Now is the time
his bones are being developed. To him, we cannot say, tomorrow.
His name is today.”
Gabriella Mistral, Chilean Poet
Developing a Sense of Urgency
Our parents have sent us the best that they have, their loved ones! Now,
it’s time for us to educate them to
high levels!
Developing a Sense of Urgency
Every minute counts, every day, for every
child!Richard Allington
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Not everything that is faced can be changed, but nothing can be changed
until it is faced!
James Baldwin, Poet/Playwright
