THE STATUS OF
THE ADVANCED PLACEMENT PROGRAM
IN INDIANA AS OF 2006
A DISSERTATION
SUBMITTED TO THE GRADUATE SCHOOL
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE
DOCTOR OF EDUCATION
BY
THOMAS R. GREER
DISSERTATION ADVISOR: DR. WILLIAM SHARP
BALL STATE UNIVERSITY
MUNCIE, INDIANA
DECEMBER 2010
Acknowledgements
I would like to express my deepest appreciation to my committee chair, Dr.
William Sharp, who showed great patience with me. His continued encouragement
through the process as well as his wisdom and cool composure keep this dissertation
moving forward and without him it completion would not have been possible.
I would like to thank my committee members, Dr. Mary Therese Seig, Dr. Nancy
J. Brooks and Dr. Delbert W. Jarman, who were able to look at this dissertation from
differing view points: that of an insider and outsider and a researcher. These three asked
the right questions, exploited the weaknesses and supported the strengths of the research
and writing. I thank them for their belief in the dissertation, encouragement and worldly
knowledge that shaped the final version of the dissertation.
In addition, thank you to Dr. Jim Jones, for his insight in terms of the statistical
data. His ability to analyze what was really important and made the dissertation much
more meaningful. To Dr. Darius A. Lecointe, who lent support by helping me understand
early in the process what questions needed to be answered. And finally to my colleague,
Paul Schroeder, who assisted so much in the creation of the formulas to make the data
become relevant.
And finally, thanks to Maureen H. Greer, my wife, for her continued patience,
support and technical ability. Without her this dissertation would not be a reality.
ii
ABSTRACT
DISSERTATION: The Status of the Advanced Placement Program in Indiana as of
2006
STUDENT: Thomas R. Greer
DEGREE: Doctor of Education
COLLEGE: Education
DATE: December 2010
PAGES:
In 2006 the College Board celebrated the 50th anniversary of the Advanced
Placement (AP) program. The AP program, which began as a means of transitioning
selected high school students to colleges, had expanded to include thousands of students
sitting for thousands of exams. During the first fifty years as the program expanded, the
College Board expanded the number of course offerings. With this expansion came the
question as to the effectiveness of AP. As criticism of the College Board continued to
grow, by 2006 the College Board began reform by auditing its own courses, seeking
funding for states to expand experimental programs, and encouraging universities to no
longer accept a score of 3 on an exam. The College Board sought overall clarity
regarding the focus of the AP program once considered an elite standard in America high
schools. While there is cause to wonder, there is also encouragement.
iii
CONTENTS
ABSTRACT....................................................................................................................... iii
CHARTS ………………………………………………………………………………...vi
Chapter One Introduction ...................................................................................................1
Research Questions .....................................................................................................9
Statement of the Problem ..........................................................................................11
Significance of the Study...........................................................................................12
The Purpose of the Study ..........................................................................................14
Definition of Terms ...................................................................................................15
Delimitations .............................................................................................................16
Summary....................................................................................................................17
Chapter Two Organization of the Review of the Literature .............................................20
Purpose of the AP Program .......................................................................................21
Supporting Views of Advanced Placement ...............................................................23
Dissenting Views of Advanced Placement................................................................28
An Historical Perspective of AP................................................................................35
Summary....................................................................................................................41
Chapter Three Methodology ..............................................................................................43
Research Questions ...................................................................................................43
Hypothesis .................................................................................................................43
General Methodology ................................................................................................44
Phase One -The High School Information ................................................................46
Limitations .................................................................................................................52
Statistical Treatment ..................................................................................................53
iv
Q1: Did Indiana increase the number of students scoring at the highest levels
of Advanced Placement exams over the past year? ....................................53
Q3: Did teachers with more experience have a greater impact on AP scores
than teachers with less experience?.............................................................54
Q4: To what extent did poverty correlate with Advanced Placement scores?..55
Q6: Did the size of the school district impact scores on the Advanced
Placement examination?..............................................................................56
Summary....................................................................................................................57
Chapter Four ......................................................................................................................59
Chapter Five .....................................................................................................................105
Conclusion ...............................................................................................................105
Review of the Literature ..........................................................................................105
Review of the Methodology ....................................................................................108
Research Questions .................................................................................................110
Reviewing Data .......................................................................................................111
Conclusion ...............................................................................................................115
Suggestions ..............................................................................................................118
Comparing the Results and the Literature ...............................................................122
Summary..................................................................................................................123
Appendix A ......................................................................................................................125
Appendix B ......................................................................................................................127
Appendix C ......................................................................................................................129
Appendix D ......................................................................................................................138
References ........................................................................................................................189
v
CHARTS
Chart 1: Comparison of Indiana students scoring 3 or higher to national numbers……...4
Chart 2: The Growth in AP over 50 years…………………………………….…………..7
Chart 3: The percentage of students and their AP scores for 2006 ……………………….8
Chart 4: The decline in the percentage of students achieving a score of 3 or better……...8
Chart 5: Number of students achieving a score of 3 or more since 2001…………………9
Chart 6: Statistics by race/ethnicity for 2006 ……………………………………………33
Chart 7: Change in percentage of students taking AP courses ………………………….64
Chart 8: Percentage of High School graduates ………………………………………….67
Chart 9: Percentage of graduates going to college …….………………………………..67
Chart 10: Comparison of percent of graduates to percent of graduates taking AP
exams….............................................................................................................................68
Chart 11: Numbers and average years of experience of IN teachers ……………………78
Chart 12: Average years of experience ….………………………………………………80
Chart 13: Teachers with BA/BS and average years of experience ……………………...80
Chart 14: Comparison of free/reduced lunch to AP exams in small counties …………..85
Chart 15: Comparison of free/reduced lunch to AP exams in medium counties………..85
Chart 16: Comparison of free/reduced lunch to AP exams in large counties …………..86
Chart 17: Comparison of free/reduced lunch to AP exams by county size …………….86
Chart 18: Data for large IN high schools ……………………………………………..…97
vi
Chart 18A: Data for large IN high schools ……………………………………………...98
Chart 19: Data for medium IN high schools …………………………………………….98
Chart 19A: Data for medium IN high schools …………………………………………..99
Chart 20: Data for small IN high schools …………………………………………….... 99
Chart 20A: Data for small IN high schools ….………………………………………...100
Chart 21: Comparison of data across school size ……………………………………...100
Chart 22: Comparison of data for largest and smallest counties ……………………....101
Chart 23: Comparison of counties by size ……………………………….…………….103
vii
Chapter One
Introduction
With the threat of our national security as well as the world being threatened by
the launch of Sputnik in 1957, educators from across the United States began to think
differently about our educational standards. One of the lasting changes that were
introduced into the schools in 1955 prior to the launch of the space age was the creation
of Advanced Placement (AP) courses. These courses were offered to high school students
with the intent of allowing them to test out of some college level courses by achieving
qualifying scores on the Advanced Placement examination. High schools were very
selective as to which students might actually take these courses and the subsequent
examinations in order to qualify their scores for consideration for credit at a post
secondary institution. These students needed to establish a score that was considered high
enough by the College Board.
The College Board is a national nonprofit membership association dedicated to
preparing, inspiring and connecting students to college and opportunity, and offered
programs such as the SAT, PSAT/MSQT and Advanced Placement to 3,500 colleges and
22,000 high schools (The College Board, 2006). This organization established test rubrics
and standards which served as a measurement for college entrance.
The following rubric was created to translate the results of these standard AP
examinations. The rubric was as follows:
2
5: extremely well
4: well qualified
3: qualified
2: possible qualified
1: no recommendation
As stated, AP courses were first established as a challenge to a small, elite
group of able students (College Board, 2006). However by 2007 the Advanced
Placement program had grown to 16,000 public schools offering Advanced Placement
courses with over 1.3 million students participating in the program from the original
1,229 students in 1955 (The College Board Fact Sheet, 2007). Indiana was no exception
to this initial growth. Indiana high school students sat for 25,363 AP exams in 2006
which represented 18.8% or 16,058 students in that graduating class. During that school
year 9.3% of the students in the graduating class scored at a 3 or better on an AP
examination which equated to 12,921 exams being scored at 3 or more on the rubric. This
compared to 14.8% across the rest of the United States and 9.3% of the class took one or
more math exams more than any other subject area (College Board, 2006).
Indiana law, like 22 other state laws, required high schools in the state to
offer AP courses. Indiana not only mandated schools to offer these courses but required
the state to pay for some of the tests, as well as teacher training and also subsidized all
tests for those students who had established a financial need. Legislation passed in 2007
required the Indiana Department of Education to pursue federal grant opportunities to
3
increase the awareness and availability of and participation in Advanced Placement
programs for low income students (House Bill No.1300).
In 2006 the state paid the fee for seven of the thirty-seven examinations offered to
students in the state. This represented a change from the prior year when the state paid for
the English Language and Composition examinations. The state also paid for the
examinations of those students who qualified for free and reduced priced lunches
(Department of Education, 2006). For 2007, Indiana did not pay for the AP English and
Composition for low income students. This was a result of the continued cut in federal
funds (doe.state.in.us/opd/advpla/info.htm, 2007).
Why is 2006 important? The year 2006 marked the 50th anniversary of AP
programs in the high schools across the United States. It marked an end to high schools
creating courses and calling them AP just so they could claim that they were using AP
courses as a part of their curriculum. In January of 2007, all high schools must have
submitted a course syllabus for each of their AP courses (College Board, 2006). The
course syllabus had to meet the criteria of the College Board for each course of. This
audit was expected to decrease the number of AP courses offered in 2007 because some
teachers of AP were unwilling to change their curriculum. In Indiana this was significant
because there was an increase in the number of students taking the AP courses and
examinations (Indiana Department of Education, 2006). Indiana paid for some of these
AP test and reducing the number of exams by reducing the number of course would result
in less money spent by the state for these exams. Additionally, 2007 marked the start of
requiring the Class of 2007 to master the Core 40 curriculum for graduation. Core 40 is
4
an Indiana requirement for graduation (See Appendix A). The inception of the Core 40
which included an Academic Honors diploma required students to take AP course work
or International Baccalaureate course work. This resulted in increased participation in
2007 in Advanced Placement and significant increases in students scoring three or more
on the examinations (doe.state.in.us/reed/newsr/2008). This is important to schools as
each school receives $900.00 for every student who achieves a passing grade on the Core
40. Additionally 2006 represented the first year that new languages, Italian and Chinese
were either being tested (Italian) or agreed upon (Chinese) since the inception of the AP
program in 1955 when French, Spanish, German and Latin were the only languages
included in the AP program(College Board, 2006) And in 2006 President George Bush
called for a tripling of the number of students taking AP exams and adding 70,000 new
teachers of AP. Bush was concerned that students were falling behind the rest of the
world in twenty of the AP courses.
Chart 1: Comparison of IN Students scoring 3 or higher to
National Numbers
8
6
4
2
0
Science
Math
English
Art
Language
4.3
Social
Studies
3.5
Indiana
4.3
3.8
0.3
0.5
Nation
2.4
5.2
6.4
7.6
0.9
2.5
5
As indicated in Chart 1, with the exception of Science, Indiana students in public
schools fall behind those students in other public schools across the United States in
achieving a score of three or more.
Also significant for the class of 2007 was the decision of Harvard in 2002 to
begin to accept only a score of five on the Advanced Placement examination. It was not
certain how many other universities and college would follow the lead of Harvard. But
according to an article in the Mymissourian: “Because of this (increase in number taking
AP), highly selective schools have raised the bar on AP by making the general score a
four or five to test out of a class (June 19, 2006).” As a result, the 300 top universities
and colleges in the country will not accept anyone who has not show evidence of work in
AP or IB nor have dual credit (Van Tassell-Baska, p.126 2001).
Also significant for AP in the year 2006 was the start of the EXCELerator
Schools project begun by the College Board in 2006 with a $16 million investment from
the Bill and Melinda Gates Foundation. This program was designed to raise graduation
and college readiness rates in urban areas with large numbers of underrepresented
students.
Another significant event occurred in 2006. The College Board revamped its
SAT test. The College Board moved to the new format by making taking the essay score
and dividing it into two subsets. The results of the SAT test revealed in 2008 by the
College Board indicated that the best predictor for college success was not math or
critical thinking areas but the students’ grammar and usage.
6
This is important to an AP program because all of the AP tests, except for AP
Studio Art, focus on writing in its examinations. Thus the AP and the SAT are now more
closely linked.
So there are several factors which make the year 2006 an important year in terms
of AP importance to any state, but particularly Indiana, since this is the state where
research for this paper will be derived. It is important to see what comes after 2006 in
terms of AP as the changes that have been indicated above are implemented in the state.
Finally, in 2005 Indiana joined seven other states in the National Education
Summit on High Schools which pledged to adopt tougher course requirements for
students to obtain a diploma. This would be the Core 40 adopted by Indiana in 2006.
This study examined the end of the first fifty years of AP courses and
examinations and has left the study of AP results for 2007 and beyond for another
researcher to pursue. The future researcher will be able to build upon this benchmark year
of 2006 as the year in which AP begins it second fifty years of evaluating America’s
students in terms of college preparedness. It can see the results of the changes brought
about by the new SAT format, the creation of the auditing of all AP courses and the result
of infusion of more students than ever taking AP tests and the promise of possible dollars
in creation of an EXCERerator program. All of the changes in 2006 indicate that it is
worthy of a look as to its importance in the history of education in the state as it pertains
to the AP program.
The literature showed that there was a mixed feeling about Advanced Placement.
Even the College Board is concerned about certain aspects of the program. As more
students were taking advantage of the opportunity to participate in the Advanced
7
Placement program, the end result was less than satisfactory because the average median
score for those AP examinations was lower than in previous years when the number of
students participating in the program was fewer. The College Board requested a self
review of its program in 2006 leading the College Board to require all schools to conduct
an audit of each of its AP courses and submit those audits to the College Board for
review. This review was established to ensure that all courses said to be AP actually met
the AP standards.
Chart 2 illustrates the growth of the Advanced Placement program since it was
established in 1955-56. This chart shows the large number of increases in schools,
students and examinations that have emerged.
Chart 2: Growth in AP over 50 Years
2500000
2000000
1500000
1000000
500000
0
1955-56
1965-66
1975-76
1985-86
1995-96
2005-06
Schools
104
2,518
3,937
7,201
11,712
16,006
Students
1,229
38,178
75,651
231,378
537,428
1,339,282
examinations
2,199
50,104
98,898
319,224
843,423
2,312,011
The table below indicated the total number of students who participated in the
Advanced Placement courses for 2006 and the subsequent scores for each exam.
8
Chart 3 illustrates the scores of Indiana Public school graduates for the year 2006.
The mean score is 2.92 with 60.75 percent of the students scoring a 3, 4 or 5.
Chart 3: The Percentage of Students and their AP Scores for
2006
30
26.16
21.96
25
20
20.78
17.29
17.29
15
10
5
0
1
2
3
4
5
Chart 4 documents the decline of the number of Indiana Public School students
scoring at 3 or better on the AP exams
Chart 4: Decline in the Percentage of Students achieving
a score of 3 or better
35
30
25
20
1987
15
1997
10
2006
5
0
Score of 5 Score of 4 Score of 3 Score of 2 Score of 1
9
Chart 5 illustrates the number of students from 2001 through 2006 who scored a 3
or higher on their AP examinations.
Chart 5: Number of Students achieving a score of 3 or
more since 2001
14000
12000
11871
10000
12921
10018
8322
8000
8757
7048
6000
4000
2000
0
2001
2002
2003
2004
2005
2006
The two charts above seemed to indicate two different views of advanced
placement. The first chart showed a decline in the scores above three while the second
chart showed an increase in students who scored at three or more. These seemed to be
contradictory. But in reality the number of students who took Advanced Placement
exams increased however, as the numbers increased, the scores became worse in
comparison. One reason for this might be a greater number of students who were not
prepared to take the AP curriculum. Another reason may be that the curriculum was not
of AP quality (and thus the reason for the audit of courses) and students taking the “AP
course” were really taking a course called AP but not what was expected by the College
Board.
Research Questions
To investigate the importance of Advanced Placement courses and examinations
in Indiana in 2006, several questions needed to be asked by the researcher. Nationwide in
10
2006 over one million high school students took over two million AP examinations
(College Board, 2006). The question poised determined that the importance of AP testing
had increased participation in the Advanced Placement program in Indiana as of 2006.
To help determine the status the following issues will be examined:
1. Did Indiana increase the number of students scoring at the highest levels of AP exams
over the past year?
2. Was there a correlation between the number of students taking the Advanced Placement
courses and subsequent exams and graduates going to college?
3. Did teachers with more experience have a greater impact on AP scores than teachers with
less experience?
4.
To what extent did poverty correlate with AP scores?
5. How did ethnicity correlate to AP scores?
6. Did the size of each school/district impact scores on AP examinations?
Indiana, like all other states, desired the best education for its students. Indiana
public school AP data indicated that more Hoosier high school students were enrolled in
AP courses and passed necessary exams to earn college credit. In 2007, Indiana outpaced
the nation in growth on the measure of the number of test takers (18,158) in public
schools which represented a 13% increase over 2006. (Indiana Department of Education,
2007) Indiana saw an 11.9% increase in the number of students who obtained a three or
higher on 14,465 exams taken compared to 12,921 AP exams with a score of three or
higher in 2006. Since 2001 a score of three or more on the scoring rubric for AP exams
has increased 105% and the number of Indiana public school students participating in AP
has increased by 74% (The Indiana Department of Education). (See Appendix B)
11
However, the stark reality was that the number of students who graduated from
Indiana high schools during this same period was relatively low. In 2007, 76.5% of
Indiana high school students were graduated from Indiana schools, a 0.4 decrease over
the previous year. Only two out of every three schools met or exceeded the state average.
About half (52.3%) of all Indiana high schools graduated more than 80 percent of their
senior class. Despite improvement in AP scores, graduation rates were falling short. Only
fifteen high schools graduated between 90 and 100 percent of all their seniors. Nineteen
high schools failed to graduate at least 50 % of their seniors (Indiana Department of
Education, 2007).
Statement of the Problem
The problem in this study was: Can a citizen in the state of Indiana using data
provided by the State Department of Education and the College Board, create a picture of
the status and/or value of Advanced Placement in 2006 in Indiana? Additionally, does the
AP curriculum make a difference in the percentage of Indiana public high school students
who attend college after being graduated from high school?
In his presentation at the 2008 INPEA Administrator’s Conference Gary Wallyn,
the Director of the Office of School Accountability, said that among other groups, such as
schools, teachers and parents there is a need to be able to access data from the website of
the Indiana Department of Education as a tool for taxpayers to see the benefits of
supporting education. Business groups needed to know if the future workforce had the
ability and skill needed to be successful. Realtors can be informed as to what districts
provided a better education. (G. Wallyn, 2008).
12
Attempts to retrieve data from the Advanced Placement coordinator for the state
of Indiana resulted in a statement that said: “the only data that could be released was
already provided on the website for the Department of Education.” This study attempted
to determine if some decision could be made using this data.
Recently, The Indianapolis Star reported that Indiana ranked second to last on
ability to obtain records online. In part the Star’s study looked at how accessible school
data was provided to the general public (The Indianapolis Star, 2009). This information
was helpful to this researcher for this particular project, but it raised questions as to
whether or not a researcher could enhance the significance of a study if there were more
data provided. One example which would have eased the research for this study would
have been data compiled and available as to total number of bachelor and master degrees
held by teachers in their school districts. As it was the researcher was required to view
the data for each individual school. Data, such as the total number of teachers with a
Master’s degree and the total number of teachers with a Bachelor’s degree, available on
the website would have been a much less time consuming process. This is an example of
where better reporting may be needed by the State Department for a citizen to be better
able to access data that is more easily used.
Significance of the Study
This problem is significant in that the year 2006 marked the end of the first fifty
years that the College Board offered the AP courses and examinations. It is also
significant that the College Board determined that there was a need for an audit of all AP
courses in all schools. And at the same time in another program, the SAT, the College
Board, reformatted the SAT program to include a writing sample. And it is important to
13
note that 16 million dollars was infused into a new program called EXCELerator Schools
by the Bill and Melinda Gates Foundation.
Did the schools meet the required Advanced Placement courses; did students
produce the scores at levels that support continued payment for tests in science and math
and for students who are underrepresented; did schools place their best teachers in
Advanced Placement courses? People who support programs through their tax dollars
should expect the agencies receiving those funds to provide the very best for students in
Indiana high schools.
Since Advanced Placement courses were seen as a means to lower costs of higher
education by allowing students to test out of introductory courses when receiving scores
that were acceptable to colleges and universities then it became a matter of extreme
significance for underrepresented students who struggle to make college a reality. With
higher education costs everyone who took an Advanced Placement course should expect
the very best from the teacher and the school. Can this be determined from the data that
was made available from the Department of Education and information from the College
Board? This study attempted to evaluate the reality of this.
Indiana schools began to make progress in improving the education for high
schools students through the Core 40 program which gives students the opportunity to
earn a more challenging diploma, seen as more difficult to achieve. Is this program more
worthy of highly experienced and educated teachers than the Advanced Placement
courses?
Finally, as a result of the data from the AP program in Indiana public schools,
State Senator Connie Sipes (D-New Albany) sponsored legislation to increase advanced
14
placement opportunities. House Bill 1300 encourages the Department of Education to
pursue Federal grant opportunities that will increase awareness in advanced placement
programs for low-income Indiana students. The bill passed the Senate 48-0 (In. gov:
Newsroom, Mar. 20, 2007). One reason for this is that while 50.3 % of Indiana high
school students passed AP exams with a score of 3 or better across the nation this number
was 57%. It is noted that with passage of the No Child Left Behind Act of 2001 provided
states with the opportunity to apply for Advanced Placement incentive grants. Indiana
was not among the states that applied and received hundreds of thousands of dollars. (ED.
gov, Sept. 6, 2006)
The Purpose of the Study
The purpose of this study was to determine the status of the AP program in public
schools across Indiana as school began in 2007. The study attempted to define the impact
of AP on public education in Indiana using only data provided by the Department of
Education and the College Board. The study attempted to see if being a member of an
underrepresented class was a factor in achieving a passing score of three on the rubric
established by the College Board. The study looked at the number of students by school
district, and by size of school to see what influence those variables had upon the number
of students who participated in the AP program and their rate of success as determined by
a score of three or better on the AP. The study also looked at who taught students in AP
courses. Were the teachers who taught the AP courses more experienced, that is: did they
posses a master’s degree and have five years or more of experience than those who did
not teach AP and have more advanced degrees? The study also wanted to examine the
15
role of economics on the success of the AP program in a particular school and district by
investigating the data related to free and reduced priced lunches.
Using only data presented by the Department of Education, can it determine if the
AP program was a success? Success is being defined as a student who participated in an
AP course and/ or passed an AP examination with a score of three or better.
Definition of Terms
AP is an abbreviation for Advanced Placement which is a high school program that
allows students the opportunity to earn college credit in 35 courses offered by the College
Board.
College Board is the governing agency which oversees many tests, such as SAT and
PSAT, and the Advanced Placement program. Founded in 1900 as a nonprofit
membership association, the College Board is dedicated to preparing, inspiring, and
connecting students to college and opportunity.
EXCELerator is a program, like many others found in schools, that believes the most
rigorous academic programs should be open to all students.
International Baccalaureate, known as IB, which was found in only 10 Indiana Public
High schools. IB is a rigorous academic program that was different from AP in that it
examines disciplines more deeply, has its own diploma and has a much different scoring
system on examinations than Advanced Placement.
No Child Left Behind (NCLB) refers to legislations passed in 2001 as major educational
reform to bring about massive improvement in all areas of education and to reduce the
gap in education outcomes between the privileged and the underprivileged.
16
On Line refers to the ability of students to take a class over the internet thus not having to
attend a “formal” classroom.
Underrepresented refers to students who are in the minority in terms of economy,
geographic location or race.
Core 40 is the required high school curriculum for students entering as freshmen in 2007.
Students going to state colleges could earn state grant awards of up to 90 % of approved
tuition. The curriculum core was presented in English, math, social studies, physical
education, wellness and science. There are four levels of the Core 40 but the one with
implications for AP is the Core 40 with the Academic Honors diploma.
Success is the completion of an AP course and receiving a score of three or better on the
AP examination.
Experienced teachers are master degreed teachers with five years or more of experience.
Delimitations
The study is limited to examining the relationship of Advanced Placement courses
to factors such as attendance rates, graduation rates, and number of teachers who taught
Advanced Placement courses, their degree and experience, as well as the ethnicity,
geography, and overall poverty rate of the school.
In addition, the study examined the size of the school and the districts in which
the schools were located.
The study was limited to articles by the College Board and educational magazine
and newspapers. There were several peer reviewed articles that topic was related to some
discussion of AP but specifically there were no peer reviewed articles found on the
subject of AP. Several of the related articles have been used in this paper. The researcher
17
can only speculate as to the reason why there is very little scholarly work concerning the
AP program. Most of the work done in research area is limited to states or cities. The
work done in Texas and the Chicago project are examples of just that. Trying to generate
a specific success of AP might be difficult to do on a national level as the only data
provided is from a biased source, the College Board itself. This is not to say that the
College Board has done anything wrong or has withheld information but it is the only
source. In reading their annual reports one can draw conclusions that they have
researched the program and are making continuous changes based upon data that is
analyses. Therefore it is difficult to say if it is biased or not.
There were no personnel, students, or members of the College Board or State
Department interviewed as part of the study.
The study was based only on data obtained from the College Board and the data
base in the Indiana Department of Education as found on the Department of Education
website.
The study was limited to Indiana public schools. The study was limited to data
provided by the Indiana Department of Education website. No data was presented
regarding private schools in the state in terms of AP.
Since charter schools were relatively new, these were not used as a true reflection
of the local public schools in the district and counties in which they were located.
Summary
Over fifty years ago in 1956 a few elite colleges established a program by which a
few qualified high school students could tests out of first year college courses by taking a
particular course in high school. This soon became known as the Advanced Placement
18
program and now has over 1.3 million high school students participating. This paper
investigated the importance of the AP program as it celebrated its fifty year anniversary
in 2006. The researcher, a resident of Indiana, wanted to determine if using only data
provided by the Indiana Department of Education and the College Board could the data
which could provide a picture of what AP looked like in Indiana in 2006. Indiana was
selected because the researcher lived in the state and the data was more relevant to him.
In addition, Wabash College, located in Indiana, was one of the original colleges seeking
a way to engage secondary education students in greater depth of study using colleges as
means to that end. Thus Indiana has, perhaps, a greater importance or at least an interest
in this study.
The year 2006 was determined to be important for several reasons. First, a fifty year
anniversary is considered a milestone in many arenas Celebrating fifty years of marriage
is a significant milestone. States celebrate fifty year celebrations. More importantly
several important developments occurred in 2006. First, the College Board announced
that it would begin to audit all of its courses. Secondly, the Bill and Melinda Gates
foundation provided 16 million dollars into a new program called EXCELerator Schools.
The College Board revamped its own SAT program which placed a greater degree of
significance on the writing portion of the SAT test. This would have some impact on AP
courses, particularly in AP composition and grammar but more generally since AP is an
exam which is a written exam. 2006 was also a year when Harvard became the first
school of higher education to accept only a score of five, the highest score that can be
earned on an AP exam, rather than a score of three which was considered a good score.
19
But with the increased number of students participating and the number of scores began
to decline leading more colleges and universities to follow Harvard’s lead.
The study wanted to examine questions such as: are teachers in the state with the
most experience and advanced degrees the predominant group teaching the AP course
loads? Or do teachers with fewer years of experience and with entry level degrees
constitute a significant percentage of the teaching staff of AP courses. The presumption
might be that AP courses should be taught by the most experienced and the highest
degreed teachers if the AP program is to be considered higher level education.
Are students attending the larger high schools taken more AP courses than
students at the smaller high schools in the state, and are students who receive free and
reduced lunches taking fewer AP courses than students who do not receive free and
reduced lunches.
As the literature in the this chapter indicated that there was growth in AP courses,
as was true for the rest of the country, but like the rest of the country, the verdict is
somewhat unclear concerning the real value of AP courses and the subsequent exams.
In chapter two the review of the literature will provide a historical perspective of
Advanced Placement and a better picture of the cloudiness that surrounds AP for Indiana
and rest of the country. There may be a better way. The verdict is unclear and this paper
will attempt by using data from the State Department of Indiana and the College Board to
determine of the AP program is best means for Indiana students to be successful, that is:
to graduate its students and sent them to college. Using the data from 2006 which ends
fifty years of the AP program the researcher will provide an answer to that question.
20
Chapter Two
Organization of the Review of the Literature
A good deal of information has been written in the about the Advanced Placement
program found in the public high schools in the United States. Some of the literature has
been positive and some of the literature reflects a negative slant toward the Advanced
Placement program. Starting in March of 2000, and every May since, Jay Mathews, in
articles for Newsweek Magazine, has ranked high schools across America based upon the
number of AP courses taken by students within those high schools (Newsweek, May
2007). Mathews ranked public schools by a system he devised based on points earned.
Mathews also used the number of students who tested in the International Baccalaureate
program. In this report there were no schools listed from Indiana (College Board, 2006).
Schools with higher scores were determined to be the best schools because more students
took the demanding Advanced Placement courses and examinations.
This posed several questions: Is the AP curriculum something that public school
students in Indiana should pursue? Should the State of Indiana and its taxpayers continue
to fund this program? Could the millions of dollars spent on training for teachers and
funding low income student examination costs, as well as the cost for math and science
examinations, be better spent on the core curriculum which was mandated for all students
beginning in 2007 (Indiana Department of Education, 2007)?
In order to answer these questions the literature has been organized into
categories:
21
•
The purpose of the AP Program
•
Supporting Views of AP
•
Dissenting Views of AP
•
The Historical Perspective of AP
Purpose of the AP Program
“The Advanced Placement program is a collaborative effort between secondary
and postsecondary institutions that provides students the opportunities to take freshmen
level courses while still in high school” (Access to Success, July, 2008). Since 1956 the
more elite universities and colleges sought a method to permit high school students to
partake in college level curriculum. The AP program was a result of that desire. The
College Board, using the Education Testing Service as it vehicle for measuring the
courses created by the AP program, sets a rubric by which high school students can
benefit by taking what are considered more challenging courses in high school to earn a
score on an AP exam which might permit them to test out of a entry level course at the
higher education level.
The College Board indicated that there were 34 Advanced Placement courses that
offered examinations. The College Board lists the following advantages to enrolling in an
AP course:
•
To achieve college credit
•
To improve writing and problem solving skills
•
To develop better study habits by tackling rigorous courses
•
To demonstrate maturity and college readiness
•
To show a willingness to push oneself to the limit
22
•
To exhibit commitment to academic excellence
•
To explore the world from a variety of perspectives
•
To study subjects in greater depth and detail (Rhodes, Terrell, 2007).
Since its inception in 1955, the Advanced Placement Program has been
administered by Educational Testing Services (ETS). The program has grown
significantly since the first year when most of the 1,299 participating students from 104
schools came mostly from the Northeast (Four Years Later, 1986). In 1983 A Nation at
Risk encouraged students to take four years of English and three years of math, science
and social studies. As a result students completed more advanced academic courses in the
1980s and 1990s. And since the February 2005 National Educational Summit on High
Schools, eight states including, Indiana have adopted tougher course requirements for
students to get a diploma. 50 states offer incentives for students to take Advanced
Placement, International Baccalaureate, or dual credit courses (Dougherty, 2006).
In February 2000, educators from 43 states, the College Board and the United
States Department of Education met to discuss strategies to expand Advanced Placement
to disadvantaged students. Representatives of the Clinton administration announced that
the goal for the next ten years was to help to offer advanced placement courses to every
American high school. This was thought to be a reachable goal given the interest in
Advanced Placement courses. Data from 1984 to 1997 showed the number of AP exams
taken by 12th graders nearly tripled. By 2010 every high school junior and senior could
have the option of taking five Advanced Placement exams a year (The College Board,
2000).
23
For Indiana this may be a rather large obstacle. As of 2008, Tony Bennett, the
Superintendent for Public Instruction, indicated that he was concerned that small districts
were at a disadvantage as he cited that “multiple small school districts do not produce one
student who takes or passes an Advanced Placement exam. In short we are not offering
our students the best education possible”. (Bennett, Tony, 2008, p.24.) Despite this
statement made by Bennett here are those who believe that the Advanced Placement
program is the bright spot in education. The researcher examined those who believe that
AP is a positive force in the educational process.
Supporting Views of Advanced Placement
In this section of the review of the literature, the researcher looked at positive
aspects of the Advanced Placement program, including consideration of the examination
as an accurate predictor of college failure or success. There were many proponents of the
AP program, as well as those who did not support this program. This section will provide
information which showed a positive view for the future of the Advanced Placement
program in United States high schools.
In its own study of AP courses and the correlation of success in college, the
College Board found that students who scored four and fives did extremely well in the
initial coursework after testing out of an introductory course. As expected, students with
an AP score of three averaged lower grades than those with a score of four or five.
However, even those with a score of three received better grades that those students who
took an introductory course (Education Week, 2007).
A study from the University of Texas reported that 40% of the students who took
the AP course and the examination finished college in four years, as opposed to those
24
who took the courses but not the examination. The study also indicated that those
students who took the exam finished with a higher GPA than those who did not take the
exam (American School Board Journal, 2007).
Significantly, those students who were intellectually gifted reported that both the
AP and the IB curriculum presented various methods to the students, using a more
challenging curriculum than would have been present in the regular high school
curriculum offered by their public school district. Also, part of the study noted that the
students were heavily influenced by their teachers (Journal of Secondary Gifted
Education, 2006). This research correlated well with the work of Milton J. Gold, (1965)
who believed that the greatest influence over the students was the teacher. Gold
contended that the teacher, especially the teacher of the gifted student, is:
“The teacher is also the primary pole for students in an interactive process that is
basic to learning. Again, superior intelligence will function best in interaction
with a stimulating teacher. Third, the teacher is inevitably a model. Because of
the potential of intellectually gifted students, the teacher’s role as a professional
and scholarly worker is most significant.” (p. 56)
President Bush saw the value in 2006 of increasing the number of AP teachers by
70,000 by the year 2011. There are 32,000 educators to teach the college level courses.
Bush hoped that by increasing the number of teachers that more underrepresented
students could be provided the opportunity to take AP courses. Bush’s proposal permitted
for $380 million dollars in federal money to improve math, science, and technology
education (Banchero, S., Feb, 2006).
25
The role of underrepresented students can be seen as a positive for officials of the
College Board and the Advanced Placement program. In 2005 the College Board
indicated that the number of Latino students who completed the AP courses was four
times greater than the past decade, and the number of African-American students was
three times greater over that same period of time. (CQ Researcher, 2006)
One reason for the increase was the effort made by the College Board in six
states, Alabama, Georgia, Kentucky, Maine, Nevada and Wisconsin. The College Board
saw promising results in the number of underrepresented students who participated in the
pilot schools. The number of minority students who participated in AP programs
increased by 175 % in Maine and 138 % in Alabama. Wisconsin and Nevada had
increases that were less at 26% and 31%, but still an increase (McNeil, 2007).
In a similar effort to increase participation, Indiana offered students whose
schools did not offer AP courses the opportunity to participate through on-line course
offerings. This seemed to be a good alternative despite Indiana code P.L. 185-2006. Sec.
9: IC 2-36-3-5(b) which required all Indiana schools to offer two AP courses as well as
two dual credit courses to student who qualified to enroll in the courses (Indiana
Department of Education, 2008). This seemed especially true in light of Bennett’s
statement about the lack of the smaller school districts to offer an AP curriculum.
The Advanced Placement Program offered competitive grants that provided
financial and technical support to schools and teachers interested in expanding access to
AP. The amount of aid offered was $600,000 for three different programs which were AP
fellows, College Board Pre-AP Fellows and the AP Start-Up Grant. Schools who served
26
more of the underrepresented population were given preference. These summer institutes
offered a great opportunity and provided $800 grants to 250 teachers. In addition, since
1998, 21 states offered incentive grants to support Advanced Placement. In 2006, Indiana
was not one of the 21 states who provided money to improve AP teacher preparation. It
was noted that 40 % of the high schools in the United States showed little success in
starting a program. The AP Start-Up Program awarded ten schools $30,000 in addition to
the assistance of a consultant for one year (Advanced Placement Program, 2006).
Also significant, according to David Hawkins, the director of public policy for the
National Association for College Admissions, was that over the last ten years data
suggested that grades in college preparation courses, like AP, have increased in their
level of importance. Students achieving grades equal to the grades achieved by college
students who took the introductory level college course was seen as very important (New
York Times, 2005). Hawkins’ statement suggested that AP is quite important for
students. Marcia Clemmitt wrote that these types of programs, such as AP, have the
opportunity to close the achievement gap as more and more high school students fall
behind in public high schools while preparing for college. Clemmitt was concerned that
only those who are from higher-income families may benefit. (CQ Researcher, 2006)
A more recent belief about AP was that any student who elected to participate in
the AP program should be permitted to do so. Proponents believed that this method might
help to bridge the gap between the underrepresented and all others. Others expressed
concern that these students might not be able to achieve the higher standards and fail, and
lowering the overall quality of the program (Education Week, 2004). In its 50th
anniversary report, the College Board itself revealed that it was concerned that some
27
schools have dropped AP courses as some colleges were better training their admissions
department to review more closely students who take many AP courses as opposed to
those who have only two or three (College Board, 50 Years of Growth, 2005). Broward
County, Florida has taken an approach that increased number of students taking the AP
curriculum was the best strategy in closing the achievement gap (Leonard, Sean, 2004).
A study by Kirk Johnson revealed that low income students could achieve success in the
AP program. He followed low income students who received Pell Grants and found that
they were successful in college (Johnson, Kirk, 2004). Susan Santoli found that no
matter what the concerns for AP are, advantages to lower income students in terms of
education, finances, and college admissions far outweighed those concerns of lowered
standards on the Advanced Placement exams (Santoli, Susan, 2002).
Michael Riley, the superintendent of the Bellevue School district in the state of
Washington, reported the concern that teachers, parents, and administrators had by
having offered all students the opportunity to be advanced learners in their school district.
Their concerns were eliminated when the dropout rate was cut in half from 18% to 9 %,
and 90 % of the graduates went to college, despite their need to improve their curriculum
and teacher preparations (School Administrator, 2008).
Even if students do not score very high on AP exams, research by Crystal Collins
and Matthew Lenard suggest that these courses, as well as IB courses, benefit students
more than if they did not partake in them (Southern Regional Education Board, 2007).
One of the most vocal proponents of Advanced Placement has been Jay Mathews.
He often published a list of the ten best schools in the United States based upon the
numbers of AP and IB examinations taken in the high school in a given year. He believed
28
that it is best to have taken AP courses and the examinations and to have been challenged
by the AP curriculum than not to have done so (2005). Any high school that offered as
many AP and IB examinations as there are seniors in the school is placed upon the list of
the best public high schools in the United States (Mathews, 2007).
The trend to have as many students take AP courses may have been one of the
reasons the College Board decided to begin course audits in January of 2007. The
College Board indicated that the audit was to assist teachers in maintaining the quality of
the AP program. The College Board released a statement in Fall of 2006 which indicated
that “an AP Course audit designed to ensure that each course labeled AP provided
students with the content knowledge and resources needed for them to have a successful,
college-level experience while still in high school” (College Board, 2006).
While there are some who believe that the AP program is a vital and excellent means
fo educating today’s high school students there are those who disagree with this. The
researcher in the next section will highlight those who see the AP curriculum as not as
positive experience as it once might have been.
Dissenting Views of Advanced Placement
William Lichten, a Yale University professor, illustrated that much of the
information on AP research presented by the College Board is not factual.
“Almost two-thirds of the students achieved grades of 3 or better on the
AP examinations on AP’s five point scale-sufficiently high to qualify for
credit and or enrollment in advanced placement courses virtually all four
colleges and universities, including the most selective. It is an open secret
29
(Hyser,1999) that both this claim and scale disagree with college
standards. This disparity was a sign of a remarkably poor communication
between colleges and the College Board” (Lichten, May 2000).
Lichten contends that a majority of students who take the AP examinations are
not passing. The data indicated that over the past 40 years, grade inflation at the college
level had been in direct correlation to the AP movement. The average grade at Yale in the
1950s was a “C,” and today’s average grade is a “B.” Lichten argued that the growing
number of students taking AP courses is a problem because it forced more teachers to
teach the AP courses that they were not prepared to teach (Lichten, 2000).
Lichten also cautioned high schools about using AP courses for incorrect reasons.
“While AP can be used beneficially to ‘increase students’ abilities to cope
with college-level work, improving student’s writing and communication
skills, providing teachers with professional development, and raising
standards in schools goes beyond the original intent of the program
(Commission on the Future of AP, 2002, p13).”
All indicators showed that AP courses do not work for average or below average
students or for students who are underrepresented. While there are some positives with
the numbers of underrepresented students who have taken these examinations, the data
indicated the average score on the examinations had fallen. In Texas in 2002, only one in
seven underrepresented students passed the corresponding exam for the AP course taken
(Dilling, 2005). With this more recent approach of enrolling students “without making a
30
systematic effort to get them ready, and giving them course credit even if they don’t learn
the course content implied by the course title is not working well either” (National Center
for Accountability, 2005).
A corollary study by Susan Winerbrenner looked at the effects of open enrollment
for AP classes. Teachers, she suggested, faced challenges of coping with students who
are unable to keep pace with the material. This is an added challenge for the teacher who
must meet both ends of the learning spectrum (Journal of Gifted Education, 2006).
Admissions officials at Wartburg College in Iowa are concerned that AP “does
not mean as much as it used to” according to vice president for enrollment, Edith
Waldstein. She indicated that a committee for the college found that those students who
took the Advanced Placement courses were not as prepared as they once were. “They
were not ready for the rigor of college work,” she indicated. Students at The
Massachusetts Institute of Technology are being required to repeat an introductory course
despite taking AP courses. Admission officials at Georgia University in Atlanta raised
concerns about AP scores, as well as the University of Pennsylvania will no longer accept
AP credit for general admission (USA Today, 2006). Kris Klopfenstein, an economist
from Texas Christian University in Fort Worth, stated that the average student does not
necessarily benefit from AP courses because over the past ten years the number of
students who enroll in AP course has increased so much that no one has taken the time to
evaluate whether or not AP is really meeting its objective (Klopfenstein, 2004).
Harvard researcher Philip Sadler recently announced findings which indicated AP
courses do not provide much of a boost for students when they get to college. Sadler and
his team examined 18,000 students enrolled in introductory courses of chemistry,
31
physics, and biology at 63 colleges and universities. The studies revealed a minimal
difference between students who took an AP course in high school and those who had
not. This study parallels the study by Klopfenstein at Texas Christian University. Her
study of 28,000 students from 1999 showed that in the second year of college the students
who took the AP courses showed no higher GPA than those who did not. However, while
Klopfenstein agreed that more students should take AP, the reason for doing so was to
save money in college costs (2004). Chrys Dougherty, the director of the National
Center for Educational Accountability, a nonprofit group from the University of Texas,
was concerned that Klopfenstein might have come to a different conclusion if she had
looked at the exam grades and not just the number who took the AP courses. Dougherty,
in his study of 67,000 Texas high school students graduating in 1998, suggested that
passing the exam was more important than taking the course in determining whether
students graduate on time from college. In a related article, Scott Cech described that for
the past four years the mean score for a passing grade was a three. Despite the rise in the
number of students who participated in AP courses, the number of students who received
a score of three or greater on the examination dropped. The mean score for a grade of
three has dropped from 2.9 in 2004 to 2.83 in 2008. This drop, according to the College
Board is a major concern as well as the widening gap between the racial and ethnic
groups, “particularly those among underrepresented students who are not being prepared
and not having the same resources” (Education Week, 2008).
In their work on AP, the Educational Testing Service found that the number of
students who took the AP exam doubled between 1997 and 2005 but the number of
students who attained the qualifying score of three fell from 65% to 59 % (ETS, 2008).
32
Trevor Packer, the executive director of the College Board’s Advanced Placement
program, indicated that with the vast increase in the numbers, who took the AP exams
that the lower scores were relatively small and a “success of American educators at
expanding access while maintaining quality” (In the News, June, 2007).
This same study also found that there is a significant difference in the ability for
disadvantaged students to participate in AP courses. This report found that less than one
% of the disadvantaged students took an AP exam in schools that offered AP exams.
Schools that were in large metro areas with predominately nonminority populations were
most likely to have AP programs and small rural area schools, particularly in the
Midwest, were least likely to have AP programs. Overall, about five % of the high school
population who attended school that offered AP courses participated in them (ETS,
2008).
The study also found that overall in the 2002-2003 school years only 2.4 % of the
students earned a score of three or better on the AP exam. Afro-American students were
likely to score a zero as a group while Hispanics scored at a 0.6 %. Asian students lead
the category of those who scored three or better with a 4% rate while Caucasian students
had a median score of 2.8 % (ETS, 2008).
How does this compare to the actual number of students who take the AP
program? In 2006 the College Board reported the following graduating seniors taking the
AP Exam by race/ethnicity.
•
African-American students represent 13.7% of the high school population. Of that
percentage, 6.9% have taken an AP exam. Twenty seven percent of those students scored
three or better on the AP exam.
33
•
Asian-American students represent 5.8% of the high school population. Of that
percentage, 10.8% have taken an AP exam. Of those, 63% scored three or more on the
AP exam.
•
Hispanics represent 14% of the high school population. Of that percentage, 14% have
taken an AP exam, and 14% of them achieved a score of three or more.
•
American Indians represent 1.1% of the high school population. Of those, 0.6% took an
AP exam with 44% achieving a score of three or better.
•
Caucasian students represent 65% of the high school population. Of those, 61.8% have
taken an AP exam with 62% scoring three or better (College Board, 2006).
Chart 6: Statistics by Race/Ethnicity for 2006
70
60
50
% of high school
population
40
30
% taking an AP
exam
20
10
0
African
Asian
Hispanic American Caucasian
American American
Indian
% rceiving a score
of 3 or more
The chart above illustrates the number of students in each of the ethnic categories
who received a score of three or better on an AP examination. It appeared that there was a
dramatic increase in the number of students who scored at the three levels. While this
could have been seen as a more positive aspect, and could have been placed in that
section it was placed here to illustrate the difference between the two studies.
34
An article in the New York times written by Rodney LaBrecque believed that AP
has become part of the admission process rather than what it was intended to be: “not
college admission, but as the name says, advanced placement.” LaBrecque indicated that
there are some 40 % of high schools that do not offer AP and therefore make college
admissions more difficult for those students who did not have the advantage of Advanced
Placement programs (LaBrecque, Sept. 2006). This is a definite disadvantage. LaBrecque
went on to say that the AP course is not what most teachers would have taught if it were
not for these expectations of using the AP as part of the admission process. He used the
example of the biology course which required “laboratory experiments, leaving no room
for teacher’s imagination or initiative (LaBrecque p.31).”
An article in Education Week by Ray Talbot (2007) indicated the same sentiment.
Talbot wrote that “too often the essential tenets of liberal education depreciate to the
point of nonexistence in AP courses. Content becomes the king, and the test is an end in
itself, rather than a tool to bridge the worlds of secondary and higher education (Talbot,
R. 2007, p.17).
A report by Dan Carnevale reported that a class action suited was filed in 2006 by
the American Civil Liberties Union which charged that Black, Hispanic and needy
students who attended high schools with few AP offerings were at a disadvantage in
applying to colleges that consider AP classes when deciding whether to admit students.
Also AP students received a bonus of a weighted course grade in by taking an AP course
(Carnavale, D., 2007).
In another report, David Oxtoby indicated that while in 2006 there was a ten %
increase in the number of high school students who took AP courses, Oxtoby cautioned
35
these increases were due to universities creating a belief that AP courses were an asset to
admission to these universities, while missing the real issue of proper preparation of the
students who took the AP test. Did they really come better prepared to learn or just better
prepared to be admitted (Education Digest, 2007)?
Michael Kirst, a Stanford education professor, suggested that “We ought to work
on the existing curriculum, not on funneling people into AP who aren’t ready for it”
(USA Today, 2006). This certainly is the case for some schools; particularly a select
group of private high schools who abandoned the AP program in favor of a program
designed for their students rather than depend upon standardized exams (MSNBC, 2005).
While there are some who believe that working with the existing curriculum is the
best means of serving high school students, there is still a strong belief that AP is the
better method for some students who are very qualified. To that end Indiana offers an online AP program administered through the Indiana Academy through a distance education
television network (icap.indianan.edu/publications/infoseries/txt/is-99.txt, 2003). This
permits Indiana schools to help meet the requirement to offer two AP courses in math and
science as required by the Indiana Code.
The researcher has presented both the pro and the cons of the literature about the
Advanced Placement program and now will review the program from its inception to the
role that it might represent now.
An Historical Perspective of AP
Since 2001 the term “accountability” has become a term that has been pervasive
in education. With the passage of No Child Left Behind Act (NCLB) public schools have
36
felt the pressure to close the gap between the underprivileged and underrepresented and
those more privileged and fortunate. AP classes may be one way to accomplish this task.
The AP program has increased the number of underrepresented students as well as Latino
and Afro-American students taking AP courses and examinations over the past few years.
With NCLB the stakes have increased in terms of making sure that everyone graduates
from high school. One way to achieve this was to use programs that are considered
accelerated or gifted.
One such program began in 1951 at Kenyon College whose faculty held
discussions about permitting strong secondary students to begin working toward a liberal
arts degree before completing high school. The AP program was initiated with the
following colleges: Bowdon, Brown, Carelton, Haverford, Kenyon, MIT, Middlebury,
Oberlin, Swathmore, Wabash, Weselyn and Williams. The idea gained momentum and
twelve colleges formed the Committee on Admission with Advanced Standing which was
funded by a grant from the Ford Foundation for the Advancement of Education (Cornog,
1956, 3). These colleges had three basic reasons for creating such a program:
1.
(Advanced Placement, 2006) The secondary schools were not serving the better
students.
2. The best place for adolescents was in secondary schools.
3. The best teachers for these students are secondary teachers.(Cornog,3)
The committee of twelve colleges added twelve administrators and teachers from
twelve secondary schools and changed the name of their committee to the Central
37
Committee of the School and the College Study. Concurrently at Andover College there
was an English professor, Alan R. Blackmer, along with representatives from Andover,
Exeter, Lawrenceville, Harvard, Princeton and Yale, who were discerning how to gain
the most of the last two years of high school and the first two years of college in terms of
pedagogical value. Their initial report in 1952, General Education in School and College,
suggested that there was no continuity between the two halves. One major consequence
of this failure to connect the two halves was that academically able students were forced
to repeat in college what they already learned in high school and lost academic
momentum (Rothschild,1995).
The major recommendation coming from the report was that secondary schools
offer high school seniors some college-level courses, and that a set of examinations be
given in several subjects with the anticipation that the high school student receive
advanced placement in a course or credit (General Education, 1952, 118).
What made it possible for college to accept high school credit was the
standardization of tests which was calibrated on first year college or university course.
The first courses which were first offered for possible credit were English composition,
literature, Latin, French, German, and Spanish, mathematics, biology, chemistry and
physics. These exams were first developed in 1953-54 with the assistance of the
Educational Testing Service (ETS) which also administered the exams. The exams
differed from each discipline and were administered to both participating secondary
schools and the twelve participating colleges and universities (Valentine, 1989, 84). The
ETS analyzed the tests and created the validation which is a trademark of AP today as
38
well as the cooperation between secondary schools and universities which is the
cornerstone of AP.
In May of 1956 the College Board officially took control of the AP program
offering the first examinations after taking over from the pilot universities at their
request. The first director, Charles R. Keller, came from Williams College, one of the
pilot schools.
April 1960 saw the publication of an article in the Bulletin of the National
Association of Secondary School Principals (NAAAP) which included the following
comment. “The Advanced Placement Program has stimulated an appraisal of the
programs of studies at all levels - the elementary, secondary and higher education. This
examination and searching of the educational enterprise may well produce desirable
improvements and a balance of opportunities for all of our young people.” (Valentine,
1987, 89) By 1962 The College Board had made a commitment to teachers for training
and the number of examination increased to 10,000 and by the 1970’s the numbers rose
to 72,000 and increased to 160,000 by the 1980’s.
Twenty-six years ago in 1983 A Nation at Risk articulated the country’s
weakening importance in commerce, industry, science and technology innovation (A
Nation at Risk, 1983). This document was the first to encourage high school students to
take four years of English and at least three years of math, science and social studies. The
1990’s saw a greater increase in the number of AP examinations to over a half million
and the number of schools participating rose to 9,000. This increase fit into the A Nation
at Risk document’s call for greater academic prowess for secondary schools. The College
39
Board began to see a need to open the program to lower grades. There was also a
movement by the College Board to increase the participation of urban high schools which
had a greater number of underrepresented students and were not part of the early history
of the AP program (Rothschild, 31). During the 1990’s the College Board development
committee began to create a curriculum that was broadened by making courses more
challenging.
More recently in 1999 the U.S. Department of Education report, Answers in the
Tool Box, supported the view that one’s success in high school depended upon the
academic intensity of the curriculum. In 2006 in The Toolbox Revisited, reaffirmed the
1999 findings and found the most significant contributor to college completion was still
academic intensity, and that the AP intensity is most clearly indicated by successful
performance on AP exams (Alderman, 2006).
Also during the 1990’s the College Board development committee began to create
curriculum that was broader in making the courses more challenging. They began to see
as their obligation the unique ability to link high school curriculum to higher education
(Access to Excellence). This is a direct reflection of what the original report of the
General Education and the School had intended.
By 2006 the College Board had seen an increase in participants but a lowering of
the average score. The universities and colleges considered to be some of the best were
no longer accepting a score of three as an acceptable score but had increased to accepting
in some cases only a five. The College Board responded by creating an audit of all of its
courses. And at the same time the College Board saw the need for technology to be more
40
of a participant in the AP program. Counselors are encouraging students who reside in
schools who populations are small, located in rural areas or in school who have a large
percentage of underrepresented students to enroll in online AP courses. This has been
successful in Florida where the percentage of Afro-American students rose from 3%
participation in 1998 to 14% in 2005. In Iowa which has many rural areas money from
AP Incentive Programs were used to educate students in rural areas about online
opportunities (www.ed.gov/admins/lead/academic/advanced/report_pg17.html).
During this period of AP growth the issue of the gifted child or the accelerated
student was debated. Where programs such as IB and AP really considered program that
fit the description of an accelerated program. According to the work of Van-TasselBaska, 2001 it meets the criteria: which is using material which is advanced by one or
two years. Van-Tassel-Baska continues to make the case that AP is a viable program for
the accelerated learner as it is the most popular secondary program among gifted
students, their parents and their schools (Kolitch and Brody, 1992). Since the late 1970’s
gifted students reported that AP is the most beneficial program taken during (Kolitch,
1992) the high school years. Research on the benefits of acceleration included: improved
motivation, scholarship and confidence, prevention of habits of mental laziness, earlier
access to and completion of, more advanced opportunities, and reduction of total cost of
university education and time toward a degree (Swiatek, 1993).
Overall, the College Board, after fifty years, has keep pace with technology as
well as making the concerns of the accelerated learner a non factor but keeping with the
41
original intent of the committee in 1951 of attempting to find a way for those gifted
learners to be more engaged in their secondary education.
Summary
What did the review of the literature tell the researcher about the status of
Advanced Placement as it was in 2006? The reviews were mixed. There were some
researchers who believed that the Advanced Placement program is what high schools
across the United States needed to engage students in the educational process. Others
argued that Advanced Placement was not needed, and cited several schools that
abandoned the Advanced Placement program in favor of a curriculum that was not as
strict in the sense that creativity was curtailed.
Much was written about underrepresented students. These students who were the
minority did not fare as well in the AP curriculum as did the Caucasian population. These
underrepresented students were encouraged by some school districts to participate in the
AP program and over the past eight years participation increased but the number of exam
schools fell in total number. This was the trend in the early part of the 21st Century which
leads the College Board to search for some answers. This lead to an AP course audit
which was announced in the fall of 2006. This guaranteed that all courses labeled AP
were actually AP in content and not whatever the teacher thought was AP. Colleges
began to view AP, not as a viable indicator of college readiness resulting in some
universities and colleges to no longer accept a grade of “three” as a satisfactory score by
which college credit was awarded. Though some research indicated that students who
42
scored a “three” on the AP exam did better than those college students who took the
introductory college course.
Some of the researchers believed that AP had lost its original intent and was now
more part of the college admissions process. The result marginalized the
underrepresented student even further in the college admissions process. A study of the
history of the AP program was presented at the end of the review of the literature to
determine whether AP had changed its focus. They large number of students partaking in
the program would indicate that this might be true. The program was designed early on
for a select group of students. However with NCLB it would appear now that that AP
program might be a solution to bridge the educational gap.
43
Chapter Three
Methodology
The purpose of this chapter is to describe the process that was used to obtain
information to ascertain the status of the Advancement Placement Program in Indiana in
2006. The chapter includes the research questions presented in Chapter One.
Research Questions
The questions are:
1. Did Indiana increase the number of students scoring at the highest levels of
Advanced Placement exams over the past year?
2. Was there a correlation between the number of students taking the Advanced
Placement courses and subsequent exams and graduates going to college?
3. Did teachers with more experience have a greater impact on AP scores than
teachers with less experience?
4. To what extent did poverty correlate with AP scores?
5. How did ethnicity correlate to AP scores?
6. Did the size of the school/district impact scores on the AP examinations?
Hypothesis
The researcher decided to use the null hypothesis for each of the following:
44
1. There was no significant difference between the numbers of schools/districts whose
students scored at the highest levels (3-5) on the Advanced Placement tests than those in
the previous year.
2. There was no significant difference between the schools/districts whose students took
the Advanced Placement courses and subsequent exams and the number of students
from those schools/districts that went to college.
3. There was no significant difference in teachers who had more years of experience and
taught Advanced Placement courses than those who had fewer years experience and
taught Advanced Placement courses.
4. There was no significant difference between schools/districts with a high percentage of
students participating in the free/reduced price lunch program compared to
schools/districts with a low percentage of students participating in the free/reduced price
lunch program.
5. There was no significant difference between those schools/districts who students had a
higher level of non-Caucasian students than those who had fewer non-Caucasian
students.
6. There was no significant difference in students with higher Advanced Placement test
scores in schools/districts had populations than those with smaller school populations.
General Methodology
The researcher conducted a descriptive study. The researcher looked at the
importance the Advanced Placement program in Indiana as it existed. The researcher
used information obtained only from the Indiana Department of Education and the
College Board. The College Board was the organization responsible in 2006 for the
Advanced Placement program in the State of Indiana.
45
The researcher collected data that could be obtained by any citizen. Since the
citizens of the state pay for the Advanced Placement program, the data was scrutinized in
order to make a determination to continue to fund the Advanced Placement program
based upon the data provided by the State of Indiana and its Department of Education.
The researcher compiled all of the information needed to complete this study from
the website for the Indiana Department of Education using the section for each school
called K-12 School Data. The researcher accessed this site. He had to click on the site
entitled Data for one school or one School Corporation in Indiana.
Additional information was obtained from the College Board. The College Board
website was the source of information for the AP program and more specifically,
information for the State of Indiana. Information obtained from the College Board was
obtained from several of the sites within the College Board website. These included the
College Board data for the State of Indiana as well as other states, and the 2006 annual
report of the College Board on the state of the AP program.
The researcher looked at every public high school in Indiana which was operating
in 2006. Excluded were charter schools which were considered too new to make
comparisons. The researcher excluded private schools whose data were not found on the
website entitled Data for one school or one School Corporation in Indiana. The study
placed all the public schools into three categories:
•
Size of school based on IHSAA classification for football teams;
•
Schools in each county; and
•
Schools in each school district within a county.
46
Phase One -The High School Information
The researcher placed the data for the school year 2006 for each Indiana public
high school into the following categories on an excel spreadsheet:
•
Attendance Rate
•
County
•
Degree held by AP teachers
•
District
•
Free and Reduced Price Lunch
•
Graduates pursuing college
•
Graduation Rate
•
IB status
•
Number of AP courses
•
Number of AP teachers
•
Number scoring three or greater on AP examinations
•
Percentage of Non/Caucasians
•
Percentage of students taking AP courses per school
•
Plus or minus percentage from the previous year
•
Plus or minus percentage from previous years for those who received a score of three or
greater on the AP examination.
•
School
•
Size of school by IHSAA football class size
The data was sorted into various categories:
1. The data was sorted into one of the 92 Indiana counties;
47
2. The data was sorted into one of the 289 Indiana school districts; and
3. The data was sorted into one of the Indiana High School Athletic Association (IHSAA)
football classifications. The IHSAA has a class system for most of its athletic programs,
the exceptions being Cross Country for both males and females; male and female soccer
programs and male and female golf. The IHSAA has such a classification system for its
high schools that have football programs. The classification system lists the largest
schools as Class 5, the second largest group as Class 4; the third largest schools as Class
3; the fourth largest schools as class 2 and the smallest schools with football programs as
Class 1. Schools without a football program in 2006 were given the classification of zero
for purposes of this study. Schools are sorted for football purposes by the size of the male
enrollment. In 2006 there were 317 schools which had a football program. This included
private schools which are not included in this study. The IHSAA divided the schools into
groups as follows: Class 5- 1-63 largest schools; Class 4 64-126 the next largest schools;
Class 3 127-189 the next largest schools; Class 2 190-253 the next largest schools and
Class 1 254-317 the smallest schools
The researcher then determined the following categories as being significant to
the study for each of the 349 schools:
Attendance Rates; Graduation Rates; graduates pursuing college; number of AP
courses; number of AP teachers; the educational degrees of those teaching AP
course; the educational experience of those teaching AP courses; percent of nonCaucasians; percent of students eligible for free or reduced price lunch; percent
of students who took and AP courses; percent of students who achieved a score
of three or greater; size of school based on the IHSAA football classification.
48
In order to do this the researcher had to access the Indiana Department of
Education Website. Within that website is a link to school data. The researcher had to
search all 349 schools one school at a time. Some of the data was more easily mined than
others. The State Department of Education had a percentage data for the following items
which were determined to be significant for the study: attendance rates, graduation rates,
graduates pursuing college, free/reduced price lunch percentage, the percentage of
Caucasians and non-Caucasians, as well as the percentage number of students who took
AP and the percent who achieved a three or greater. What the researcher had to do to
mine the data on teachers was to examine each individual school, then look at each
teacher and manually record each AP class the experience and degree of the teacher who
taught that particular AP class.
The researcher then sorted the schools into the following groups:
•
School Districts;
•
Counties; and
•
IHSAA football classifications
To accomplish the above classifications the researcher had to retrieve from the
IHSAA website a list of high schools who participated in football in 2006. The researcher
then had to remove any private or religious schools from the list, as they were not
included in the study. The researcher had to also find the names of all the 92 counties and
then determine which schools qualified for the study. The website lists all the schools in
the district. Since some schools are 9-12, some 7-12 and some 10-12 the researcher
needed to be tedious and exact in this determination.
49
The researcher will take all of the data that was written on individual sheets for
each school and enter them onto a spread sheet. One of the difficulties will be to visually
see all of the material, as the amount of information will be extremely large.
The researcher decided to breakdown the data into the following categories which
is listed in the table below. Since the IHSAA football classification system has five
classes, the researcher used the same classification system to break down the data. A
sixth category of zero was added to simulate the schools that did not have football
programs. Zero is the smallest and five is the largest. In the table below the researcher
broke down the data to show the extremes in each of the categories. To determine how to
place the data into the correct category the researcher matched the IHSAA in how it
classified it schools for football classes. The IHSAA divided each one of its classes by
groups of 63. It was necessary to remove the private and religious schools as they were
not a part of the study. That left 58 schools to make up each of the six classes. The same
classification was used to determine which number was placed in each level below and
into each category. The researcher counted 58 schools in each category. Each category
has no significance to the other but is a simple breakdown of data which was made by
dividing all the data by 58 different classifications.
The charts that follow show the twelve categories that will be researched in this
paper.
50
Change in
percentage of
scores 3 or
more on AP
exams
Percentage
of all
Students
Pursuing
College
Number of AP
Courses per
school
Percentage of
Students
taking AP
Classes
Change in
Percentage of
Students
taking AP
Classes
Percentage of
Students scoring
3 or higher on an
AP Exam
0
0
-99—75
0
-99—75
Below 50
0
1
1-10
-74—-50
10-20
-74—-50
50-59
1-3
2
11-20
-49—-1
21-30
-49—1
69-69
3-4
3
21-30
0
31-40
0
70-79
5-6
4
31-40
+1-+49
41-50
+1-+49
80-89
7-8
5
41+
+50-+99
51+
+50-+99
90-100
9+
Number
of AP
Teachers
Graduation
rates
Free and
Reduced
Lunch
Attendance
Rates
Percentage of
NonCaucasians
0
Below 50
51+0-9
86-94.2
0-2
0
Teachers
with
Master’s
Degree
Teaching AP
Courses
0
Years of
experience
of AP
teachers
1
50-59
41-50
94.3-95
3-4
0-1
1-3
1-4
2
60-69
31-40
95.1-95.5
5-6
2-3
4-5
5-10
3
70-79
21-30
95.6-95.9
7-8
4-5
6-7
11-19
4
80-89
41-50
96.0-96.5
9-19
6-8
8-9
20-29
5
90-100
0-9
96.6-100
20+
9-+
10-+
30+
0
The six levels represent the smallest to the largest that could be found in each of
the twelve categories. While this is not the basis for this study the researcher will use it as
a further analysis in Chapter 5 to determine which district and size of school might
produce a better education as it is weight against sending graduates to college. This
51
research might be useful to another type of study in terms of determining which the most
effective public schools in Indiana are.
Research Design
This study implemented a basic quantitative research and used descriptive
statistics as the approach. There was one large group studied by the researcher. This
group was identified as the Indiana Public high schools. Within that group several sub
groups were identified. There were high schools based by size on the IHSAA football
classification system by district; schools with AP and IB; schools with zero AP courses to
schools with as many as 35 AP courses; schools with students who are economically
disadvantaged; schools who students have a large non/ Caucasian population; schools
with many students pursuing college; schools with students with high graduation rates
and schools who students have below standard attendance rates. All of the data for this
study was obtained from the data base of the website for the Department of Education
and the College Board.
The researcher attempted to create a picture of the AP program by using
information available to anyone in the country. The citizens of Indiana might be more
interested in the data as well as educators not only in Indiana but across the country. The
researcher attempted to make some evaluation as to the effectiveness of the AP program
using the data provided by the state’s website and the College Board as the sole sources
of information. This information was used in the Review of the Literature section as a
basis for defining the data from the website of the Indiana Department of Education.
The researcher took the data from the Indiana Department of Education and sorted
the information into categories which the researcher perceived would have an effect on
52
determining the importance of AP in Indiana public schools. These categories were
placed in a spreadsheet and then analyzed and sorted into smaller groups.
The researcher wanted to see which types of schools were using AP to further
education and which school districts were further advancing education by offering the AP
curriculum. To accomplish this: the researcher reviewed the following data: the number
of AP courses offered; the educational experience of the teachers; the number of students
who took AP; and the number who were successful in their completion of the AP
program. Using graduation rates; college pursued percentages; free and reduced lunch
data and attendance rates as well as ethnicity rates the researcher was able to come to
some conclusion about AP although limited by data only.
Limitations
The following limitations were established for this study:
•
The study was limited to data obtained solely from the Indiana Department of
Education and the College Board;
•
The study was limited to one school year (2006) as it was determined to be a
pivotal year in the history of AP;
•
The study was limited to one state (Indiana). This state was chosen because
the researcher lived in Indiana and there was no existing research on AP in the
state as well as Indiana has the lowest graduation of all the states surrounding
it including Iowa, Michigan, Ohio, Minnesota, Kentucky, Illinois and Kansas
(Schroeder, 2007);(p.6) as well as Wabash College was an original member of
the committee which lead to the creation of AP
53
•
The study was limited to public high schools using no data from private or
charter schools. The Indiana department of education did not provide data for
private schools and data for charter schools was limited due to being relatively
new;
•
No individuals were asked clarifying questions concerning the data; and
•
No surveys were given.
Statistical Treatment
Q1: Did Indiana increase the number of students scoring at the highest levels of
Advanced Placement exams over the past year?
For question number one the researcher used a Chi Square Goodness of Fit Test to
determine if there was an increase in the number of students who scored at the highest
levels on the Advanced Placement test from the previous year (2005). Using the formula
of x2 = sum of observed minus the experimental squared divided by the experimental
group. For these questions the researcher took the sums of the pluses from 2005 to 2006
and the sum of the no changes from 2005 to 2006 and the sum of the minuses from 2005
to 2006 and placed those numbers into the formula. This method was used because there
are no specific number for comparison but on a plus or minus from 2005 to 2006. The
Chi Square Goodness of Fit tests is best to show a difference when there are only 2
degrees of freedom and will best determine the amount of decline or growth from the two
years analyzed.
Q2: Is there a correlation between the number of students taking the Advanced Placement
courses and subsequent exams and graduation rates?
54
For question number two the researcher used Scatter Plots to show the
relationship between the number of students who took Advanced Placement courses and
exams and those going to college and graduating from public high schools in Indiana.
To view this information the researcher used Scatter Plots to show the difference
in students taking the AP exams and those students in those schools planning to attend
college. To obtain the data the researcher selected 35 schools. 35 schools were selected as
a ten percent of the total populations of all schools. These schools will be chosen based
on their place in the alphabetical location of all Indiana Public high schools. The results
are from the following size of schools. Thus the selection of these schools will be at
random selection and will play no favorite in the selection of smaller or larger schools.
The use of a scatter gram will provide a visual picture of the percentage of students who
graduate from high school and the percentage that go to college as well as the comparison
of graduates as compared to those who take AP exams.
Q3: Did teachers with more experience have a greater impact on AP scores than
teachers with less experience?
For question number three the researcher used the Person product-moment
correlation coefficient to determine if the experience and degree of the teachers in the
Indiana public schools had a relationship to the number of students pursuing college.
By using the Pearson the researcher can easily portray the average years of
experience of all Indiana teachers and then those who have a Master’s degree. This
coupled with years of experience creates a picture of what teachers are instructors in the
AP program.
55
Q4: To what extent did poverty correlate with Advanced Placement scores?
For question number four the researcher used the Pearson product-moment
correlation to determine if there was a relationship between those who had taken the
Advanced Placement exams and those who received free/reduced price lunches. To
determine this relationship the researcher chose schools from three categories. Seven
schools were selected from counties who had only one school in the county and the
school had to be a high school and not a combination of middle school/high school. Four
medium size counties and four large counties were selected.
These small counties are: Fayette, Huntington, Jay, Martin, Ohio, Owen, Pike and
Union. The four counties of middle size population were: Delaware, Elkhart, Madison
and St. Joseph. The large counties selected were: Allen, Hamilton, Lake, and Marion.
Q5: How did ethnicity correlate to Advanced Placement scores?
For question number five the researcher used the Pearson product-moment
correlation to determine the relationship between those who took the Advanced
Placement tests and ethnicity by using the number of non-Caucasians.
The researcher looked at the Indiana public schools in terms of minorities to
determine if there was a relationship between the numbers of non/Caucasians who took
AP exams. The researcher broke the schools into three categories: those with a population
of 40 % or more minorities; those with 10-40 % minorities and those schools with 10 %
or less minorities.
56
Q6: Did the size of the school district impact scores on the Advanced Placement
examination?
For question number six the researcher used a simple Pearson product correlation
using the numerical population of each school and district.
To obtain this information the researcher looked at school districts. Again the
districts were evaluated in terms of three sizes: the smallest districts the medium sized
districts and the largest districts. Again, one of the reasons for Advanced Placement
courses and subsequent exams was to reduce the cost of college education. This question
focused on how many students went to college from the district as well as the number of
Advanced Placement classes taken. Was the minority population as well as free/reduced
price lunch a factor? Was the graduation rate and number of AP tests and AP tests with
scores greater than three a factor for a school district?
The school districts selected were the ten smallest, the ten in the middle and the
ten largest. Districts selected had to have a high school which stood alone as only a high
school. The ten smallest districts used in this research based on the above criteria were:
Medora, Turkey Run, North Vermillion, Whiting, Attica, Tri County, Edinburg, Springs
Valley, Hamilton County, and Rising Sun. The middle- sized school districts selected
were: Pike County, West Noble, Greater Clark County, West Lafayette, Mississinewa,
Batesville, Vigo County, Lake Ridge, North Montgomery, and North Harrison. The ten
largest districts selected were: Wayne Township, Carmel Clay, Warren Township,
Washington Township, Penn/ Harris-Madison, Lake Central, Pike Township, Lawrence
Township, Merrillville, and Portage.
57
Summary
The study examined all public schools (excluding charter schools) and school
districts in the state of Indiana during the 2006 school year to determine the success of
the AP program after fifty years by using data provided only by the Department of
Education and the College Board
The researcher studied the schools in terms of their sizes and the effect that this
had on AP scores. The researcher looked at the underrepresented population to determine
if students who come from higher income levels scored better on AP exams and also did
they have as many AP courses in their personal curriculum as those who came from
lower incomes. The researcher looked at the type of teacher who taught AP students. Did
schools have the more experienced instructors teaching the AP curriculum? Did smaller
schools send as many students to college as the larger schools? Did larger schools offer
more AP classes? Did the students in the larger schools have more AP courses taken in
relationship to students attending college?
The researcher examined all schools from varying aspects to determine if the AP
program is a worthy program for public schools to consider as a part of the curriculum by
using various research options such as the Pearson product-moment correlation
coefficient; scatter plots; compare and contrast data and a Goodness of Fit Test.
Using the various methods identified above, the researcher presented six research
questions in Chapter One and repeated in Chapter Three and six null hypotheses. In
Chapter Four the researcher will present the data which will be produced from the various
methods of statistical analysis as presented in Chapter Three.
58
The data from 2006 is important to school administrators because while it was
significant in that it ended fifty years of AP programs in Indiana, as well as across the
country. 2006 marked the end of open courses in that after 2006 each AP teacher had to
have his/her courses audited by the College Board because so many students were taking
the AP curriculum and obtaining lower scores. Something seemed to be amiss. It also
represented a year when money from the private sector was funneled into schools to
improve AP and Indiana did not participate or receive any funding including the
Excelerator money given by Bill and Melinda Gates. Additionally, Indiana began a new
curriculum program called Core 40 in 2007 which resulted in more AP and IB courses as
well as more money for schools. Another change in 2006 marked the beginning of Italian
and Chinese as new AP courses. These bench marks are significant and the data
collected from the year 2006 will set a baseline for future research.
In Chapter four the researcher set forth the public data from 2006 from the public
schools in Indiana (excluding charter schools.) This data will lead to a determination in
the effectiveness of the AP program as it moves towards the next generation of students
and a possible next 50 years of the AP program. The data will represents a starting point
for further research, potentially for educators and legislators who must determine where
funding is best spent.
59
Chapter Four
Presentation of the Data
This chapter represents data gathered from the College Board website and from
the Indiana Department of Instruction website. The data from the Indiana State
Department was collected from each individual school. In Appendix C a list of all the
schools is provided. The list is taken from the Indiana football classification system of the
IHSAA and includes all schools which play football in the state of Indiana Thus the list
includes private schools not used in this discussion as well as public schools which do not
have a football team. Appendix D provides a list of all the school used in this study.
The table below presents the scope of the AP program as it existed in the Indiana
public schools in 2006. The following are the courses and the number of AP courses
offered by the 349 high schools in the State of Indiana compared to the remainder of the
country:
AP Course Name
Art History
Biology
Calculus AB
Calculus BC
Chemistry
Computer Science A
English and Composition
English Literature
European History
Environmental Science
French Language and Literature
German
Number of Courses in Indiana
6
95
243
22
97
7
51
114
24
11
10
8
Number of Courses in
the United States
1,364
8,111
11,526
4,371
6,493
2,101
8,168
11,904
4,194
2,225
3,979
1,320
60
AP Course Name
Government and Politics Comp. and US
Human Geography
Italian Language
Latin Virgil and Literature
Macroeconomics
Microeconomics
Music Theory
Psychology
Physics B
Physics C
Spanish Literature
Statistics
Studio Art-Drawing
Studio Art 2 and 3
US History
World History
Number of Courses in Indiana
35
3
1
2
9
13
10
15
45
2
27
23
49
2
24
15
Number of Courses in
the United States
7,023
890
311
1262
2,622
2,189
2,074
3,860
2,074
1,401
1,415
4,464
2,759
5,254
10,465
2.849
From the data presented above, it is difficult to determine how Indiana compares
to the rest of the country in terms of courses offered. It is obvious that Calculus AB is a
strong AP course in Indiana. Indiana represents approximately 2% of all schools offering
AP Calculus AB while Studio Art 2 and 3 represents only .01247% of all the schools.
This data begins to set a perspective for the data which follow.
While the International Baccalaureate (IB) is not a part of the AP program it is
worth mentioning because it is a program that could be seen as a competitor to the AP
program. If the IB program would emerge as a strong competitor to AP in the Indiana
public schools, then the AP program might suffer in numbers. The researcher presented
the following data about public schools in Indiana which offered the IB program as a
source of comparison of the two programs which are considered to be the most rigorous
61
of courses as compared to the remainder of the high school curriculum and which offer a
chance of college credit.
The following schools have IB programs. The number beside the school
represents the size of school as determined by the Indiana High School football
classification system.
School
Adams Central High School (Adams Central Community Schools)
Ben Davis High School (MSD Wayne Township)
Benjamin Bosse High School (Evansville Vanderburgh Schools)
Goshen High School (Goshen Community Schools)
Carmel High School (Carmel Clay Schools)
Ft. Wayne Southside High School (Ft. Wayne Community Schools)
Lawrence Central High School (MSD Lawrence Township)
Lawrence North High School (MSD Lawrence Township)
Northwest High School (Indianapolis Public Schools)
Valparaiso High School (Valparaiso Community Schools)
Football
Classification
5
5
3
5
5
5
5
5
5
5
Nine of the ten IB schools come from the largest class (5) and only one from a
smaller class. The data reflected that the rate of graduates that go to college from these IB
schools was 77.8% (Department of Education, 2006). If we compare the AP schools in
classification group five then the data reflected that those schools had a 69% rate of
graduates to college (Department of Education). However, when AP courses are added to
those schools, then for every AP course offered in these schools there was a slightly more
than 1 percent increase in the number of graduates going to college. Thus if a school
offered ten AP courses and were in the classification size of 5, the largest schools, then
the number of graduates going to colleges rises from the average of schools that size with
62
no AP courses, which was 69 percent, experientially in relation to the number of AP
courses and the number of students.
Since there were only 10 schools with IB programs, and even though the
percentage of students that go to college seems to reflect a significant increase, there are
really not enough schools with the IB program to draw any major conclusions. The data,
while very small, do not necessarily indicate that there is a high graduation rate from
schools which have an IB program.
No further reference will be made in the study to IB. This data was presented to
show the lack of participation by Indiana in the IB program which puts a more significant
importance on AP in Indiana since both programs are thought to be the most rigorous of
all curriculums. Smaller schools cannot or do not participate in the IB curriculum. The
remainder of this work will focus on the AP data and will look at the correlation between
graduates to college and other factors, such as teacher experience, poverty rates, location
and size of school.
As stated earlier, the information obtained for this study was limited to data from
the Indiana State Department of Education and information from the College Board. All
information obtained was found on the websites for both organizations. The data was
inputted on an Excel spreadsheet to be sorted and analyzed. There were no interviews in
this study after it was determined in a phone call with the Department of that all the
information that could be released was located in the data base on the website. It should
be noted that the College Board was contacted and the request for information was
refused.
63
The first set of data that the study analyzed was whether there was an increase in
the number of students scoring at the highest levels of the AP exams over the past year.
To determine this answer, the researcher used a Chi Square Goodness of Fit Test to
determine if there was an increase. The reason that this is important to the study is that
every program should improve from one year to the next. In addition it has increased
importance in that a criticism of the AP program has been that more students are taking
the courses and as a result the average score has decreased. This approach will indicate
whether or not there is a change in the individual school within the state.
The chart below is the result of a Chi-Square Goodness of Fit test for the data in
the percent of change in AP scores of 3 or higher. The Not Available (NA) values have
been omitted.
The available data only records whether there was an increase or decrease from
the previous year (not how much change), and the count of how many schools recorded a
lower % (minus), the same % (No Change), or an increase in the % (Plus). The test
assumes that if there really is no difference, we would expect equal number of schools to
stay the same, or increase, or decrease just by chance variation from year to year. This
may not be a valid assumption, especially since this data does not take into account the
change in the number of students taking exams, or additional courses offered. The ChiSquare value is most likely artificially large since the No Change category is only 29, but
this does not take into consideration how much change occurred. If a school only
increased or decreased by 1%, this would show up in one of those columns. If only a
change of + or - 3 or 5% was considered significant enough to not be counted as No
64
Change, the researcher would suspect the results of this test to be much different and
much less significant.
The chart below is the result of the Chi-Square test for the change in the
percentage of students taking AP tests at Indiana schools. The NAs have been omitted.
Chart 7: Change in Percentage of Students
Taking AP Courses
60%
52%
40%
20%
30%
18%
0%
Decrease in
percentage
No Change in
percentage
Increase in
percentage
The problem with this test is similar to the other Chi-Square test. Without
knowing the actual amount of change, or the cause of the change (more /less students
attending that school, more courses offered, additional teachers, etc), it would be
irresponsible to place any significance on the results of this test. As can be seen by the
counts in the three categories, over half the schools increased the percentage of students
taking AP courses. This may be the most important characteristic of this data, because
the national and local data have indicated an increase in participation of students
participating in AP examinations.
The following table is a test for independence if the change in the percent of
students scoring 3 or above is independent of the change in the percent taking AP
courses.
65
Minus
No Change
Plus
Row Summary
Minus
30 (30.5)
6 (5.9)
35 (34.6)
71
No Change
13 (19.8)
9 (3.8)
24 (22.4)
46
Plus
72 (64.6)
7 (12.4)
71 (73)
150
Column
Summary
115
22
130
267
The results are at the 5% significance level (p = .012), but once again since the
amount of change is not recorded, the "No Change" category for the percentage scoring
three or above is most likely artificially small, creating a larger chi-square statistic. The
largest contributing cells in the chart are in the No Change column or row. The only
other "significant" difference is the Minus column and Plus row where the difference of
observed from expected is 72 - 64.6 = 7.4. The researcher found the data gathered for the
question is basically inconclusive. While we can say that there were more students
scoring at a higher level than the previous year the data do not indicate if there were more
students participating and therefore it would more likely have a greater percent increase.
If, however, there were more AP exams offered then there could be an increase in the
numbers of students scoring at a higher level. We can say that there were more and that is
the only conclusive fact we can indicate from the data.
The second question the researcher wanted to determine was this: was there a
correlation between the number of students taking the AP courses and subsequent exams
and graduation rates. The researcher determined that a scatter plot would be the best
statistical instrument to show if there was a correlation. This is a significant question if
the AP program is a value to educators and their students. There needs to be some
66
correlation between those students taking AP and those who do not and subsequent
graduation rates.
The researcher used 35 schools or 10 percent of the total public schools in Indiana
and had a simple system of choosing every ten schools from a list of all schools in the
study (Indiana public schools.) The list is alphabetical (found in Appendix C). The two
Scatter Plots below show the difference between the two groups.
The schools and their classifications are as follows:
School/IHSSA Classification
1. Taylor/ 2
11. Logootee/0
21. Northwood/3
31. East Chicago/5
2. Warren
Township/5
3. Noblesville/5
12. Northfield/1
22. Eastbrook/4
32. Eminence/0
13. Delphi/2
23. Centerville/0
33. South Central/1
4. North
Vermillion/1
5. South
Dearborn/4
6. Richmond/5
14. MadisonGrant/2
15. Valparaiso/5
24. Northeast
Dearborn/0
25. Eastern/1
34. Oak Hill/2
16. Greencastle/3
26. Princeton
Community/2
7. Fishers/5
17. Lawrence
North/5
18. Homestead/5
27. Warsaw/5
19. Hebron/0
29. Danville/0
8. Blue River
Valley/0
9. Penn/5
10. Pike Township/5 20. Logansport/4
35. Scottsburg/0
28. Greenfield
Central/4
30. LaCrosse/0
The first Scatter Plot (Chart 8) shows the percentage of students graduating from
the 35 high schools. The range was from 60% to 94% with an average percentage of
79.4%. The average percentage for all schools in Indiana was 80.14%.
67
Chart 8: Percentage of High School
Graduates
100
80
60
40
20
0
5
10
15
20
25
30
35
The second scatter plot (Chart 9) shows the percentage of graduates from the 35
schools that go on to college. The range is from 44% to 96% with an average of 74%.
The average percentage of all Indiana high school graduates that go on to college is
73.36%.
Chart 9: Percentage of Graduates Going to
College
100
90
80
70
60
50
40
30
20
0
5
10
15
20
25
30
35
Using the data from the same 35 public schools the researcher learned that
average percent of students taking the AP exams was 9.7 percent while the average for all
public schools was 11.2 percent.
68
If the information is placed into a Scatter Plot the results look like the following
chart.
Chart 10: Comparison of Percent of
Graduates to Percent of Graduates taking
the AP Exam
100
80
60
40
20
0
Percentage of
Graduates Taking AP
Exams
Percentage of High
School Graduates
0
10
20
30
40
The Scatter Plot illustrated that there is little resemblance to those who go to
college and those who take AP exams.
The researcher then looked at all the schools classification places used for this
study. Schools are divided into six equal categories based on their population into a
IHSAA football classification system. Those schools without football programs form
category 0. The graphs and scatter plots are listed from 0 to 5, or smallest to largest.
The Scatter Plot below represents the number of AP courses taught in the smallest
of schools (category 0)
Collection 1
Scatter Plot
110
100
90
80
70
60
50
40
0
1
3
4
AP_Course
Grads_to_College_ = 2.92AP_Course + 68; r2 = 0.080
IHSAA_Football_Classification
2
= 0
5
6
7
69
As the graph indicates in the sample from the smallest schools the data indicates
that the expected graduation rate is 68 percent. The slope of the line and the data confirm
that there is almost a 3 percent increase in the number of students who will go to college
to college because of the AP curriculum. The following graphs are for the remainder of
the classification system from 1-5.
This graph represents the number of AP courses taught in schools whose category
classification was 1.
Collection 1
Scatter Plot
90
80
70
60
50
40
4
5
3
AP_Course
Grads_to_College_ = -0.0629AP_Course + 68.4; r 2 = 0.000084
0
1
IHSAA_Football_Clas s ification
2
6
7
= 1
The graph for classification system 1 indicates that the expected graduation rate is
68.4 percent and that there is basically no increase in the graduation rate based upon the
number of AP courses offered in the schools sampled for this category.
The following graph represents the number of AP courses taken in category 2 public
schools.
70
Collection 1
Scatter Plot
110
100
90
80
70
60
50
40
0
1
3
AP_Course
Grads_to_College_ = 0.826AP_Course + 72; r2 = 0.010
IHSAA_Football_Classification
2
4
5
6
= 2
The data from the graph which represents classification 2 shows that there is an
expected graduation rate of 72 from the school samples in classification 2 and that
because of the AP courses offered about 1 percent more of students (.83) will go to
college
The graph below represents the number of AP courses taken in category 3 public
schools. The data provided from classification 3 indicate that the expected graduation rate
from this sample is 71.6. Again, because of AP classes, the result is that there is an
increase of about one percent more student (.95) will go on to college because of the AP
curriculum.
Collection 1
100
Scatter Plot
90
80
70
60
50
0
4
AP_Course
Grads_to_College_ = 0.956AP_Course + 71.6; r2 = 0.032
IHSAA_Football_Classification
2
= 3
6
8
71
The graphs below represent the data for the second largest classification of school which
is group 4.
Collection 1
Scatter Plot
100
90
80
70
60
50
40
0
2
4
6
8
10
12
AP_Course
Grads_to_College_ = 0.626AP_Course + 70.7; r 2 = 0.031
IHSAA_Football_Clas s ification
14
16
18
20
= 4
The data from this sampling of schools in classification 4 indicate that the
expected number of students going to college is 70 percent. As a result of AP courses
there is a little more than half percent more students (.63) going on to college because of
the AP curriculum.
Collection 1
100
Scatter Plot
90
80
70
60
50
40
30
0
2
10
12
AP_Course
Grads_to_College_ = 1.17AP_Course + 69 ; r 2 = 0.22
IHSAA_Football_Clas s ification
4
6
= 5
8
14
16
18
20
72
The data represented by group 5, the largest schools sampled, indicated that the
expected graduates to college would be 69 % and because of the AP curriculum 1.17
percent more graduates will go onto college.
As evidenced by the graph above the larger schools offer more AP exams and
thus have the more AP teachers. However the data shows from the sampling that the
students who attend the schools in the classification 0 have a greater chance of going to
college because of the AP curriculum than any of the other classifications and yet have
the lowest expected graduation rate (68%). Based upon this data there is little evidence
to indicate that more students in Indiana public high schools attend college in 2006
because of AP courses.
Collection 1
Scatter Plot
100
80
60
40
20
0
0
2
4
6
Grads_to_College_ = 0.999AP_Course + 70;
8
r2
10
AP_Course
= 0.078
12
14
16
18
The following graphs represent the number of graduates planning to attend
college from each of the six school sizes. The red represents the public schools with the
smallest populations.
73
Bar Chart
100.00%
38.00%
40.00%
42.00%
43.00%
44.00%
46.00%
49.00%
50.00%
51.00%
52.00%
53.00%
54.00%
55.00%
56.00%
57.00%
58.00%
59.00%
60.00%
61.00%
62.00%
63.00%
64.00%
65.00%
66.00%
67.00%
68.00%
69.00%
70.00%
71.00%
72.00%
73.00%
74.00%
75.00%
76.00%
77.00%
78.00%
79.00%
80.00%
81.00%
82.00%
83.00%
84.00%
85.00%
86.00%
87.00%
88.00%
89.00%
90.00%
91.00%
92.00%
93.00%
94.00%
95.00%
96.00%
99.00%
Collection 1
22
20
18
16
14
12
10
8
6
4
2
Grads_to_College_
count  
A test and Analysis of Variance on the two variables graphed above indicates that
based on this data, one can conclude with greater than 95% confidence that there really is
a difference between the percentages of graduates that go on to college based on the number
of AP courses offered at the school. The Analysis of Variance confirms that while there is
something happening, there is very little impact of AP on graduates to college. When we
look at the impact of all the schools in each of the 6 classifications it shows that the overall
average of percentage of increase is 1.18 percent or for every 100 students there will be one
more student going to college as a result of the AP curriculum.
The following graphs show the number of graduates going to college in each of the six
classification categories and provide the size of the schools from which the sample was used for
each category
The graph below shows the schools with the smallest population and rate of
graduates. The populations of these schools fell between 97 and 443 students and did not
have football teams and thus are in category 0.
74
Histogram
Collection 1
70
60
50
40
30
20
10
-1
0
1
2
3
4
5
6
IHSAA_Football_Clas s ification
7
The next graph represents the public schools in IHSSA class 1. The red indicates
this classification and have an enrollment of between 97-443 students.
This was the lowest class in the IHSAA classification and represents the second highest
rates for students planning on attending college.
Histogram
Collection 1
70
60
50
40
30
20
10
-1
0
6
5
4
3
2
1
IHSAA_Football_Classification
7
The following graph shows the percent of students planning to attend college in
the IHSA football classification 2. This group represented between 444 and 609 students.
This classification had the highest rate of students planning to go to college of all the
classifications.
75
Histogram
Collection 1
70
60
50
40
30
20
10
-1
0
7
6
5
4
3
2
1
IHSAA_Football_Classification
The following two graphs showed the IHSSA group 3 classifications in red. The
group had the lowest percentage of students planning to attend college and had an
enrollment of between 609-894 students.
Histogram
Collection 1
70
60
50
40
30
20
10
-1
0
6
4
5
3
2
1
IHSAA_Football_Classification
7
The following graph illustrates the group 4 classification of the IHSAA football
group. The red indicated the number of students who planned to attend college. This
group represented between 913-1502 students.
76
Histogram
Collection 1
70
60
50
40
30
20
10
-1
0
1
2
3
4
5
6
IHSAA_Football_Classification
7
The graph below represents students from schools whose populations range from
1511- 4495 students. This was illustrated in red.
Histogram
Collection 1
70
60
50
40
30
20
10
-1
0
1
2
3
4
5
6
IHSAA_Football_Classification
7
77
Test of Collection 1
First Attribute (numeric): AP_Sum_Score
Second Attribute (numeric): Grads_to_College_
Test Correlation
Sample count: 348
The observed correlation between AP_Sum_Score and
Grads_to_College_ is 0.280255
Null hypothesis: The population correlation is 0.
Alternative hypothesis: The population correlation is not equal to 0.
The test statistic, Student's t, is 5.431. There are 346 degrees of
freedom (two less than the sample size).
If it were true that the correlation of were equal to 0 (the null
hypothesis), and the sampling process were performed repeatedly, the
probability of getting a value for Student's t with an absolute value
this great or greater would be < 0.0001.
As the test correlation above indicates, there is low correlation between AP
courses offered and graduates to college and confirming the low correlation.
Because teachers are the most important part of a student’s success once they
reach high school, the researcher was interested in seeing what the data showed
concerning the most experienced teachers and AP courses. The researcher wanted to
determine where the teachers with more experience are placed in the high schools and if
they are teaching AP courses. More experienced teachers refer to teachers with a Masters
degree and five or more years of experience.
This information is important because the researcher wanted to know if more
experienced teachers taught the AP courses. The following charts represent the
experience of teachers in Indiana.
The first chart shows the number of teachers in each of the six categories of
schools from 0-5 with zero being the smallest schools and 5 with five being the largest
schools. This percentage was derived from the formula of using every public school in
78
Indiana on the IHSSA roster for schools with football and counting every tenth school
and using the last school in each grouping to reach the percentages graphed below.
Chart 11: Numbers and Average Years of Experience of IN Teachers
Average Yrs. Ex.
Other
Average
Group 0
Average Yrs Ex.
Group 1
MA
Group 2
Group 3
Average Yrs. Ex
Group 4
BA
Group 5
0
10
20
30
40
50
60
As the graph above indicates that the largest schools have the most teachers with a
Masters Degree, and as might be expected, the smaller schools have fewer teachers with a
Masters Degree.
The following two graphs represent the average experience and degree of those
public schools. The first graph looks at teachers with a Bachelors degree and the second
graph looks at teachers with a Masters degree
79
As the above graphs show there are three times as many teachers with Masters
Degrees who are teaching AP courses. There are also three times as many teachers with
Masters Degrees than teachers with Bachelor’s Degrees teaching in Indiana public
schools. Charts 12 and 13 represent the average years of experience of all teachers and
for each classification used for this study.
80
Chart 12: Average Years of
Experience
25
24
23
22
21
20
1
2
3
4
5
6
7
Chart 13: Teachers with a BA/BS and
Average Years of Experience
35
30
25
20
BA
15
Average Yrs. Ex
10
5
0
Group 5Group 4Group 3Group 2Group 1Group 0Average
To determine if AP teachers have an effect upon graduation rates the researcher used
the following scatter plots. As we can see from the data below the schools without
football teams and named the (0) zero category the expected graduation rate was 68
percent and with the effect of AP teachers included in this category there would be 2.6
percent more students attending college.
81
Collection 1
Scatter Plot
110
100
90
80
70
60
50
40
0
2
6
_AP_Teachers
Grads_to_College_ = 2.60_AP_Teachers + 68; r2 = 0.100
IHSAA_Football_Classification
4
8
10
12
= 0
Collection 1
Scatter Plot
90
80
70
60
50
40
0
1
3
4
5
AP_Course
Grads_to_College_ = -0.0629AP_Course + 68.4; r2 = 0.000084
IHSAA_Football_Classification
2
6
7
= 1
For category one, the expected graduation rate for this sampled group is 68.4
percent, and adding in the factor of the AP teacher, the increase in the number of more
students going onto college is .63. This means that there is about one half more students
out of 100 going to college because they had a experienced teachers
82
Collection 1
Scatter Plot
110
100
90
80
70
60
50
40
0
1
3
4
_AP_Teachers
Grads_to_College_ = 0.984_AP_Teachers + 71; r2 = 0.015
IHSAA_Football_Classification
2
5
6
= 2
Group two has an expected graduation rate of 71 percent and with the added
variable of an AP teacher there is almost a 1 percent student increase (.98).
Collection 1
100
95
90
85
80
75
70
65
60
55
50
45
Scatter Plot
6
4
_AP_Teachers
Grads_to_College_ = 0.805_AP_Teachers + 72; r2 = 0.028
0
IHSAA_Football_Classification
2
8
10
= 3
Group three has an expected graduation rate of 72 percent, and with the addition
of an AP teacher, there is an increase in students going to college of little less than one
percent (.81) increase in students going to college as a result of an AP teacher.
83
Collection 1
Scatter Plot
100
90
80
70
60
50
40
0
2
4
6
8
10
12
_AP_Teachers
Grads_to_College_ = 0.542_AP_Teachers + 71; r2 = 0.022
IHSAA_Football_Classification
14
16
18
20
= 4
Group four has an expected graduation rate of 71 percent and with the added
variable of an AP teacher there is a half a percent student increase in students going to
college.
Within category five there is an expected graduation rate of 71 percent and with
factoring in AP teachers there would be .75 percent more going on to college.
When viewing all the categories together, there is a very slight difference of
Collection 1
Scatter Plot
100
90
80
70
60
50
40
30
0
5
20
25
_AP_Teachers
Grads_to_College_ = 0.750_AP_Teachers + 71; r2 = 0.19
IHSAA_Football_Classification
10
= 5
15
30
35
40
84
students going to college and the normal expectation of students who would go to college
from those schools sampled from each category. The researcher would believe that there
is not a correlation of AP teachers and the effect on graduation rates.
The researcher had looked at having more AP courses and the effect of AP
teachers on the number of students going to college, and there would be the expectation
that there would be some increase. There is an increase, but it is very low. Therefore, it is
not conclusive if AP courses and AP teachers are effective in getting more students to
college. What is probably a greater reality is that those students taking an AP courses are
more likely to be going to college. Therefore, the effect of teachers and courses might be
insignificant. Another factor to this research is the effect of poverty levels on the AP
curriculum. The next set of information will look at the schools in terms of the effect on
the number of students who take AP courses and who receive free/reduced lunch.
The average number of free/reduced lunch students is 36.1 percent across all
public high schools in Indiana. The range is from a low of 0 percent at Mt. Vernon to a
high of 77 percent at Arlington High School in Indianapolis. The graduation rate at
Mount Vernon was 83 percent and the graduation rate at Arlington was 38 percent.
Another view of free/reduced lunch and correlation to AP courses is to look at the
different size counties in Indiana. While this is a concern of the research it does indicate
that there is a fewer number of courses in the smaller schools and this would correlate
with the fact that smaller counties would have smaller schools and thus fewer AP
courses. The chart below shows the relationship between the ten small counties, the
number of free/reduced lunches, and the number of students who took the AP exams.
85
Chart 14: Comparison of Free/Reduced Lunch to AP
Exams in Small Counties
50
40
30
Free
20
AP
10
0
Average
The graph below shows the relationship with the four counties who were
considered to be middle sized counties in Indiana. The graph showed the relationship
from those schools free/reduced lunch students and students who took the AP exam.
Chart 15: Comparison of Free/Reduced Lunches
to AP Exams in Medium Sized Counties
35
30
25
20
15
10
5
0
Free
AP
Average
The above graph represented the four large counties in Indiana in terms of the
relationship between students who participated in free/reduced price lunch and those who
took AP exams.
86
Chart 16: Comparison of Free/Reduced Lunches to AP
Exams in Large Counties
35
30
25
20
Free
15
AP
10
5
0
Average
The following chart represents the small, middle and large counties in terms of the
relationship of free/reduced price lunch and AP exams. Number 1 represented the small
counties in Indiana; Number 2 was the middle size counties and number 3 was the large
counties. The percentage of free/reduced lunch students who take AP courses in small
counties is 25 percent, while students in middle size counties are at 33 percent and largest
counties are at 31 percent. Most of the small counties were found to be in the southern
part of the state, while the majority of the medium and large counties were in the northern
half.
Chart 17: Comparison of Free/Reduced Lunch
and AP Exams by County Size
40
30
20
10
0
Free
AP
1
2
3
4
87
The following graphs will illustrate the effect of free and reduced priced lunch on
AP students. The first graph shows all schools in the sample. Following this graph will be
the breakdown for each individual classification.
The graph for all schools shows an expected graduation rate of 79 percent and the
slope of the line indicates that there will be .19 percent fewer students going to college
because of the effect of free/reduced price lunch.
Collection 1
Scatter Plot
100
90
80
70
60
50
40
0
10
20
30
40
50
60
70
_Lunch_Program_freereduced
Grads_to_College_ = -0.190_Lunch_Program_freereduced + 79; r2 = 0.053
Collection 1
80
Scatter Plot
100
90
80
70
60
50
40
0
10
30
40
50
60
70
_Lunch_Program_freereduced
Grads_to_College_ = -0.401_Lunch_Program_freereduced + 83.5; r2 = 0.12
IHSAA_Football_Classification
20
= 0
80
88
The effect of free/reduced price lunch on the zero category is very low (.40) with
an expected graduation rate of 83 percent for this category. Thus less than a half percent
of students would be less likely to go to college in this category of schools who do not
have football teams.
Collection 1
Scatter Plot
100
90
80
70
60
50
40
80
60
70
30
40
50
_Lunch_Program_freereduced
Grads_to_College_ = -0.254_Lunch_Program_freereduced + 75; r2 = 0.063
10
0
20
IHSAA_Football_Classification
= 1
The graduation rate for category one is also very small (.25). There is a graduation
rate expectation of 75 percent.
Below is the data for group two. The expected graduation rate is 68 and the effect of
free/reduced lunch is .21 percent less students will go to college.
Collection 1
Scatter Plot
100
90
80
70
60
50
40
0
10
30
40
50
60
70
_Lunch_Program_freereduced
Grads_to_College_ = 0.212_Lunch_Program_freereduced + 68; r2 = 0.060
IHSAA_Football_Classification
20
= 2
80
89
Collection 1
Scatter Plot
100
90
80
70
60
50
40
0
10
30
40
50
60
70
_Lunch_Program_freereduced
Grads_to_College_ = -0.270_Lunch_Program_freereduced + 83; r2 = 0.15
IHSAA_Football_Classification
20
80
= 3
The graduation rate is 83 percent for category 3 and a .27 percent effect of the
free/reduced price lunch.
Collection 1
Scatter Plot
100
90
80
70
60
50
40
0
10
30
40
50
60
70
_Lunch_Program_freereduced
Grads_to_College_ = -0.208_Lunch_Program_freereduced + 80; r2 = 0.093
IHSAA_Football_Classification
20
80
= 4
From category four there is an expected graduation rate of 80 percent and the
effect of free/reduced lunch is minimal (.20).
90
The numbers of students who are expected to graduate from category five are
88% and because of the effect of free/reduced priced lunch there will be a little less than
.31 percent of students who will not be able to attend college.
It is an interesting piece of data that shows that the greatest effect of poverty, that
is students who receive free/reduced price lunch, occurs in the largest schools. The total
loss of graduates to college for the five other categories (1.35) does not equal the loss in
the largest schools and even in the largest schools the result (loss of 3 percent) is not of
great significance. What we can say is that the effect of poverty (free/reduced price
lunch) does not seems to have a great affect on graduates to college. This is consistent
with the other variables that were presented earlier in the chapter. And after AP teachers,
the numbers of AP courses do not seem to be a large factor in graduates to college.
Collection 1
Scatter Plot
100
90
80
70
60
50
40
70
60
50
40
30
_Lunch_Program_freereduced
Grads_to_College_ = -0.319_Lunch_Program_freereduced + 88; r2 = 0.23
0
10
IHSAA_Football_Classification
20
= 5
80
91
The researcher will now turn to the next question which is: does ethnicity
correlate to AP scores. Some general information about the differences in ethnicity is
found in the following numbers. The average number of non-Caucasians in all Indiana
public schools was 11.06%. Jac-Cen-Del had a 0 percent population of non-Caucasian
students while the highest percentage was 77% at Perry Meridian High School in
Indianapolis. The graduation rate for Jac-Cen-Del was 59 percent and the graduation rate
for Perry Meridian was 73 percent.
The researcher looked at this question in the following manner. The researcher
first created a scatter gram of all the public high schools in Indiana and found that there
was an expected graduation to college rate of 72 percent. The scatter gram below shows
that there is very little difference when factoring in non-Caucasians (.11).
Collection 1
110
Scatter Plot
100
90
80
70
60
50
40
0
10
20
30
40
50
Non_Caucasian_
Grads_to_College_ = 0.105Non_Caucasian_ + 72; r2 = 0.018
60
70
80
The researcher then looked at schools in terms of three groups of non-Caucasians:
those with 40 or more percent, those with 10-40 percent and those with less than 10
percent. There was no concern about the number of schools in each category. The
92
researcher wanted to see if there was a difference in schools with larger populations of
non-Caucasians as opposed to those with less non-Caucasian.
The graph represented below showed schools with 40 percent or more in minority
population and their progress toward attending college.
Bar Chart
Collection 1
20
16
12
8
100.00%
38.00%
40.00%
42.00%
43.00%
44.00%
46.00%
49.00%
50.00%
51.00%
52.00%
53.00%
54.00%
55.00%
56.00%
57.00%
58.00%
59.00%
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61.00%
62.00%
63.00%
64.00%
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67.00%
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73.00%
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75.00%
76.00%
77.00%
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81.00%
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83.00%
84.00%
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87.00%
88.00%
89.00%
90.00%
91.00%
92.00%
93.00%
94.00%
95.00%
96.00%
99.00%
4
Grads_to_College_
count  
<new filter>
The above graph shows a wide range of graduates to college in the more than 40
per cent non-Caucasians. The above graph indicates that most of the non-Caucasian
students were found in schools with a graduation rate of more than 70 per cent graduation
rate. This would be expected because the graduation rate is 72 per cent, and falls into the
data from the scatter gram presented in the previous data.
The researcher then looked at schools with a non-Caucasian percentage of 40 or
more in terms of each classification of schools from 0-6. The graph below shows the
number of AP courses taken by students in schools with 40 or more percent of nonCaucasians who took AP exams.
93
Histogram
Collection 1
80
70
60
50
40
30
20
10
0
5
10
AP_Course
15
20
This graph represented the number of non-Caucasians by size of school with 40
percent or more minorities and graduates going to college.
Histogram
Collection 1
70
60
50
40
30
20
10
-1
0
1
2
3
4
5
6
IHSAA_Football_Classification
7
As the graph above indicated, the larger schools have more non-Caucasian
students who go to college at 18 percent while the percent is zero in the smallest schools
who have a slightly higher percentage of students going to college than the larger
schools.
The following graph represents the non-Caucasian population in the Indiana
public schools with a minority population of between 10 and 40 percent.
94
Bar Chart
Collection 1
20
16
12
8
100.00%
38.00%
40.00%
42.00%
43.00%
44.00%
46.00%
49.00%
50.00%
51.00%
52.00%
53.00%
54.00%
55.00%
56.00%
57.00%
58.00%
59.00%
60.00%
61.00%
62.00%
63.00%
64.00%
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66.00%
67.00%
68.00%
69.00%
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72.00%
73.00%
74.00%
75.00%
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77.00%
78.00%
79.00%
80.00%
81.00%
82.00%
83.00%
84.00%
85.00%
86.00%
87.00%
88.00%
89.00%
90.00%
91.00%
92.00%
93.00%
94.00%
95.00%
96.00%
99.00%
4
Grads_to_College_
count  
<new filter>
The graph below showed the percentage of minorities in schools who had 10-40
percent minorities and the number of AP tests taken. As the graph showed, there are more
AP courses taken in these schools with a 40 percent or more minority population.
Histogram
Collection 1
80
70
60
50
40
30
20
10
0
5
10
AP_Course
15
20
This graph showed the percentage of minorities between 10-40 percent in each of
the six categories used in this research.
95
Histogram
Collection 1
70
60
50
40
30
20
10
-1
0
1
2
3
4
5
6
IHSAA_Football_Classification
7
The graph above indicated again that in schools where there is a 10-40 percent
minority population, no matter the classification of the school, the number of AP courses
taken was greater.
The graph below represents students going to college in Indiana public schools
with less than 10 percent minority population.
Bar Chart
Collection 1
20
16
12
8
100.00%
38.00%
40.00%
42.00%
43.00%
44.00%
46.00%
49.00%
50.00%
51.00%
52.00%
53.00%
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55.00%
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85.00%
86.00%
87.00%
88.00%
89.00%
90.00%
91.00%
92.00%
93.00%
94.00%
95.00%
96.00%
99.00%
4
Grads_to_College_
count  
<new filter>
96
The graph below illustrated the number of students who took AP courses in
schools with less than 10 percent minority.
Histogram
Collection 1
80
70
60
50
40
30
20
10
0
5
10
AP_Course
15
20
The following graph showed the Indiana public schools placed in the six
categories and the number of minorities in schools with less than10 percent minority.
Histogram
Collection 1
70
60
50
40
30
20
10
-1
0
1
2
3
4
5
6
IHSAA_Football_Classification
7
As with the other non-Caucasian groups, that is schools with 40 percent or more
and schools with 10-40 percent, the smallest group which reflects those schools with nonCaucasian populations of less than 10 percent has a large concentration in the largest
school of those non-Caucasians taking AP courses.
97
The researcher then looked at placing all the data into one graph. In order for this
to be an equal representation of all school sizes and all classifications, the researcher took
the ten largest public school districts in Indiana, the ten smallest public school districts in
Indiana, as well as ten medium sized public school districts in Indiana. Placing data on
graduation rates, free/reduced price lunch students, number of non-Caucasians, percent of
AP teachers, number of AP courses, attendance rates, percentage of graduates going to
college, and the number of students who scored 3 or better on an AP exam, the researcher
then compared in one graph, the three district sizes against one another, to determine if
there was a difference in each of the districts.
The following charts showed the different size districts and the data on graduation
rate, free/reduced lunch, non-Caucasian, Students going to college, attendance rates, the
number of AP teachers, the number of AP courses, the percent of students taking AP
exams and the number of students who scored a 3 or better on AP exams. The first two
charts show the ten largest districts. The size of the districts, which were all in the
northern half of the state, ranged in student population from 2,534-4,495.
Chart 18: Data for Largest IN High Schools
100
80
60
Graduation rate
40
% Free/reduced Lunch
20
% Non-Caucasian
0
Attendance Rate
% to College
98
Chart 18A: Data for Largest IN High Schools
90
80
70
60
50
40
30
20
10
0
% of AP Students
# of AP Courses
# of AP Teachers
AP Score > 3
The following two charts represent the medium sized districts. These schools have
a population range of between 664 and 708. This group, like the smaller districts, did not
vary in school size populations.
Chart 19: Data for Medium IN High Schools
100
90
80
70
60
50
Graduation rate
40
% Free/reduced Lunch
30
% Non-Caucasian
20
Attendance Rate
10
% to College
0
99
Chart 19A: Data for Medium IN High Schools
100
80
60
40
% of AP Students
20
# of AP Courses
0
# of AP Teachers
AP Score > 3
The following two charts illustrate the districts which are the smallest in Indiana
public schools. These districts have a high school population of between 124 and 284
students and many of them are located in the southern part of the state.
Chart 20: Data for Smallest IN High Schools
100
90
80
70
60
50
40
30
20
10
0
Graduation rate
% Free/reduced Lunch
% Non-Caucasian
Attendance Rate
% to College
100
Chart 20A: Data for Smallest IN High Schools
30
25
20
15
% of AP Students
10
# of AP Courses
5
# of AP Teachers
0
% of AP Score > 3
The following chart compared all three district sizes by using the average of each
category.
Chart 21: Comparison of Data Across School Size
100
90
80
70
60
50
40
Largest
30
Median
20
Smallest
10
0
101
Again, the purpose for high school was to graduate students, and there was little
difference between the size of a school district and its ability to do so. The function of
Advanced Placement was to have students better attain admittance into college. The
larger districts were better able to do this. It was clear from the data that students in larger
districts took more AP exams, did better on those exams while having offered more
courses and having more Advanced Placement teachers.
The conclusion was drawn that Advanced Placement makes a difference in school
districts that had a larger population even if the population had more non-Caucasians.
Again, the larger school districts were located in the northern half of the state, and despite
large areas of poverty, the districts in the southern half were all small districts and had
higher levels of poverty and lower levels of non-Caucasian students.
Chart 22: Comparison of Data for Largest and Smallest
Counties
90
75
60
45
Largest
30
Smallest
15
0
Number of AP Number of AP
Teachers
Courses
Percent
taking AP
Percent with
>3
Grads to
College %
102
The chart indicates that the larger schools sent more students to college, and
the larger schools actually have a lower graduation rate. The percentage of students
taking AP course did not show a great degree of difference, but the number scoring at
three or better is significantly greater. That is in direct proportion to the number of AP
courses offered and the number of AP teachers. The belief is that the AP teachers in the
smaller schools were less experienced than their counterparts in the larger schools.
While the researcher was not interested in determining whether certain
counties offered a better opportunity for students to take AP courses, a comparison was
made between the three largest and the three smallest counties in Indiana. The three
largest counties in Indiana are Marian, Lake and Allen, and the three smallest are Union,
Switzerland and Ohio.
The chart below detailed the largest and smallest counties together. The graph
clearly showed that Marion and Lake Counties, while having the larger number of nonCaucasians and a higher number of free/reduced price lunch students, still sent the same
percentage of students to college as the smallest high schools in the county. This small
visual helped to confirm what has seen in the data from each of the researched areas.
Since attendance rates were nearly the same, the results were that larger schools send a
larger percentage of students to college than schools in the smaller counties. Graduation
rates did not seem to be a factor in getting students to college as two of the three large
counties had the smaller graduation rates but a higher percentage of students attending
college from those who had graduated. The researcher did not factor in the AP courses
103
and teachers as it is evident from the data presented above from the largest, smallest and
medium sized districts that small districts cannot compete in that arena.
Chart 23: Comparison of Counties by Size
100
90
80
70
60
50
40
30
20
10
0
Marion
Allen
Lake
Ohio
Switzerland
Union
As the researcher finished the data collection of this dissertation, the question
remains: what schools, what districts, what variables played a significant role in getting
more students to college. The researcher is Chapter Five will offer a suggestion which
might help give a clear vision to the answer to this question.
As the researcher summarized the data presented in this chapter there is a clearer
picture as to what the results will be offered in Chapter Five. The analysis of the six
IHSAA football classification systems, the schools, the counties and the data presented
from their own reporting to the Indiana Department of Education in 2006 showed that
there is some small variances in the data but basically there is no real significant
104
difference in the areas that were investigated, that being: ethnicity, poverty, small and
large as well as medium sized schools, teacher degrees and experience, graduates to
college and number of AP courses offered and taken. Does the data show that Indiana
public school students attain college any more proficiently than those who did not take
AP courses? Chapter Five will answer the question.
Chapter Five
Conclusion
Review of the Literature
The review of the literature concerning the benefits of the Advanced Placement
Program as of 2006 received a mixed review. Some researchers believed that the AP
program was the best program that high school students across the country most needed
to improve high schools while others cited schools who abandoned the AP program in
favor of a less restrictive curriculum.
There was a good deal of literature concerning the underrepresented students who
faired just as well using the AP curriculum as the Caucasian population. However, even
with an increase in the numbers of students who are taken the AP curriculum, the
downside of more students taking AP examinations has shown that the increase has lead
to lower exam scores and created a more negative view of the AP curriculum rather than
a positive one as would be expected with more students participating in the program.
Proponents of AP would say that it is better to even get a two on the examination because
the data indicates that while this particular high school student would not get college
credit because the norm for obtaining college credit is normally a 3, 4 or 5, they would
still have a greater chance to graduate in four years than students who did not take the AP
curriculum and subsequent examination.
There is some literature that would purport that there is little evidence that
Advance Placement courses increase college performance. There are others who believe
106
that just the opposite is true that despite the original intent of the Advanced Placement
program as set forth in the early 1950s at Kenyon College, which was to establish a
program for those high school seniors who might benefit from an academic connection to
higher education. The College Board has established that the AP program has a purpose
to study in greater depth and detail courses that cannot be studied in a greater depth than
can be studied through the normal high school curriculum. Additional purposes of the AP
were to increase writing skills, study habits, rigor, determination and academic
excellence.
A great deal of the overall support for AP comes from the College Board itself
correlating success in college to success in taking AP courses and indicating even
students with a score as low as a three on the exam, which is the lowest score for colleges
and universities to accept, still receive better grades than college students who took the
introductory course at the college or university and are not competing as college
sophomores with incoming AP freshmen who earned at least a three on the AP exam.
Those in the gifted education field of study also supported AP as well as IB as
having a significant role in presenting various methods that challenge gifted students.
President Bush found value in the AP program by allocating money for teachers and
training as well as grants for AP start up programs and several states to make strides in
the way AP was presented.
All in all there is strong evidence that AP is an important aspect in changing the
nature of public high schools in America. But just as there are strong proponents, there
are dissenters of the AP program who believe that the program has lost its original intent
107
and that it is being watered down as more and more students are offered the opportunity
to take these classes.
William Lichten at Yale has been a strong dissenter. Citing poor communication
between colleges and the College Board as one of the concerns Lichten also cites many
who take AP exams do not pass and that college grade inflation is in proportion to the AP
movement.
The open enrollment of students has been seen as a deterrent for improving high
schools by using the AP courses. Too many students, many underrepresented fail these
courses, and students of all races, who are not qualified to participate adequately in this
curriculum hold back those in the AP program who could progress at a much faster pace
and thus lower scores have been the norm over the past few years. Still researchers, like
Philip Stadler at Harvard, offered evidence that there is a minimal difference between
students who took AP courses in high school and those who did not. And others who
would support the AP program might suggest that students take the classes only to save
money for college tuition and not for a better learning experience and other research
indicated that colleges were valuing AP as a better means to obtaining admission to their
college.
So any conclusion from a review of the literature would have the researcher
believe that while a great deal has been written about the benefits of the AP program
there is no clear evidence that AP is better or worse for public high school students.
There is certainly a different AP program today that what was envisioned and created in
the 1950s as a means for very gifted high school students to make an academic
108
connection with higher education. But as to it being better for public school students the
literature is inconclusive.
Review of the Methodology
In Chapter three the methodology that was to be used in this study was
presented. The researcher used a descriptive study to review the Advanced Placement
program in the public schools in Indiana as of 2006. The researcher chose not to use
private schools because there was no data available in the website of the Indiana
Department of Education concerning AP scores. The researcher also chose not to include
charter schools because they many were just emerging around this time and there was
little or no high school enrollment and little data on AP scores for these schools.
Using only data provided by the College Board, the caretaker of Advancement
Placement , and data from the Indiana Department of Education website, which can be
located in a website location named K-12 School Data, the researcher sought to
determine if the Advanced Placement program was the best program for students in the
public schools in Indiana as of 2006. The researcher looked at each public school on the
Department of Education website and created a collection of data in an Excel spread
sheet which included the following data:
AP scores>3
AP Students
AP teachers
Attendance Rate
Free/reduced lunch students
Graduation rate percentage
109
Graduates to college
Numbers of` underrepresented students
The researcher used several classification systems to illustrate difference in sizes
of schools as well as size of school districts. The purpose was to determine if the size of a
school was a major factor.
The Indiana High School Athletic Association conducts many athletic programs
in its affiliated schools. The researcher decided to look at the classification system for
football in Indiana since it is the largest classification of all athletic programs in Indiana
and would include a majority of the schools in an existing classification system. Within
this system there are five classes- 5A, 4A, 3A, 2A, 1A. All the public schools which had
football teams fall within one of these classifications based upon the size of the school.
Some Indiana public high schools in 2006 did not have a football team and the researcher
created a separate class for each of these schools and named the class 0 (zero).
Within each of those classes the researcher looked at the areas named above in
terms of defining data. The researcher used various methods to view the data. A Chi
Square Goodness of Fit test was used to determine if there was an increase or decrease in
the number of AP courses taken in 2005 as compared to 2006. Scatter grams were used in
comparing 35 of the public schools (or 10 percent of all public schools) selected at
random from a list of 349 public schools in Indiana in 2006. Scatter plots were used to
determine if there was a correlation between AP exams and graduation rates, A personproduct-moment correlation coefficient was used to determine the relationship between
the number of student pursing college and teachers with Master’s degrees as well as to
determine if there was a correlation between AP scores and underprivileged students by
110
using free/reduced price lunch percentages in each of the randomly selected schools.
Seven schools from large, medium and small schools were selected to determine this
relationship. Another Pearson test was used to determine if ethnicity was a factor in
Advanced Placement scores. To determine if this was a factor the researcher broke the
schools in three categories: those with minorities of 40 percent or more; whose minority
percentage was between 10 and 40 percent and schools with a minority population of
under 10 percent. And finally a Pearson was used to determine if the size of the public
school district was a factor in all of the categories. By breaking down the schools into
three categories of large, medium and small by using the data from the ten largest, the ten
smallest and the ten in the middle of the classification the researcher determined the
affect of the size of the school district on the data supplied. The researcher then moved to
Chapter Four to state what the results of the methodology produced.
Research Questions
The study looked at six research questions as presented in Chapters one and three.
They are as follows:
•
Did Indiana increase the number of students scoring at the highest levels
of Advanced Placement exams over the past year?
•
Was there a correlation between the number of students taking the
Advanced Placement courses and subsequent exams and graduates going
to college?
•
Did teachers with more experience have a greater impact on AP scores
that teachers with les experience?
•
To what extent did poverty correlate with AP scores?
111
•
How did ethnicity correlate to AP scores?
•
Did the size of the school/district impact scores on the AP examinations?
Reviewing Data
The data indicated in chapter four came as a result to answer the six research
questions named above. As indicated in the review of the Methodology the researcher
wanted to establish if there was a correlation between factors which affect AP scores and
the size of a school, a district or even a county. Those factors being students going to
college, types of teachers, number of free/ reduced lunch students and underrepresented
students.
Also recall that the year 2006 was selected as a turning point in the direction
that AP was taking after fifty years of programming in high schools across the United
States, while the data is now several years old, the significance lies in the fact that this
year (2006) can be used as a measuring stick for progress or lack of progress as AP
moved towards the next fifty years. An infusion of money for more teacher training and
the College Board’s audit of its own courses were two of the most significant factors.
Another factor was the philosophy that more is better. While more students were taking
exams, student results were not as good as the results of the previous decade. And finally
there is a greater distance in the original intent of that small group of colleges in the
1950s who wished to bridge the gap from high school to college for a few elite students.
The data would indicate very significantly in every aspect that the AP students
compared with other students going to college had little effect. Overall there was an
increase of 1.18 % of high school graduates going to college who took the AP curriculum
with the largest effect from AP curriculum coming from the smaller schools and not the
112
larger ones who in general offered more AP courses. While there is something happening
it is very minimal.
The data then looked at the relationship of the type of teacher that was found
in the schools. As expected the larger schools had more teachers with high degrees and
more experience. A conclusion might be reached that: schools with better trained
teachers, who have more years of experience, that the larger schools would send more
students to college which is not the case. The data shows that public schools whose
student population is between 444-609 students send a larger percentage of students to
college (72 %) that any other of the six classifications. It is interesting that the three
smallest classifications of schools send mores graduates to college (by percentage) than
the three larger classifications. However, the AP curriculum had little effect in increasing
more graduates to college with an increase of less than 1% in those categories except for
the smallest category which sent three more percent to college because of the AP
curriculum. It seems that students in public high schools in 2006 had a better opportunity
to attend college if the schools they attended were under a student population of 900
students.
From the three largest school populations (with the lowest numbers going to
college) comes the largest number of Master degree teachers. Interesting enough the
average years of experience for Master teachers in all schools is fairly equal, which might
explain, at least for this research, that experience outweighs a degree in getting students
to college.
Thus, the researcher found that again in the smallest classification system the
effect of an AP teacher factored in sending 2.6% more students to college than those who
113
did not have an AP teacher. This of course, correlates with the three per cent more who
went to college because of the AP curriculum. What is not clear is what effect the size of
the school had on the increase or the type of teacher or perhaps both or neither. All we
can conclude is that smaller seems to be better for getting students to college, despite
teachers with lesser degrees, but with equal experience to more degreed teachers in larger
schools with the same amount of experience.
Next the researcher examined the effect of free/reduced students on AP. In
2006 there was one school, Mt. Vernon, with zero free/reduced lunch students, and one
school with 77 percent student population receiving free/reduced lunch, Arlington. These
two schools represent the low and high in this portion of the research data. To make the
data easier to view the researcher broke the schools down into the ten smallest counties in
Indiana, the four largest counties, and the four counties considered medium sized. The
average number of free/reduced lunch in each size category was a follows:
•
The smallest schools had 29% of students with free/reduced lunch with an
average of 4 % of students taking AP courses;
•
The medium sized schools averaged 28% students with free/reduced lunch
and an average of 9% of students taking AP courses; and
•
The largest schools averaged 31% of students with free/reduced lunch and an
average of 16% students taking AP courses.
When the data for free/reduced lunch is applied to each of the six classifications
for size of school the results indicate that overall there is very little effect on schools with
more free/reduced students. A small percentage of .19 was the result of change for all
sizes of schools concerning free/reduced priced lunch. This would indicate that the AP
114
curriculum was little affected by the results of poverty as derived from those students
receiving free/reduced price lunches. The largest percentage loss was in the largest
classification of school with a 3 per cent loss. Data from this category is consistent from
the other categories in that there is little effect on the AP curriculum as a result of
poverty.
The researcher next viewed the data from the lens of ethnicity and the impact that
it had on the AP curriculum. The data revealed that there was a low of zero percent at
Jac-Cent –Del high school in 2006 and a high of 77 per cent at Perry Meridian. The
average for all Indiana public high schools in 2006 was 11.06 percent. Again the
researcher used a scatter gram to view the data in each of the six classifications. The
results from all six categories showed a slight increase of 1.05 percent when factoring in
non-Caucasians taking the AP and going to college. The researcher broke the schools
down into sizes of non-Caucasians into three groups; those schools with 40 percent or
more non-Caucasians, those schools with 10-40 percent non-Caucasians and those
schools with less that 10 percent non-Caucasian. With a state average of 72% of high
school graduates going to college in 2006 the schools with the largest percentage of nonCaucasian population sent 18 percent more students to college than the smallest schools,
and that in the largest schools no matter what the size of the non-Caucasian population
then those students at those schools took more AP courses.
What can be said it that there is a slight factor in favor of schools with larger
non-Caucasian populations sending students to college, but they also have significantly
more non-Caucasian students to send to college than the smaller schools and in many
115
cases particularly in the rural areas there are few non-Caucasians at all in the smaller
schools.
The researcher looked at the different size schools as the final piece of data which
would draw a comparison from three different sized high schools. The researcher chose
ten schools from the largest school pool, ten from the smallest school pool, and ten from
medium sized high schools. A comparison of all the different size schools was made
using the data presented.
As an aside the researcher wanted to see the difference between the largest and
smallest counties to see if county size made a difference since smaller schools would
most likely come from smaller counties and larger schools from larger counties. The
researcher viewed the very three largest counties and the very three smallest counties.
The researcher used the same comparison as was applied by using the categories that
have been scrutinized the entire study. These results are consistent with other data which
is the percentage of students going to college is not significantly affected by the size of
the school except when the comparison is made between the larger districts which had
more non-Caucasians.
The researcher will now look at the data and make some conclusions from the
data. The data presented will provide enough information to allow the researcher to make
these conclusions.
Conclusion
The conclusion that the researcher wants to determine is this: does the AP
curriculum make a difference in the percentage of Indiana public high school students
who attend college after being graduated from high school? Looking at ten different
116
factors, that can be drawn from the data base of the K-12 Indiana Department of
Education website, but do any of these factors make a difference as to the effect of AP
and who takes the AP curriculum?
The researcher wants to draw a conclusion that there is some difference because
of these factors. If we extract the facts we can determine from the data that in 2006 there
was a slight increase from 2005 in the percent of students scoring 3 or better on the AP
exams. 48% increased their scores, 42 percent decreased their score and there was no
change for 10 percent of the schools. We would expect there to be some increase just by
chance since the number of schools who increased the percentage of students taking the
AP courses increased by 52% while there was a 30 % decrease in other schools and there
was No Change for 18% of the schools. The data from this test was determined to be
inconclusive. We can only say that in 2006 there were more students in Indiana public
schools taking AP courses than there were in 2005. And we know that across the country
the more tests that are taken the lower the scores.
Using scatter plots to determine the next question as to whether there was any
affect on those graduates taking AP exams and the percentage of students graduating
from high school the data indicated that there was little resemblance to those who go to
college and those who take AP exams. When the researcher looked at each of the six
classifications in the concern it was found that in 2006 there is little evidence to indicate
that students who take AP courses go to college in greater numbers than those who do
not. This is a significant conclusion because it means that a case can be made for school
administrators to look for a more rigorous regular or college preparation curriculum other
than the AP curriculum which can be limited by financial concerns as well as teacher
117
availability and scheduling issues as well as the cost to the state to support paying for
some of these exams for all students as well as paying for those who are
underrepresented.
While the larger schools offer more AP classes it is the smaller schools which
offer the best opportunity to get to college by taking AP courses. This despite the fact the
larger schools offer more of the classes and have more teachers with more experience to
teach the AP curriculum. However the data shows that schools with a size of 444-609
send more students to college (72%) than any of the other school size classifications. This
fact is evident despite teachers with lesser education and experience than the larger
schools. Perhaps, it is school size and not any other factor which better helps get students
to college.
And when ethnicity was factored into the equation it seems that there was little
effect overall. We do know that there are larger schools with greater non-Caucasian
students but the significance in sending those students to college is not significant.
Overall the researcher has concluded that the AP curriculum which includes the
exam is not a significant factor in getting public high schools students to college and that
the school districts might find some other curriculum which might be more college
preparatory for all if that is the purpose of public education. Then one can argue that
there is no need of AP if the purpose of high school is not to perpetuate continued higher
education. Then the funds spent on AP by the school districts and the state could be saved
and spent on something which better prepares students for something other than higher
education. The fact is this: AP does not nor it did not at least in 2006 in the public schools
118
in Indiana make a significant difference in the number of graduates attending high
education.
Suggestions
As we conclude the discussion on the value of AP as it existed in 2006 in the
Indiana public schools we can say that by having the advantage to be able to see what has
happened since then we might be able to see if there is some change in the conclusion as
formulated in 2006. Recall that 2006 was a steppingstone year in that it was 50 years old.
It was increasing the number of participants butt he scores were getting lower. The AP,
itself, began to call for an audit of all the courses. Money from the government as well as
from Bill and Melinda Gates was funneled into AP. Several states began significant
reforms of AP. So what has happened since? This section will make some suggestions
and then review what the recent literature has revealed AP.
The researcher believed that AP was not going to go away. There are still greater
numbers of students taking the AP. The researcher suggests that the some of the media
outlets not subject the public to the promotion that AP is good in itself, resulting in the
belief that everyone should take AP courses. This promotion to just take AP over other
courses only waters down the original intent of AP, which originally was established to
better prepare a small, select group of high school students for a better higher education
experience? One has to look no farther than Herron High School, a recent public charter
high school established in Indianapolis, which was not included in this study. Most
recently Herron was recognized as the 26th best high school in the United States
(Indianapolis Star). This ranking was based solely on the number of AP tests taken by its
students. It does not matter that most of the students did not receive a passing mark of
119
three or better on these tests. For some schools the importance is just that: the
recognition, particularly a new school, which might need and want the publicity to
promote itself as a school of excellence because its students take many AP courses.
Similarly, Tony Bennett, State School Superintendent, and not such in 2006,
recently said that AP was a better way to prepare students for college (Neal, July 18,
2010).
In contrast to San Diego, for example, cut $680,000 from its budget by not
requiring its students to take the AP tests if the student took the AP class. Bennett
believes that the weighted grade of AP helps students have a better advantage for getting
into college. San Diego believes that the AP is now just a commonly used tool instead of
a select program, by which school districts can obtain a possible high ranking in the
annual Newsweek selection of top 100 schools, as Herron did.
One suggestion is that AP actually cut the number of students who qualify to take
AP classes and return to the original concept of AP. The reason for this is the pass rate
has now dropped from 64% in 2004 to 60% in 2009. The suggestion is there should be
some type of qualifying test, perhaps a standard score on the PSAT, as a criterion to meet
before being permitted to take an AP class. This brings the AP back to the original intent
and ensures fewer students taking the AP and ensures a higher score on the tests. Still,
Indiana public schools continue to have lower passing scores and still want more students
to take the class and the exams at a cost of $86.00 per student. Overall, the state spent
$1.22 million in 2009 on these tests because of the number of students who qualify based
on the number of students who receive free/reduced federal lunch.
120
The suggestion that the researcher offers is that the cost of the test be shared by
the student, the state and the College Board. In place of paying high school teachers
stipends for reading the many tests, which raises the cost of the exams, the researcher
suggests that the College Board not pay the AP teachers who read these tests and lower
the costs of taking the AP exam. This professional development would be provided by
the colleges and universities who benefit from receiving students who are better prepared
for college and have the ability to offer significant and meaningful teacher education.
The researcher suggests that the College Board study the course development of
their curriculum. The College Board agrees that in some areas such as Physics the scores
on the exams improve because there is a sequential progression of the curriculum
compared to literature scores that are dropping where there is no such progression
(Gillum, July 22, 2010). Since there is a logical statistical progression of more students
taking the test the more likely the percentage of failures then the College Board would be
wise to continue an ongoing audit process but all a study of their progression of the
curriculum so that more courses are similar to the Physics success. With the number of
students receiving inferior scores, the prestige of AP will continue to fail as more and
more student continue to take these courses and tests and more fail.
The researcher suggests that the Indiana State Department of Education look
carefully at AP and asks what is good for Indiana about AP and what is not. One place to
start studying is a recently published book titled AP: A Critical Examination of the
Advanced Placement Program(
). This book looks at the good and bad components of
AP and makes some critical suggestions about the program. Its focus is more on the
success of students once they begin their college work, but as the College Board refers to
121
it as a “landmark collection in an area where scholarship is badly needed.” (Viadero,
March 17, 2010).
Similarly, this study found that there was little significant literature in the area of
AP. Thus, this study used many periodicals and newspaper writing to make its point. A
criticism of this dissertation, but a reality as late as the spring of 2010 is the lack of peer
reviewed literature. The researcher reviewed the results of this study with the literature
that has been presented in the second chapter. Again the findings of this study are four
years old, but as stated earlier in the study, 2006 was a pivotal year for the AP program,
and thus important to the Indiana public schools as they move forward to make their
schools better. Just recently, in 2010, Indiana Governor Mitch Daniels praised 12 high
schools who had 25 percent pas rate on the AP tests and which supported the goal of the
Indiana department of Education to have all school meet the 25 per cent standard.
(Indianapolis Star, June 13, 2010.) This is strong statement and seemingly unrealistic
goal, but it is a goal and a step in the right direction, but as we close this section the
researcher offers two final suggestions One is the Indiana Department of Education look
at realistic goals and begin to take educational reform at the preschool, kindergarten and
elementary levels to make this goal possible. Without educational reform during the
formation years it seems impossible to attain such a lofty goal, particularly in two years,
and maybe not in twenty years. AP is not the answer to this problem. By the time
students engage in AP many are too far behind academically, except in those more
affluent communities whose residents have high rates of college graduates. With this
influence their children in Indiana public schools have a greater opportunity to attend
college. This is not to say that those schools whose parents have less education cannot be
122
successful, but the challenge might be greater and the approach might be different. The
suggestion to the Indiana State Department of Education is to study the issue with
diligence.
The final suggestion is that: a future researcher look more closely at the data
presented in this study and create a scale of the data. This future study could evaluate all
public schools in Indiana in terms of the data. This data might create a clearer picture of
the value of the AP program. At the very least it would determine which schools, which
districts and which counties are better prepared to sent graduate to college using the AP
program as a indicator. And finally we may be better able to answer the question of
whether AP is good for everyone or because everyone does offer AP.
Comparing the Results and the Literature
The literature for this research would indicate that the success of AP is at best
dubious. As indicated in the review of the literature there were two separate views. The
real issue for this study is this: does the literature support the fact that taking AP courses
and AP exams improve the opportunities for students to get to college. Most of the
literature focused upon what happened once the graduates had obtained college and were
engaging in a college course and that they would do as well, or better, than those in the
same classes who did not take the AP curriculum. There is no conclusion to be drawn in
this dissertation because there are no results to compare.
More appropriately the question to be answered, and for which there is little
literature, as indicated in the above section, is that there is a need for professional
research to be done in this area: is AP an appropriate curriculum to help students better
gain college admission? The results show that there is little indication that this is the case.
123
The literature would support that this is also the case. Studies like the one Lichten
presented would say that the underrepresented students or those who in this study might
receive free /reduced lunch do not do as well. However, the data from 2006 taken from
the Indiana Department of Education website for Indiana’s public schools did not support
that finding. The data would support the research from the literature that stated that it
does not matter whether a student is Caucasian or non-Caucasian the results will not be
significantly different.
Summary
What the researcher can conclude is this: there is little evidence from the data
collected from the public schools in Indiana from 2006 concerning the AP curriculum to
say that it is the best curriculum for Indiana’s public high school population. The fact that
more students are following the nationwide trend by taking more AP classes and more
AP examinations does not mean that it is for the best. It simply means more students are
taking part in that curriculum. The subsequent result is that: because more students are
taking the tests the average scores is decreasing causing colleges and universities, the
very ones who must decide if the student is worthy to obtain college credit for the AP
course, to raise the standard score of acceptance for college credit. This is not a good
indicator that the AP curriculum assists students to getting into colleges and universities
who do not participate in the AP curriculum. This trend only removes the AP curriculum
from its original intent set forth in the early 1950’s of helping a few elite high school
students make the transition from high school to college a little easier. As the program as
grown over the past fifty years the overseer of the program, the College Board, has had to
make some major adjustments as the number of courses increased the courses themselves
124
were deemed not to be worthy of AP, and thus an audit for each course was required.
This, too, dampened the overall quality of the AP curriculum.
The question that still remains: is the AP program worth the money paid by the
state? Could it be better used in some other curriculum? Could it be used for remediation
of all students? The answer is unknown but the researcher is confident that as of 2006
that AP was not the answer to the Indiana’s educational issues. There is no significant
evidence that having more experienced teachers increase college attendance using the AP
curriculum. There is little evidence that the underrepresented affect the numbers who
attain college admission. There is little evidence to say that the size of a school, the size
of a school district, or a large, small or medium county for that matter has little bearing
on college attainment as it pertains to the AP curriculum. The overall finding by this
researcher is that it really does not matter if you take AP to obtain college admission.
125
Appendix A
Indiana Core 40
J
INiD,IAA
C·:RE40
C-:RE40
Course and Credit Requirements
Englishl
Language
Arts
Mathematics
Including a balance of literature, composition
and speech.
2 credits: Algebra I
2 credits: Geometry
2 credits: Algebra II
Science
Integrated
Math I. II. and III for
must complete
Directed
Electives
Physical
Education
Health and
Wellness
Electives*
for Core 40.
• Earn 2 additional Core 40 math credits
• Earn 6-8 Core 40 world language credits (6 credits in one language or 4 credits each in two
languages).
Earn 2 Core 40 fine arts credits.
• Have a grade point average of a "B" or better.
6 credits.
a math or physics course in the junior or senior year.
6 credits
6 credits
2 credits:
1 credit:
1 credit:
2 credits:
(minimum 47 credits)
• Earn a grade of a "C" or better in courses that will count toward the diploma.
2 credits: Biology I
2 credits: Chemistry I or Physics I or
Integrated Chemistry-Physics
2 credits: an Core 40 science course
Social
Studies
JJ
For the Core 40 with Academic Honors diploma, students must:
•
6 credits
~--~~--~~~------------------------~
Or complete
with Academic Honors
• Complete all requirements
8 credits
All students
Effective beginning with students who enter high school 2006-(
U.S. History
U.S. Government
Economics
World History/Civilization or
Geo ra h /Histor of the World
5 credits
World Languages
Fine Arts
Career-Technical
• Complete one of the following:
A. Complete AP courses (4 credits) and corresponding AP exams
B. Complete IB courses (4 credits) and corresponding IB exams
C. Earn a combined score of 1200 or higher on the SAT critical reading and
mathematics
D. Score a 26 or higher composite on the ACT
E. Complete dual high school/college credit courses from an accredited postsecondary
institution (6 transferable college credits)
F. Complete a combination of AP courses (2 credits) and corresponding AP exams and
dual high school/college credit course(s) from an accredited postsecondary
institution (3 transferable college credits)
C.:RE40
with Technical Honors
(minimum 47 credits)
For the Core 40 with Technical Honors diploma, students must:
• Complete all requirements for Core 40.
2 credits
• Complete a career-technical
program (8 or more related credits)
• Earn a grade of "C" or better in courses that will count toward the diploma.
• Have a grade point average of a "B" or better.
1 credit
• Recommended: Earn 2 additional credits in mathematics and 4-8 credits in World Languages
for four year college admission.
6 credits
(Career Academic
Sequence
Recommended)
• Complete two of the following, one must be A or B:
A.
Score at or above the following levels on WorkKeys: Reading for Information Level 6; Applied Mathematics - Level 6; Locating Information - Level 5
B.
Complete dual high school/college
credits)
C.
Complete a Professional Career Internship course or Cooperative Education course
(2 credits)
Complete an industry-based work experience as part of a two-year career-technical
education program (minimum 140 hours)
Earn a state-approved, industry-recognized certification
40 Total State Credits Required
Schools may have additional local graduation requirements that apply to all students
• Specifies the number of electives required by the state. High school schedules provide time for many
more electives during the high school years. All students are strongly encouraged to complete a Career
Academic Sequences (selecting electives in a deliberate manner) to take full advantage of career
exploration and preparation opportunities.
D.
E.
credit courses in a technical area (6 college
127
Appendix B
Growth in AP Exams
Growth in Number of AI' Exam Scores
tOOO,OOO
500,000
20() 00.0
1
r-4-S
I'
,---4
!
1 ••••••
31.
I
;---2!
,
I
1-8-11
50,000
I
20.,OO(l t ~~--..
i
I
I
10,000
I
1985
19952005
Year
Fig. 2_ Grmvth of number of AP test scores.
Tanle 1 and Colk2;C Board. 2006B).
The fastest growing score is a 1. (Sources.
129
Appendix C
IHSAA Classifications
FOOTBALL PLAYING SCHOOLS
IHSAA Classification Enrollments for 2007-08 and 2008-09
2006-07
School
Source: IDOE
9th Gr. Girls
10th Gr. Girls
11th Gr. Girls
12th Gr. Girls
9th Gr. Boys
1
Ben Davis
603
570
549
567
587
10th Gr. Boys 11th Gr. Boys 12th Gr. Boys
556
517
546
Total Enroll.
2
Carmel
524
475
486
485
545
492
504
490
4001
3
Warren Central
490
542
494
403
534
510
523
400
3896
4495
4
North Central (Indianapolis)
457
450
414
391
446
412
470
333
3373
5
Penn
417
401
441
409
397
414
426
426
3331
2978
6
Lake Central
7
Pike
369
362
407
410
350
350
307
309
462
417
424
364
346
354
313
298
8
Lawrence North
335
390
350
335
348
364
409
322
2853
9
Portage
331
296
331
287
333
360
313
283
2534
5A
2864
10
Merrillville
Lafayette Jefferson
279
308
281
281
299
301
258
262
328
313
336
326
326
284
286
262
2393
11
12
Lawrence Central
296
282
279
251
324
292
325
258
2307
13
Ft. Wayne Northrop
341
291
264
265
367
293
255
218
2294
14
Crown Point
307
276
266
255
307
304
297
277
2289
15
Hamilton Southeastern
277
220
231
353
307
242
240
393
2263
16
Franklin Central
319
362
251
222
328
346
227
196
2251
17
Center Grove
267
293
276
253
331
287
278
260
2245
2337
18
Avon
New Albany
294
255
294
296
247
328
257
204
331
292
307
273
256
307
249
237
2235
19
20
Indianapolis Tech
386
306
227
179
414
304
214
153
2183
2192
21
Noblesville
300
267
243
247
311
179
313
281
2141
22
Terre Haute North
307
268
252
214
294
309
257
233
2134
23
Perry Meridian
384
292
280
268
217
257
175
238
410
275
270
299
212
251
184
199
2132
24
Jeffersonville
25
Brownsburg
279
230
276
219
284
263
291
235
2077
2079
26
Homestead
236
253
253
244
286
260
269
251
2052
27
Columbus North
Ft. Wayne Snider
240
243
256
232
199
230
308
328
265
268
264
251
209
222
2035
28
294
258
29
Michigan City
Kokomo
268
262
232
269
223
208
299
276
271
270
260
292
215
178
2030
30
262
271
31
Valparaiso
246
261
256
254
258
254
250
247
2026
32
Warsaw Community
271
265
244
230
257
278
239
235
2019
33
LaPorte
254
269
224
228
292
308
217
189
1981
34
Chesterton
241
262
234
209
246
256
260
234
1942
35
Huntington North
Terre Haute South
257
267
238
216
227
199
224
289
264
250
245
234
234
198
1937
36
248
268
37
Southport
227
223
236
213
243
0
285
270
240
253
203
228
189
0
1889
1888.6
2032
2026
1921
38
Fishers
266
233
39
Elkhart Memorial
253
260
223
206
254
251
223
210
1880
40
Bloomington South
219
224
255
222
227
222
234
229
1832
1420
FOOTBALL PLAYING SCHOOLS
IHSAA Classification Enrollments for 2007-08 and 2008-09
227
190
249
Source: IDOE
249
211
41
Elkhart Central
42
Carroll (Fort Wayne)
253
231
230
198
259
235
225
177
1808
43
Castle
227
218
217
182
266
218
222
236
1786
246
252
202
1826
44
Martinsville
Floyd Central
210
224
208
218
214
205
188
197
267
229
245
233
229
191
203
217
1764
45
46
McCutcheon
243
214
224
159
273
211
211
178
1713
1714
47
Mishawaka
279
214
185
169
274
230
192
149
1692
48
Goshen
South Bend Adams
210
211
184
210
185
177
254
239
219
228
189
197
50
Harrison (West. Laf.)
231
184
203
186
258
217
189
195
153
172
1676
49
240
229
51
Richmond
218
212
195
178
191
222
197
216
1629
52
Bedford North Lawrence
53
207
233
210
184
157
190
225
220
229
213
201
186
190
180
54
Munster
208
210
204
1627
Decatur Central
209
191
183
201
212
188
194
1582
1644
1640
1616
55
Bloomington North
180
211
199
160
217
217
204
177
1565
56
Anderson
198
236
210
198
195
169
174
166
195
263
220
220
196
141
161
154
1549
190
192
170
167
167
173
292
241
166
235
128
187
144
161
1530
1524
57
Ft. Wayne North Side
58
Indianapolis Arlington
59
South Bend Riley
273
169
60
Evansville North
212
203
209
150
189
231
201
129
61
Ft. Wayne South Side
238
204
174
146
275
195
165
124
1521
62
63
Anderson Highland
Jennings County
184
249
188
218
174
149
154
137
206
259
226
201
208
169
172
129
1512
1511
1547
1525
64
South Bend Clay
198
194
201
166
179
188
205
171
1502
65
Columbus East
Concord
194
198
158
193
166
189
182
187
221
183
188
175
173
192
1501
66
219
176
67
Zionsville
182
Evansville Central
161
189
201
173
193
171
146
225
211
205
207
187
184
142
170
1474
68
69
South Bend Washington
225
199
189
186
203
173
150
140
1465
70
Westfield
198
200
162
151
229
166
195
159
1460
71
190
205
175
163
189
182
197
157
1458
72
Evansville Harrison
East Chicago Central
271
178
143
151
268
190
113
119
1433
73
Whiteland Community
202
177
174
146
178
188
188
167
1420
74
Marion
75
169
183
208
184
186
164
140
160
185
198
201
199
182
183
143
138
1414
Franklin Community
76
East Central
Evansville F.J. Reitz
170
181
169
179
151
147
171
194
206
173
170
185
186
156
1404
77
181
180
78
Mooresville
Greenfield-Central
199
154
160
183
150
148
159
177
168
184
169
175
162
160
1354
79
187
166
80
Indianapolis Broad Ripple
226
172
149
163
227
178
111
108
1334
81
Gary West Side
188
197
186
150
150
184
131
134
1320
1493
1473
1409
1395
1347
5A
4A
FOOTBALL PLAYING SCHOOLS
IHSAA Classification Enrollments for 2007-08 and 2008-09
Source: IDOE
82
Logansport
171
165
165
150
183
179
152
148
83
Indianapolis Cathedral
150
166
150
138
171
180
159
172
1286
84
DeKalb
150
158
164
154
174
168
161
156
1285
1313
85
Plainfield
Lowell
151
181
170
152
152
126
147
138
172
205
170
151
147
156
155
138
1264
86
87
Seymour
186
154
139
125
174
184
137
145
1244
88
Indianapolis Manual
89
Hobart
236
152
167
176
146
132
117
143
254
164
141
165
84
159
94
143
1234
159
137
158
153
146
173
126
158
161
170
180
150
155
146
146
139
1231
171
152
165
170
137
141
122
149
166
146
180
198
132
133
127
109
1200
153
151
129
159
166
146
136
1188
161
156
106
164
167
167
96
1186
90
Jay County
91
Northridge
92
Connersville
1247
1239
1226
93
East Noble
94
Northview
95
Hammond Morton
148
169
96
Greenwood Community
131
152
157
126
164
165
143
145
1183
97
Pendleton Heights
Highland
177
159
151
150
131
141
157
151
136
143
136
147
151
138
1177
98
138
145
99
New Castle Chrysler
171
142
127
115
179
156
137
133
1160
100
Muncie Central
143
151
128
130
154
156
158
126
1146
101
Indianapolis Northwest
102
Muncie Southside
193
128
168
140
115
152
93
124
212
185
162
145
106
136
91
119
1129
103
Columbia City
135
140
152
114
128
149
146
161
1125
104
Roncalli
140
119
148
128
172
139
139
126
1111
1198
1174
1140
105
Kankakee Valley
140
133
133
121
170
131
132
147
1107
106
Wawasee
175
148
121
131
118
107
168
151
132
153
117
139
108
148
1097
107
Shelbyville
158
120
108
Hammond
137
165
122
96
155
157
146
102
1080
109
Ft. Wayne Dwenger
135
130
131
128
149
124
140
132
1069
1097
110
Madison Consolidated
142
142
133
116
127
148
123
138
1069
111
Jasper
119
124
128
114
138
122
147
170
137
137
120
137
137
115
1064
1057
116
120
118
159
122
133
141
1050
112
Mt. Vernon (Fortville)
138
138
113
Plymouth
141
114
New Palestine
132
130
126
121
141
140
140
105
1035
115
Ft. Wayne Wayne
110
130
104
110
97
104
175
206
129
153
127
92
104
87
1024
1016
116
Ft. Wayne Elmhurst
178
134
117
Lebanon
143
135
113
107
150
135
123
110
1016
118
New Haven
132
138
124
90
124
145
116
116
985
119
South Dearborn
120
Owen Valley
120
146
111
128
132
131
121
91
150
127
136
137
125
106
89
112
978
121
Griffith
142
129
98
113
144
103
123
110
962
122
Franklin County
121
120
102
112
151
111
133
105
955
984
FOOTBALL PLAYING SCHOOLS
IHSAA Classification Enrollments for 2007-08 and 2008-09
123
Frankfort
124
Boonville
125
126
Source: IDOE
142
143
134
120
119
94
98
87
112
152
117
140
106
107
118
93
946
Delta
Gary Wallace
129
111
100
107
114
118
127
115
107
115
115
98
129
141
107
101
921
913
127
Bellmont
105
115
119
102
116
131
107
99
894
128
NorthWood
113
108
118
89
116
141
109
99
893
129
114
116
114
126
102
102
96
91
123
120
135
132
116
111
92
88
892
130
Angola
Evansville Bosse
886
131
Edgewood
110
111
110
90
122
113
94
120
870
132
Hammond Gavit
130
115
98
94
116
115
99
102
869
133
New Prairie
99
96
92
121
126
109
107
110
860
134
Norwell
86
111
105
98
118
126
92
106
842
135
Evansville Reitz Memorial
95
98
105
107
117
89
115
111
837
136
Rushville Consolidated
137
103
111
95
109
92
92
138
102
112
117
88
109
86
113
834
138
Mt. Vernon
Vincennes Lincoln
122
81
98
100
98
88
121
110
96
108
819
139
Twin Lakes
110
95
106
101
97
108
108
94
819
140
Gary Roosevelt
Brebeuf Jesuit Preparatory
117
94
92
107
102
92
125
103
111
108
81
89
72
106
811
141
111
108
142
Mishawaka Marian
98
111
100
94
94
110
90
801
143
Hammond Clark
104
83
109
91
77
135
121
121
61
798
144
Western
115
100
105
87
106
101
90
87
791
145
South Bend St. Joseph's
146
92
81
108
133
82
99
110
84
103
88
107
117
105
82
785
Heritage Hills
78
97
147
Culver Academies
64
81
93
100
86
105
127
116
772
148
Leo
Danville Community
93
102
92
117
109
74
109
96
89
106
95
99
94
71
769
149
88
98
150
Indianapolis Chatard
99
76
116
110
91
94
76
99
761
151
Washington
89
77
92
89
120
96
104
87
754
152
Corydon Central
97
90
97
79
103
90
89
98
743
153
Gary Wirt
86
102
75
109
93
108
83
85
741
154
Blackford
Peru
93
83
102
105
76
75
89
97
121
95
73
112
82
75
741
155
105
93
156
Beech Grove
157
106
84
88
73
80
85
100
122
97
92
95
102
80
72
732
Crawfordsville
86
101
158
Hamilton Heights
105
84
80
72
122
84
92
89
728
159
Brown County
Maconaquah
110
93
83
82
79
100
104
102
89
90
98
81
91
74
726
160
72
101
161
Lakeland
Tippecanoe Valley
78
94
98
71
65
78
122
95
107
119
77
98
80
82
721
162
94
81
163
Yorktown
71
105
75
88
101
106
89
76
711
936
836
807
781
763
735
731
723
718
4A
3A
FOOTBALL PLAYING SCHOOLS
IHSAA Classification Enrollments for 2007-08 and 2008-09
164
North Harrison
89
94
92
68
165
North Montgomery
87
92
78
166
Calumet
84
94
89
167
West Vigo
82
79
168
Batesville
87
169
Mississinewa
170
Source: IDOE
80
110
79
96
708
89
95
105
90
70
706
79
103
107
64
76
696
76
58
108
100
103
83
689
85
80
79
113
89
83
72
688
90
83
72
79
94
97
88
78
681
West Lafayette
86
79
68
83
91
93
82
97
679
171
Benton Central
Pike Central
75
77
94
76
66
89
99
92
89
104
85
85
83
66
672
172
81
81
173
Andrean
77
81
85
74
104
84
74
89
668
174
West Noble
97
79
62
81
97
76
77
95
664
175
Ft. Wayne Concordia
98
84
71
85
75
78
71
69
106
75
68
97
88
78
77
83
654
93
91
75
84
84
78
62
63
104
83
73
81
74
92
73
66
638
75
106
62
59
84
74
79
91
86
75
81
69
82
88
638
670
176
Charlestown
177
Salem
178
Gibson Southern
179
Heritage
180
Knox
89
68
181
Indianapolis Howe
88
72
66
49
121
96
78
58
628
182
Southmont
Greensburg
88
81
85
68
72
71
88
83
75
88
71
77
65
77
628
183
84
83
184
Eastbrook
79
91
66
73
78
87
87
65
626
185
Crawford County
72
81
83
66
70
93
83
69
617
186
Princeton Community
79
96
75
64
100
72
68
61
615
187
Greencastle
81
67
75
64
88
82
81
74
612
188
189
Western Boone
Glenn
90
89
72
66
72
62
63
66
81
85
85
92
87
71
62
78
612
609
190
Rochester Community
Rensselaer Central
86
62
70
83
55
74
70
74
130
95
64
79
74
63
59
72
608
191
192
Southridge
73
87
83
70
75
77
67
69
601
83
68
84
80
53
60
79
69
69
76
75
76
75
86
83
76
601
76
69
79
84
70
75
64
76
88
83
81
76
69
62
61
60
588
80
68
63
78
65
86
74
60
78
584
71
75
62
82
75
80
70
583
71
69
69
71
63
59
92
86
73
82
67
63
71
69
578
649
638
630
628
602
193
Sullivan
194
Northwestern
195
Harding
196
South Vermillion
197
Whitko
198
Mitchell
199
Elwood Community
200
North Putnam
72
78
201
Brownstown Central
65
72
68
63
81
79
71
73
572
202
Tipton
Jimtown
73
83
67
62
63
62
71
78
67
69
89
77
68
67
570
203
72
67
204
Indian Creek
81
86
67
46
68
89
61
67
565
591
585
577
565
3A
2A
FOOTBALL PLAYING SCHOOLS
IHSAA Classification Enrollments for 2007-08 and 2008-09
Source: IDOE
75
65
64
59
69
206
Evansville Mater Dei
Indianapolis Washington
80
67
54
45
140
85
207
Wheeler
72
63
71
67
83
72
208
Fairfield
209
Ft. Wayne Luers
68
73
82
68
49
75
76
59
60
71
67
74
210
Alexandria Monroe
74
71
67
41
96
211
Tri-West Hendricks
63
65
65
47
212
Prairie Heights
88
65
75
213
North Posey
214
Heritage Christian
71
54
58
74
215
Cass
53
216
Eastern (Pekin)
217
Madison-Grant
218
70
564
50
42
563
69
63
560
80
68
76
65
558
72
58
66
545
84
78
65
77
544
54
69
68
73
51
543
70
63
60
67
68
84
77
69
69
66
67
57
540
63
65
60
67
81
84
59
532
76
69
67
51
82
63
64
59
531
69
69
76
55
54
70
56
53
77
77
74
69
67
72
57
61
530
Tell City
219
Delphi Community
56
61
75
54
80
75
72
49
522
220
Oak Hill
62
69
53
62
76
65
69
66
522
221
Garrett
71
65
52
60
82
64
59
65
518
222
Cascade
71
54
63
61
80
62
69
58
518
223
Lawrenceburg
73
83
58
57
57
82
53
55
518
224
Centerville
58
51
56
68
62
71
77
73
516
225
Woodlan
49
65
68
58
59
66
71
76
512
226
Paoli
62
69
55
68
68
58
76
55
511
227
North Newton
75
66
54
52
70
81
52
55
505
228
Speedway
Union County
78
64
63
77
63
47
56
53
62
78
77
55
63
78
42
50
504
229
230
Providence
71
57
67
60
61
59
64
58
497
231
North Judson-San Pierre
62
71
58
54
56
72
60
60
493
232
Manchester
North Knox
58
71
65
70
64
46
66
61
58
54
72
67
54
67
491
233
54
53
234
Winchester Community
68
64
56
63
68
53
66
49
487
235
Triton Central
52
61
53
64
60
70
57
62
479
236
Clarksville
Forest Park
60
67
49
67
56
65
73
53
64
52
61
65
54
43
473
237
56
61
238
Bluffton
61
50
76
62
57
61
50
52
469
239
Cloverdale
66
61
56
54
62
63
59
46
467
240
Frankton
73
54
57
45
77
70
54
35
465
241
Winamac Community
56
47
66
47
68
67
62
49
462
242
Wabash
64
52
52
64
59
63
71
37
462
243
Knightstown
Shenandoah
72
69
43
54
67
63
59
58
72
59
55
43
46
54
459
244
45
59
245
Taylor
56
57
49
58
73
63
56
45
457
205
78
84
553
534
526
502
489
473
459
FOOTBALL PLAYING SCHOOLS
IHSAA Classification Enrollments for 2007-08 and 2008-09
Source: IDOE
246
Bremen
57
59
61
51
69
54
56
49
456
247
Monrovia
South Putnam
53
61
66
52
68
67
47
47
67
62
54
57
56
59
45
51
456
248
249
Seeger
57
49
54
57
53
62
57
66
455
250
Central Noble
57
81
44
44
66
57
48
56
453
251
South Spencer
47
52
59
50
72
61
65
42
448
252
253
Eastern Greene
Hammond Bishop Noll
54
74
49
54
59
47
46
48
53
61
63
56
69
55
53
49
446
444
49
64
55
61
60
45
46
35
55
76
60
56
57
57
61
47
443
48
54
59
62
38
45
48
45
54
62
69
62
67
58
50
44
433
456
254
Eastside
255
Indianapolis Ritter
256
258
Churubusco
South Adams
Eastern (Greentown)
55
43
66
62
53
52
419
259
44
56
44
LaVille
52
60
50
43
54
65
39
419
260
Northfield
51
41
51
54
60
45
63
53
418
261
Southwood
60
42
56
48
57
45
52
52
412
262
Park Tudor
54
49
46
47
55
59
55
46
411
263
Sheridan
Fountain Central
62
49
48
52
49
40
55
65
51
63
52
45
44
38
410
264
49
57
265
Lake Station Edison
52
41
40
75
62
46
38
408
266
Linton-Stockton
54
42
44
53
47
46
63
66
43
404
267
Hagerstown
67
57
51
45
49
41
38
53
401
268
Milan
56
54
45
37
62
46
49
43
392
269
River Forest
North Decatur
71
43
51
46
39
35
36
54
71
63
41
55
47
43
32
48
388
270
271
Adams Central
Northeastern
58
42
53
47
49
47
35
50
44
46
39
47
48
47
384
272
58
53
273
Perry Central
Fremont
48
54
37
38
46
46
60
48
47
42
47
42
41
49
376
274
275
Indianapolis Scecina
50
53
61
46
44
43
47
46
37
46
370
276
North Miami
46
49
48
44
43
48
46
46
370
277
Cambridge City Lincoln
278
Guerin Catholic
46
34
51
48
40
39
40
10
59
42
49
60
36
45
45
13
357.244
279
Carroll (Flora)
Eastern Hancock
43
35
42
32
42
43
48
42
46
47
52
52
37
55
352
280
42
40
281
Clinton Central
40
39
38
40
45
43
58
37
340
282
Culver Community
51
42
45
40
44
38
34
44
338
283
Lapel
45
46
34
39
32
47
40
50
333
284
West Washington
Oakland City Wood Memorial
48
44
42
32
31
43
39
40
57
34
33
52
46
38
330
285
34
46
286
Tri-Central
43
43
39
41
46
42
33
36
323
257
441
2A
1A
432
409
387
379
372
366
346
329
291
FOOTBALL PLAYING SCHOOLS
IHSAA Classification Enrollments for 2007-08 and 2008-09
Source: IDOE
287
Clinton Prairie
40
44
40
41
43
35
50
30
323
288
South Decatur
47
42
40
26
41
37
49
40
322
289
Pioneer
38
42
44
31
48
31
38
46
318
290
Triton
39
43
29
29
51
40
46
39
316
291
South Central (Union Mills)
27
30
32
45
43
57
44
38
316
292
Union City
North Central (Farmersburg)
34
39
42
39
41
33
45
45
43
45
45
36
33
35
315
293
32
42
294
Riverton Parke
35
42
30
35
48
41
39
43
313
295
Tecumseh
30
41
33
39
56
41
34
38
312
296
North White
50
40
42
38
48
29
31
30
308
297
South Newton
North Daviess
43
45
40
44
21
39
44
42
49
42
37
33
32
30
308
298
42
31
299
Wes-Del
44
32
43
39
34
33
41
40
306
300
West Central
48
38
45
42
34
32
30
25
294
301
Covington
27
34
28
39
47
40
39
39
293
302
Rockville
303
Southern Wells
43
31
40
42
35
28
29
30
39
33
39
39
31
40
35
44
287
304
Indianapolis Lutheran
Springs Valley
42
24
34
37
37
45
29
28
32
41
37
35
51
37
25
30
287
305
306
Edinburgh
Caston
36
37
37
28
21
27
42
42
33
35
33
35
26
28
274
307
46
41
308
North Vermillion
26
40
29
40
38
34
34
28
269
309
Tri-County
37
33
32
28
41
31
33
33
268
310
Attica
311
Whiting
31
44
28
50
44
33
32
23
34
30
33
36
37
25
27
23
264
312
Frontier
Tri
21
31
36
32
27
33
31
29
50
31
36
38
37
31
24
31
262
313
314
Lafayette Central Catholic
38
24
33
30
18
32
23
29
227
315
Turkey Run
28
23
26
28
29
23
29
223
316
Union (Dugger)
11
18
8
14
16
7
119
317
Indiana School for the Deaf
23
7
37
22
12
11
12
8
15
21
11
97
40,698
39,614
37,260
33,992
43,723
41,016
38,026
34,371
308,700
Schools in bold are schools that have moved up from their previous classification.
Schools in italics are schools that have moved down from their previous classification.
314
306
291
277
273
266
256
1A
138
Appendix D
Dissertation Data
Data by IHSAA Designation
County
School Name
Lake
Rogers Clark
IN Academy for Sci, Math and
Humanities
Burris Laboratory School
Hanover
Wash.Twsp.
Westville
William Borden HS
Cannelton
Oregon-Davis
Silvercreek HS
Danville Community HS
Rossville Sr HS
LaCRosse
Argos
Westview
Kouts
Switzerland
Southwestern
New Washington Middle/HS
Monroe Central
Clay City Jr Sr HS
Henryville Jr Sr HS
Bloomfield Jr Sr HS
Cowan HS
Lanesville Jr Sr HS
Austin
Scholas
Southwestern
Winamac
Scottburg
Emience
Shakamak Jr Sr HS
Blue River Valley Jr Sr HS
Medora
Hebron
Waldo J Wood Memorial
Hauser Jr Sr HS
Crothersville
S.Knox
Orleans
South Central Jr Sr HS
Loogootee
Delaware
Delaware
Lake
Porter
LaPorte
Clark
Perry
Starke
Clark
Hendricks
Clinton
LaPorte
Marshall
LaGrange
Porter
Switzerland
Jefferson
Clark
Randolph
Clay
Clark
Greene
Delaware
Harrison
Scott
Martin
Shelby
Pulaski
Scott
Morgan
Greene
Henry
Jackson
Porter
Gibson
Bartholomew
Jackson
Knox
Orange
Harrison
Martin
School District
IHSAA Football
Classification
IB Status
Grad. Rate
% Lunch Program
(free/reduced)
School City of Hammond
0
No
70.30%
60.00%
Ind Academy for Sci/Math
Burris Lab School
Hanover Comm Corp
East Porter Count Corp
MSD of New Durham Twsp
West Clark Comm
Cannelton City Schools
Oregon-Davis Corp
West Clark Comm
Danville Comm
Rossville Con school
Dewey Twsp Schools
Argos Comm
Westview School Corp
East Porter County Corp
Switzerland County
Southwestern-Jefferson Co Con
Greater Clark County
Monroe Central Corp
Clay Comm
West Clark Comm
Bloomfield School Dist
Cowan Comm Sch Corp
Lansville Comm
Scott County District 1
Shoals Comm Corp
Southwestern Con Sch Shelby Co
Eastern Pulaski Com Corp
Scott County District 2
Eminence Comm Corp
MSD Shakamak
Blue River Valley
Medora Comm Corp
MSD Boone Twsp
East Gibson Corp
Flat Rock-Hawcreek
Crothersville Comm
South Knox Corp
Orleans Comm
South Harrison Com
Loogootee Comm Corp
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
99.10%
100.00%
90.70%
88.50%
64.20%
83.60%
66.70%
74.60%
93.60%
84.70%
85.70%
89.50%
71.90%
92.20%
92.30%
80.50%
76.60%
81.50%
93.20%
87.20%
75.90%
89.40%
92.20%
98.00%
69.90%
73.40%
86.80%
85.00%
78.70%
78.70%
71.80%
82.10%
68.40%
90.50%
89.20%
86.70%
82.50%
89.20%
88.20%
90.00%
94.40%
17%
24%
14.00%
15.00%
27.00%
32%
53.00%
31.00%
15%
18%
21%
19.00%
29.00%
27.00%
17.00%
32.00%
46.00%
34%
38.00%
30%
30%
26%
20%
13%
50.00%
45.00%
15.00%
27.00%
30.00%
25.00%
39%
22%
50.00%
18.00%
16%
31%
29.00%
22.00%
25.00%
27%
26.00%
139
Data by IHSAA Designation
County
Porter
Daviees
Newton
Dubois
Randolph
Ripley
Steuben
Ohio
Ripley
Greene
School Name
Boone Grove
Barr Reeve Jr Sr HS
New Harmony
Northeast Dubois HS
Union Junction
South Ripley
Hamilton County
Rising Sun
S.Ripley
White River Valley Jr Sr
School District
Porter Twsp Corp
Bar-Reeve Com Schools
New Harmony Town and Twsp Comm
Northeast Dubois Co
Union School Corp
South Ripley Comm. Corp
Hamilton Comm
Rising-Sun Comm School Corp
South Ripley Comm Corp
White River Valley Sch District
IHSAA Football
Classification
0
0
0
0
0
0
0
0
0
0
IB Status
No
No
No
No
No
No
No
No
No
No
Grad. Rate
89.50%
95.10%
85.70%
89.40%
90.00%
76.80%
90.50%
84.00%
76.80%
82.10%
% Lunch Program
(free/reduced)
10.00%
15%
28.00%
20%
31.00%
31
19.00%
20.00%
31.00%
41%
Shelby
Randolph
Posey
Porter
Ripley
Delaware
Lake
Lake
Lake
White
White
Marshall
Adams
Newton
Adams
Marshall
Orange
Pulaski
St. Joseph
Tipton
Parke
Parke
Parke
Hamilton
Fountain
Clinton
LaPorte
Wabash
Vermillion
Fulton
Greene
Washington
Morristown
Randolf South
New Harmony
Morgan Twsp.
Jac Cen-Del
Wapahani HS
Thomas Edison
River Forest
Whiting
Frontier
North White
Culver Community
Adams Central HS
S.Newton
South Adams Jr. Sr. HS
Triton
SpringsValley
W.Central
LaVille
Tri Central
Reverton Park
Turkey Run
Rockville
Sheridan HS
Fountain Central HS
Clinton Prairie Jr Sr HS
South Central
Southwood
North Vermillion
Caston Jr Sr HS
Eastern Greene HS
Eastern
Shelby Eastern Schools
Randolph Southern
New Harmony Town and Twsp Comm
East Porter Count Corp
Jac-Cen-Del Comm Corp
Liberty-Perry Comm
Lake Station Comm
River Forest Comm Corp
Whiting School City
Frontier School Corp
North White Corp
Culver Comm Corp
Adams Central Comm.
South Newton School Corp
South Adams
Triton Corp
Springs Valley Comm Corp
West Central Corp
Union-north United Corp
Nothern Com School Tipton Co
Southwest Parke Comm Schools
Turkey Run Community Corp
Rockville Comm corp
Sheridan Comm
Southeast Fountain
Clinton Praire School Cor
South Central Comm Corp
MSD Wabash County Schools
North Vermillion Community Corp
Caston School Corp
Eastern Greene Schools
East Washington Corp
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
81.30%
82.40%
85.70%
97.40%
74.10%
87.20%
68.60%
67.10%
79.60%
88.30%
68.40%
79.10%
91.00%
67.20%
79.40%
79.30%
79.10%
87.50%
70.10%
89.60%
79.80%
79.70%
76.40%
85.40%
92.40%
87.30%
89.50%
84.30%
93.00%
73.50%
79.20%
76.00%
16.00%
24.00%
28.00%
4.00%
27.00%
24%
48.00%
55.00%
45.00%
18.00%
44.00%
40.00%
10%
30.00%
25%
26.00%
38.00%
37.00%
24.00%
24.00%
46.00%
34.00%
34.00%
24%
27%
23%
13.00%
16.00%
37.00%
28%
29%
40.00%
140
Data by IHSAA Designation
School District
Frankton-Lapel Comm
IHSAA Football
Classification
1
IB Status
No
Grad. Rate
95.40%
% Lunch Program
(free/reduced)
14.00%
Carroll Jr Sr HS
North Central
Linton-Stockton HS
Edinburgh
Cherubusco
Monrovia
Tecumseh
Eastside
Northfield
South Decatur Jr Sr HS
N.Miami
Lincoln
Tri Jr Sr HS
Perry Central
Carroll Consolidated
Northeast School Corp
Linton-Stockton Corp
Edinburgh Comm Corp
Smith-Green Comm Schools
Monroe-Gregg School District
Warrick County Corp
DeKalb Co Eastern Comm
MSD Wabash County schools
Decatur County Comm
North Miami Comm
Western Wayne Schools
South Henry Corp
Perry Central Comm Corp
1
1
1
1
1
1
1
1
1
1
1
1
1
1
No
No
No
No
No
No
No
No
No
No
No
No
No
No
81.00%
87.50%
74.70%
64.10%
85.90%
89.20%
88.00%
88.60%
87.00%
79.20%
88.20%
81.10%
91.90%
93.00%
19%
48.00%
24%
40.00%
19.00%
16.00%
26.00%
36%
21.00%
26%
27.00%
34.00%
27%
23.00%
Delaware
Fountain
Wayne
Wells
Daviees
Madison
Wayne
Washington
Fountain
Wes-Del Middle/Sr HS
Attica HS
Northeastern
Southern Wells
North Davies Jr Sr HS
Frankton
Hagerstown
West Washington
Covington Community HS
Wes-Del Comm
Attica Consolidated Copr
Northeastern Wayne schools
Souther Wells Comm
Noprth Daviess Comm
Franlton-Lapel Comm
Nettle Creek Corp
West Washington Corp
Covington Comm
1
1
1
1
1
1
1
1
1
No
No
No
No
No
No
No
No
No
91.80%
82.80%
84.00%
78.90%
84.70%
84.90%
79.60%
74.10%
83.10%
27%
29%
21.00%
14.00%
31%
25.00%
22.00%
36.00%
24%
Henry
Hancock
Warren
Steuben
Sulivan
Henry
Cass
Decatur
Ripley
White
Clinton
Marion
Marion
Gibson
Clark
Marshall
Knightstown HS
Eastern Hancock HS
Seeger
Fremont
Union
Shenandoah HS
Pioneer Jr Sr HS
North Decatur Jr Sr HS
Milam
TriCounty
Clinton Central Jr Sr HS
Washington
Speedway
Princeton Community HS
Clarksville Sr HS
Bremen
C A Beard Memorial Corp
Eastern Hancock Co Comm
MSD Warren County
Fremont Comm
Northeast School Corp
Shenandoah Sch Corp
Pioneer Regional
Decatur County Comm
Milam Community Schools
Tri-County Corp
Clinton Central School
Indianapolis Public Schools
School Town of Speedway
North Gibson Corp
Clarksville Comm
Bremen Public Schools
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
80.90%
87.50%
87.20%
87.40%
50.00%
91.10%
77.30%
82.30%
78.50%
79.70%
90.10%
43.50%
90.60%
72.30%
82.60%
80.60%
29%
12%
20.00%
24.00%
40.00%
21%
25%
19%
27.00%
25.00%
25%
67.00%
36.00%
31%
39%
19.00%
County
Madison
School Name
Lapel
Carroll
Sulivan
Greene
Johnson
Whitley
Morgan
Warrick
DeKalb
Wabash
Decatur
Miami
Wayne
Henry
Perry
141
Data by IHSAA Designation
County
Howard
Clark
Porter
Allen
Lake
Allen
Elkhart
Wells
Jasper
Dubois
Cass
Newton
Kosciusko
Madison
Fulton
Hendricks
Noble
Starke
Wabash
Grant
Miami
LaGrange
St. Joseph
Madison
Howard
DeKalb
Carroll
Dearborn
Grant
Putnam
Elkhart
Allen
Sulivan
Hendricks
Montgomery
Randolph
Putnam
Putnam
Howard
Wayne
Shelby
School Name
Taylor HS
Charlestown Sr HS
Wheeler
Heritage Jr/Sr HS
Hammond
Paul Harding HS
Jimtown HS
Bluffton
Rensselaer
Southridge HS
Lewis Cass Jr Sr HS
N.Newton
Whtico
Elwood
Rochester Comm HS
Cascade Senior HS
Central Noble
North Judson-San Pierre
Manchester
Oak Hill
Oak Hill
Praire Heights
John Gleen
Alex-Monroe
Norhwestern Sr HS
Garrett
Delphi Community HS
Lawrenceburg HS
Eastbrook HS
S.Putnam
Fairfield Jr Sr HS
Woodlan Jr/Sr HS
Sullivan
Tri-West Senior HS
N.Montgomery
Winchester
Cloverdale
N.Putnam
Eastern Jr Sr HS
Centerville
Triton Central
Union
Union County
School District
Taylor Comm Corp
Greater Clark County
Union Twsp Corp
East Allen County
School City of Hammond
East Allen County
Baugo Comm
MSD Bluffton-Harrison
Rensselaear Central Corp
Southwest Dubois
Southeastern School Corp
North Newton School Corp
Whitco Comm
Elwood Comm Corp
Fulton Cty
Mill Creek Comm
Central Noble School Corp
North Judson-San Pierre Corp
Manchester Comm Schools
Oak Hill United Corp
Oak Hill United Corp
Prairie Heights Com Corp
John Gleen Corp
Alexandria Comm Corp
Northwestern Corp
Garrett-Keyser Butler Comm
Delphi Comm.
Lawrenceburg Comm
Eastbrook Comm
South Putnam Comm
Fairfield Comm
East Allen County
Southwest Schoool Corp
North West Hendricks
North Montgomery Comm Corp
Randolph Central Corp
Cloverdale Comm Schools
North Putnam Comm
Eastern Howard
Centerville-Abington Comm
Nothwestern Con Corp
IHSAA Football
Classification
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
IB Status
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
Grad. Rate
69.00%
76.60%
89.40%
80.80%
36.00%
71.80%
80.90%
93.90%
78.60%
80.90%
72.30%
75.60%
80.40%
82.30%
83.40%
91.10%
71.30%
72.40%
90.10%
91.20%
91.20%
85.80%
81.70%
76.90%
90.60%
84.50%
73.90%
76.10%
75.50%
84.80%
88.10%
86.70%
82.00%
92.70%
87.10%
84.00%
66.90%
78.80%
94.20%
88.50%
89.60%
% Lunch Program
(free/reduced)
22%
32%
10.00%
25%
73.00%
63%
20%
21.00%
24.00%
18%
17%
27.00%
22.00%
42.00%
28%
17%
27.00%
35.00%
33.00%
17%
17.00%
25.00%
23.00%
33.00%
10%
31%
28%
20%
22%
28.00%
15%
22%
35.00%
10%
23.00%
32.00%
39.00%
25.00%
15%
21.00%
18.00%
Union Co/Clg corner Joint Sch Dist
2
No
77.90%
33.00%
142
Data by IHSAA Designation
School District
Tell City Troy Corp
Eastern Pulaski Com Corp
Tipton Comm Corp
South Spencer County Corp
Wabash City Schools
Mitchell Comm Schools
South Vermillion Comm Corp
Madison-Grant United Corp
North Knox Corp
IHSAA Football
Classification
2
2
2
2
2
2
2
2
2
IB Status
No
No
No
No
No
No
No
No
No
Grad. Rate
76.30%
85.00%
85.00%
84.00%
72.60%
72.20%
76.30%
67.40%
72.50%
% Lunch Program
(free/reduced)
23.00%
27
21.00%
26.00%
41.00%
30.00%
36.00%
36%
35.00%
Western Boone Co Comm.
Brownstown Cnt School Corp
South Montgomery Comm Corp
Paoli Comm Corp
Southeast Dubois
MSD North Posey County
Indianapolis Public Schools
Lake Ridge Schools
Evansville-Vanderburg Corp
School City of Hammond
West Noble School Corp
School city of Hammond
Griffth Public Schools
West Lafayette Corp
East Allen County
Beech Grove Comm
Crawforsdsville`Comm
Mt. Vernon Comm Corp
Twin Lakes Corp
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
No
No
No
No
No
No
No
No
Yes
No
No
No
No
No
No
No
No
No
No
92.30%
84.20%
87.70%
76.10%
92.90%
93.00%
55.60%
72.10%
74.40%
67.90%
82.30%
59.90%
82.00%
86.10%
72.50%
73.60%
76.40%
82.90%
73.60%
23%
22.00%
25.00%
43.00%
16%
11.00%
66.00%
51.00%
49.00%
51.00%
45.00%
66.00%
21.00%
10.00%
32%
34.00%
37.00%
0%
28.00%
Bellmont Senior HS
North Adams
3
No
82.40%
17%
Lakeland
Western HS
North Wood HS
Peru
Washington HS
Tippecanoe Valley
Angola
Mississinewa HS
Lakeland Corp
Western School Corp
Wa-Nee Comm
Peru Comm Schools
Washington Comm
Tippecanoe Valley Comm
MSD Stueben County
Mississinewa Comm
3
3
3
3
3
3
3
3
No
No
No
No
No
No
No
No
78.50%
87.70%
84.00%
69.30%
71.10%
68.10%
77.10%
86.50%
32.00%
15%
20%
35.00%
38%
32.00%
26.00%
38%
County
Perry
Pulaski
Tipton
Spencer
Wabash
Lawrence
Vermillion
Grant
Knox
School Name
Tell City
Winamac
Tipton
South Spencer
Wabash
Mitchell
South Vermikllion
Madison-Grant HS
N,Knox
Boone
Jackson
Montgomery
Orange
Dubois
Posey
Marion
Lake
Vanderburgh
Lake
Noble
Lake
Lake
Tippecanoe
Allen
Marion
Montgomery
Hancock
White
Western Boone Jr. Sr HS
Brownstown
Southmont
Paoli
Forest Park Jr Sr HS
North Posey
Howe
Calumet
Benjamin Bosse
Morton
West Noble
Gavit
Griffith
West Lafayette
New Haven HS
Beech Grove
Crawfordsville
Mt Vernon HS
Twin Lakes
Adams
LaGrange
Howard
Elkhart
Miami
Daviees
Kosciusko
Steuben
Grant
143
Data by IHSAA Designation
County
Putnam
Benton
Miami
Harrison
Knox
Starke
LaPorte
Delaware
Posey
Delaware
School Name
Greencastle
Benton Central Jr Sr HS
Maconaquah
Corydon Central HS
Lincoln
Knox
New Praire
Daleville Jr/Sr HS
Mt.Vernon
Yorktown HS
Lake
Rush
Spencer
Hamilton
Decatur
Harrison
Monroe
Wells
Allen
Ripley
Hancock
Washington
Brown
Blackford
Crawford
Gibson
Lake
Vigo
Pike
Lake
Allen
St. Joseph
Allen
St. Joseph
Wirt
Rushville
Heritage Hills
Hamilton Heights HS
Greensburg Community HS
North Harrison HS
Edgewood
Norwell
Leo Jr/Sr HS
Batesville
New Palestine HS
Salem
Brown County HS
Blackford HS
Crawford County Jr Sr HS
Gibson Southern HS
Roosevelt
West Vigo
Pike Central
Munster
Ft.Wayne Southside
Washington
Ft. Wayne Wayne
Clay
Allen
North Side HS
Grant
Marion
Delaware
Elkhart
Vanderburgh
Marion HS
Manual
Muncie Central HS
Concord Community HS
Henry Harrison
School District
Greencastle Comm School
Benton Comm.
Maconaquah Scool Corp
South Harrison Com
Vincennes Comm
Knox Comm Corp
New Prairie United Corp
Daleville Comm
MSD Mt. Vernon
Mt Pleasant Twsp Comm
IHSAA Football
Classification
3
3
3
3
3
3
3
3
3
3
IB Status
No
No
No
No
No
No
No
No
No
No
Grad. Rate
77.50%
84.90%
73.70%
79.20%
77.30%
69.50%
94.90%
81.60%
80.60%
93.20%
% Lunch Program
(free/reduced)
26.00%
31%
26.00%
26%
36.00%
46.00%
21.00%
23%
20.00%
15%
Gary Comm Schools
Rush County
North Spemcer City Corp
Hamilton Heights Corp
Greensburg Comm
North Harrison Comm
Richard-Bean Blossom CSC
Northern Wells Comm
East Allen County
Batesville Comm Corp
Southern Hancock Co Com
Salem Comm Schools
Brown County
Blackford County
Crawford Co Comm
South Gibson Corp
Gary Comm Schools
Vigo County Corp
Pike County Corp
School Town of Munster
Ft. Wayne Comm.
South Bend Comm
Ft. Wayne Comm.
South Bend Comm
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
Yes
No
No
No
50.90%
89.80%
84.80%
80.30%
87.60%
85.80%
82.20%
91.00%
93.90%
93.20%
94.00%
77.70%
81.50%
71.50%
74.10%
88.50%
41.10%
81.20%
89.00%
95.70%
92.60%
75.80%
94.60%
77.90%
59.00%
23.00%
26.00%
16%
26%
32%
26.00%
15.00%
8%
8.00%
10%
37.00%
25%
28%
44%
11%
61.00%
45.00%
27.00%
8.00%
56%
49.00%
50%
13.00%
Ft. Wayne Comm.
4
No
68.10%
60%
Marion Comm
Indianapolis Public Schools
Muncie Comm
Concord Comm
Evansville-Vanderburg Corp
4
4
4
4
4
No
No
No
No
No
58.00%
45.00%
73.70%
78.10%
82.80%
55%
62.00%
44%
29%
44.00%
144
Data by IHSAA Designation
School District
Ft. Wayne Comm.
IHSAA Football
Classification
4
IB Status
No
Grad. Rate
68.20%
% Lunch Program
(free/reduced)
61%
Logansport Comm
Community Schools of Frankfort
Indianapolis Public Schools
School City of Hobart
4
4
4
4
No
No
No
No
81.00%
75.60%
90.50%
78.90%
38%
49%
36.00%
27.00%
Columbus East HS
Muncie Southside HS
Bloomington North
Plymouth
Highland
McCutcheon
Central
William Henry Harrison
Northwest
Broad Ripple
Seymour
Westfiled HS
Wawasee
Bartholomew Con School
Muncie Comm
Monroe County Comm Corp
Plymouth Comm
School Town of Hammond
Tippecannoe School Corp
Evansville-Vanderburg Corp
Tippecanoe School Corp;
Indianapolis Public Schools
Indianapolis Public Schools
Seymour Comm
Westfield-Washington
Wawasee Comm
4
4
4
4
4
4
4
4
4
4
4
4
4
No
No
No
No
No
No
No
No
Yes
No
No
No
No
76.20%
74.30%
79.20%
84.90%
81.60%
72.90%
86.70%
80.80%
40.30%
59.40%
79.60%
89.30%
73.30%
10%
46%
18.00%
33.00%
16.00%
21.00%
41.00%
18.00%
66.00%
65.00%
27.00%
10%
28.00%
Shelby
Shelbyville
Shelbyville Central Schools
4
No
78.10%
31.00%
Boone
Jasper
Vanderburgh
Dubois
Elkhart
Johnson
Noble
Hendricks
Henry
Madison
Whitley
Fayette
Lake
Jefferson
Delaware
Zionsville Community HS
Kankakee
Reitz
Jasper HS
Northridge HS
Franklin Comm.
East Noble
Plainfield HS
New Castle Chrysler HS
Pendelton Heights
Columbia City
Connersville Sr HS
Lee Wallace
Madison
Delta High School
Zionsville Comm.
Kankakee Valley Corp
Evansville-Vanderburg Corp
Greater-Jasper Con
Middlebury Comm
Franklin Comm
East Noble School Corp
Plainfield Comm Corp
New Castle Comm
South Madison Comm
Whitley Co Cons Schools
Fayette County Corp
Gary Comm Schools
Madison Consolidated Schools
Delaware Comm
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
94.90%
80.40%
90.70%
93.90%
88.00%
77.00%
73.80%
90.10%
70.80%
83.80%
87.80%
74.80%
42.50%
68.20%
85.00%
3%
24.00%
30.00%
12%
15%
26.00%
21.00%
15%
39%
17.00%
18.00%
39%
61.00%
40.00%
23%
County
Allen
School Name
Elmhurst HS
Cass
Clinton
Marion
Lake
Logansport Community HS
Frankfort
Arsenal Tech
Hobart
Bartholomew
Delaware
Monroe
Marshall
Lake
Tippecanoe
Vanderburgh
Tippecanoe
Marion
Marion
Jackson
Hamilton
Kosciusko
145
Data by IHSAA Designation
County
Boone
Floyd
Owen
Jay
Clay
Lake
DeKalb
Hancock
School Name
Lebanon Sr HS
Floyd Central HS
Owen Valley
JayCounty
Northview HS
Lowel
DeKalb Central
Greenfield Central HS
School District
Lebanon Comm
New Albany-Floyd Co Con
Spencer-Owen Comm
Jay School Corp
Clay Comm
Tri-Creek Corp
Dekalb Co Ctl United
Greenfield -Central Comm
IHSAA Football
Classification
4
4
4
4
4
4
4
4
IB Status
No
No
No
No
No
No
No
No
Grad. Rate
82.90%
90.20%
76.00%
78.00%
73.70%
83.50%
78.40%
72.60%
% Lunch Program
(free/reduced)
27%
11%
32.00%
33.00%
32%
14.00%
22%
21%
Morgan
Dearborn
Lake
Warrick
Franklin
Dearborn
Marion
Marion
LaPorte
Mooresville
East Central HS
Westside
Boonville
Franklin County High
South Dearborn HS
Perry Meridian
Southport
Michigan city
Mooresville Con School Corp
Sunman-Dearborn Comm
Gary Comm Schools
Warrick County Corp
Franklin County Comm
South Dearborn Comm
MSD Perry Twsp
MSD Perry Twsp
Michigan Area Schools
4
4
4
4
4
4
5
5
5
No
No
No
No
No
No
No
No
No
82.40%
90.90%
56.30%
79.40%
79.90%
79.00%
76.80%
81.40%
59.70%
19.00%
13%
54.00%
29.00%
32%
19%
38.00%
43.00%
45.00%
Marion
Ben Davis University
MSD Wayne Twsp
5
Yes
67.00%
53.00%
Marion
Marion
North Central
Franklin Central
MSD Washington Twsp
Franklin Twsp Comm Corp
5
5
No
No
83.10%
76.10%
36.00%
26.00%
Marion
Law.Central
MSD Lawrence Twsp
5
Yes
79.30%
39.00%
Marion
St. Joseph
Law. North
Riley
MSD Lawrence Twsp
South Bend Comm
5
5
Yes
No
78.30%
66.80%
34.00%
51.00%
Marion
Elkhart
Elkhart
Allen
Elkhart
Warren Central
Elkhart Central HS
Goshen HS
Northrop HS
Elkhart Memorial HS
MSD Warren Twsp
Elkahart Comm
Goshen Comm
Ft. Wayne Comm.
Elkahart Comm
5
5
5
5
5
No
No
Yes
No
No
74.90%
68.30%
68.50%
82.60%
64.60%
53.00%
47%
41%
28%
46%
Madison
Clark
Anderson
Jeffersonville HS
Anderson Comm
Greater Clark county
5
5
No
No
53.40%
69.50%
47.00%
37%
Allen
Lake
R Nelson Snider HS
Merriville
Ft. Wayne Comm.
Merriville Comm
5
5
No
No
85.10%
77.70%
35%
32.00%
146
Data by IHSAA Designation
School District
IHSAA Football
Classification
IB Status
Grad. Rate
% Lunch Program
(free/reduced)
Kokomo-Center Twsp Con
Portage Twsp Schools
Anderson Comm
Richmond Comm Schools
New Albany-Floyd Co Con
5
5
5
5
5
No
No
No
No
No
77.40%
81.10%
66.10%
60.00%
61.40%
40%
33.00%
42.00%
47.00%
39%
MSD Pike Twsp
5
No
72.50%
39.00%
Avon Comm
5
No
85.70%
14%
Hamilton Southeastern
5
No
89.40%
8%
Hamilton Southeastern
Evansville-Vanderburg Corp
5
5
No
No
89.40%
81.80%
8%
39.00%
Vigo County Corp
Lake Central Corp
5
5
No
No
79.10%
83.40%
34.00%
8.00%
Carmel Clay
5
Yes
94.50%
5%
Monroe County Comm Corp
5
No
80.20%
16.00%
Warsaw
DeCatur Central
Warsaw Comm
MSD Decatur Twsp
5
5
No
No
72.30%
75.40%
29.00%
42.00%
Hendricks
Brownsburg HS
Brownsburg Comm
5
No
89.40%
14%
Bartholomew
Johnson
Columbus North HS
Whiteland
Bartholomew Con School
Clark-Plesant corp
5
5
No
No
86.20%
86.90%
23%
31.00%
Allen
LaPorte
St. Joseph
Vigo
Homestead Senior HS
LaPorte
Misawaka
Terre Haute North
Southwest Allen
LaPorte Comm Corp
School city of Mishawaka
Vigo County Corp
5
5
5
5
No
No
No
No
90.90%
81.80%
58.90%
81.90%
6%
28.00%
39.00%
38.00%
County
School Name
Howard
Porter
Madison
Wayne
Floyd
Kokomo HS
Portage
Highland
Richmond
New Albany Senior HS
Marion
Pike
Hendricks
Avon HS
Hamilton
Hamilton Southeastern HS
Hamilton
Vanderburgh
Fishers HS
North
Vigo
Lake
TerreHaute South
Lake Central
Hamilton
Carmel HS
Monroe
Bloomiington South
Kosciusko
Marion
147
Data by IHSAA Designation
School District
IHSAA Football
Classification
IB Status
Grad. Rate
% Lunch Program
(free/reduced)
Crown Point
Valparasio
Arlington
Chesterton
Crown Point Comm Corp
Valparaiso Comm Schools
Indianapolis Public Schools
Duneland School Corp
5
5
5
5
No
Yes
No
No
86.40%
90.60%
49.90%
83.30%
13.00%
14.00%
77.00%
12.00%
St. Joseph
Penn
Penn-Harris-Madison Corp
5
No
79.20%
10.00%
Hamilton
Lawrence
Noblesville HS
Bedford-N.Law
Noblesville Schools
North Lawrence Comm
5
5
No
No
86.00%
82.00%
12%
29.00%
Allen
St. Joseph
Carroll HS
Adams Central HS
Northwest Allen
South Bend Comm
5
5
No
Yes
92.00%
69.30%
9%
46.00%
Huntington
Warrick
Huntington North HS
Castle
Huntington Co Comm Corp
Warrick County Corp
5
5
No
No
79.40%
85.00%
21%
8.00%
Johnson
Lake
Tippecanoe
Jennings
Morgan
Center Grove
East Chicago
Jefferson
Jennings
Martinsville
Center Grove Comm Corp
School city of East Chicago
Lafayette School Corp
Jennings County
MSD Martinsville Schools
5
5
5
5
5
No
No
No
No
No
85.90%
54.60%
80.50%
76.30%
68.80%
9.00%
74.00%
32.00%
33.00%
28.00%
County
School Name
Lake
Porter
Marion
Porter
148
Data by IHSAA Designation
County
School Name
Lake
Rogers Clark
IN Academy for Sci, Math and
Humanities
Burris Laboratory School
Hanover
Wash.Twsp.
Westville
William Borden HS
Cannelton
Oregon-Davis
Silvercreek HS
Danville Community HS
Rossville Sr HS
LaCRosse
Argos
Westview
Kouts
Switzerland
Southwestern
New Washington Middle/HS
Monroe Central
Clay City Jr Sr HS
Henryville Jr Sr HS
Bloomfield Jr Sr HS
Cowan HS
Lanesville Jr Sr HS
Austin
Scholas
Southwestern
Winamac
Scottburg
Emience
Shakamak Jr Sr HS
Blue River Valley Jr Sr HS
Medora
Hebron
Waldo J Wood Memorial
Hauser Jr Sr HS
Crothersville
S.Knox
Orleans
South Central Jr Sr HS
Loogootee
Delaware
Delaware
Lake
Porter
LaPorte
Clark
Perry
Starke
Clark
Hendricks
Clinton
LaPorte
Marshall
LaGrange
Porter
Switzerland
Jefferson
Clark
Randolph
Clay
Clark
Greene
Delaware
Harrison
Scott
Martin
Shelby
Pulaski
Scott
Morgan
Greene
Henry
Jackson
Porter
Gibson
Bartholomew
Jackson
Knox
Orange
Harrison
Martin
IHSAA Football
NonClassification Attendance Rate Caucasian %
School District
# AP
Teachers AP Course
School City of Hammond
0
94.70%
29.00%
1
1
Ind Academy for Sci/Math
Burris Lab School
Hanover Comm Corp
East Porter Count Corp
MSD of New Durham Twsp
West Clark Comm
Cannelton City Schools
Oregon-Davis Corp
West Clark Comm
Danville Comm
Rossville Con school
Dewey Twsp Schools
Argos Comm
Westview School Corp
East Porter County Corp
Switzerland County
Southwestern-Jefferson Co Con
Greater Clark County
Monroe Central Corp
Clay Comm
West Clark Comm
Bloomfield School Dist
Cowan Comm Sch Corp
Lansville Comm
Scott County District 1
Shoals Comm Corp
Southwestern Con Sch Shelby Co
Eastern Pulaski Com Corp
Scott County District 2
Eminence Comm Corp
MSD Shakamak
Blue River Valley
Medora Comm Corp
MSD Boone Twsp
East Gibson Corp
Flat Rock-Hawcreek
Crothersville Comm
South Knox Corp
Orleans Comm
South Harrison Com
Loogootee Comm Corp
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
98.60%
96.50%
93.30%
96.10%
95.50%
96.70%
93.20%
92.20%
94.30%
94.70%
95.60%
96.20%
96.30%
96.50%
97.20%
94.50%
95.00%
95.20%
95.30%
95.80%
95.90%
96.60%
97.50%
99.40%
92.80%
93.30%
94.00%
95.00%
95.10%
95.30%
95.40%
95.60%
95.60%
95.60%
95.70%
95.80%
95.80%
96.00%
96.00%
96.20%
96.60%
23.00%
21.00%
10.00%
9.00%
6.00%
6.00%
5.00%
4.00%
4.00%
4.00%
4.00%
4.00%
4.00%
4.00%
4.00%
3.00%
3.00%
3.00%
3.00%
3.00%
3.00%
3.00%
3.00%
3.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
10
2
2
1
0
1
0
2
4
3
4
0
2
2
1
3
1
0
0
3
3
1
3
4
1
2
1
0
2
1
2
1
0
3
2
2
1
1
1
2
0
6
2
2
1
0
1
0
2
4
3
4
0
2
2
1
3
1
0
0
3
3
1
3
4
1
2
1
0
2
1
2
1
0
3
2
2
1
1
1
2
0
149
Data by IHSAA Designation
County
Porter
Daviees
Newton
Dubois
Randolph
Ripley
Steuben
Ohio
Ripley
Greene
School Name
Boone Grove
Barr Reeve Jr Sr HS
New Harmony
Northeast Dubois HS
Union Junction
South Ripley
Hamilton County
Rising Sun
S.Ripley
White River Valley Jr Sr
School District
Porter Twsp Corp
Bar-Reeve Com Schools
New Harmony Town and Twsp Comm
Northeast Dubois Co
Union School Corp
South Ripley Comm. Corp
Hamilton Comm
Rising-Sun Comm School Corp
South Ripley Comm Corp
White River Valley Sch District
Shelby
Randolph
Posey
Porter
Ripley
Delaware
Lake
Lake
Lake
White
White
Marshall
Adams
Newton
Adams
Marshall
Orange
Pulaski
St. Joseph
Tipton
Parke
Parke
Parke
Hamilton
Fountain
Clinton
LaPorte
Wabash
Vermillion
Fulton
Greene
Washington
Morristown
Randolf South
New Harmony
Morgan Twsp.
Jac Cen-Del
Wapahani HS
Thomas Edison
River Forest
Whiting
Frontier
North White
Culver Community
Adams Central HS
S.Newton
South Adams Jr. Sr. HS
Triton
SpringsValley
W.Central
LaVille
Tri Central
Reverton Park
Turkey Run
Rockville
Sheridan HS
Fountain Central HS
Clinton Prairie Jr Sr HS
South Central
Southwood
North Vermillion
Caston Jr Sr HS
Eastern Greene HS
Eastern
Shelby Eastern Schools
Randolph Southern
New Harmony Town and Twsp Comm
East Porter Count Corp
Jac-Cen-Del Comm Corp
Liberty-Perry Comm
Lake Station Comm
River Forest Comm Corp
Whiting School City
Frontier School Corp
North White Corp
Culver Comm Corp
Adams Central Comm.
South Newton School Corp
South Adams
Triton Corp
Springs Valley Comm Corp
West Central Corp
Union-north United Corp
Nothern Com School Tipton Co
Southwest Parke Comm Schools
Turkey Run Community Corp
Rockville Comm corp
Sheridan Comm
Southeast Fountain
Clinton Praire School Cor
South Central Comm Corp
MSD Wabash County Schools
North Vermillion Community Corp
Caston School Corp
Eastern Greene Schools
East Washington Corp
150
IHSAA Football
NonClassification Attendance Rate Caucasian %
0
96.90%
2.00%
0
97.00%
2.00%
0
97.10%
2.00%
0
97.20%
2.00%
0
95.30%
1.00%
0
95.40%
1.00%
0
95.60%
1.00%
0
95.70%
1.00%
0
95.70%
1.00%
0
96.20%
1.00%
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
96.20%
96.50%
97.10%
97.20%
96.10%
96.20%
94.00%
95.70%
95.50%
96.40%
94.50%
95.90%
96.90%
95.90%
95.60%
95.90%
96.00%
94.50%
94.80%
95.40%
90.10%
94.70%
95.40%
95.00%
95.40%
96.40%
96.60%
96.70%
94.50%
94.60%
94.80%
95.30%
1.00%
1.00%
1.00%
1.00%
0.00%
0.00%
63.00%
57.00%
52.00%
18.00%
14.00%
12.00%
11.00%
9.00%
7.00%
7.00%
7.00%
6.00%
6.00%
6.00%
5.00%
5.00%
5.00%
4.00%
4.00%
4.00%
4.00%
4.00%
3.00%
3.00%
3.00%
3.00%
# AP
Teachers AP Course
3
3
0
0
0
0
1
1
2
2
3
2
1
1
2
2
2
2
2
2
2
1
0
1
1
3
1
3
2
1
4
2
5%
4
3
2
1
0
4
3
1
1
3
4
1
3
0
3
2
4
1
5
2
1
0
1
1
3
1
3
1
1
4
2
6.00
4
3
2
1
0
4
3
1
1
3
4
1
3
0
3
2
4
2
3
Data by IHSAA Designation
IHSAA Football
NonClassification Attendance Rate Caucasian %
1
95.80%
3.00%
School District
Frankton-Lapel Comm
# AP
Teachers AP Course
4
4
County
Madison
School Name
Lapel
Carroll
Sulivan
Greene
Johnson
Whitley
Morgan
Warrick
DeKalb
Wabash
Decatur
Miami
Wayne
Henry
Perry
Carroll Jr Sr HS
North Central
Linton-Stockton HS
Edinburgh
Cherubusco
Monrovia
Tecumseh
Eastside
Northfield
South Decatur Jr Sr HS
N.Miami
Lincoln
Tri Jr Sr HS
Perry Central
Carroll Consolidated
Northeast School Corp
Linton-Stockton Corp
Edinburgh Comm Corp
Smith-Green Comm Schools
Monroe-Gregg School District
Warrick County Corp
DeKalb Co Eastern Comm
MSD Wabash County schools
Decatur County Comm
North Miami Comm
Western Wayne Schools
South Henry Corp
Perry Central Comm Corp
1
1
1
1
1
1
1
1
1
1
1
1
1
1
96.10%
96.10%
96.20%
94.30%
94.80%
95.20%
95.30%
95.50%
95.50%
95.60%
95.60%
95.80%
96.20%
96.20%
3.00%
3.00%
3.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
6
5
1
0
2
1
3
1
3
2
3
4
2
1
6
4
1
0
2
1
2
1
3
2
3
4
2
1
Delaware
Fountain
Wayne
Wells
Daviees
Madison
Wayne
Washington
Fountain
Wes-Del Middle/Sr HS
Attica HS
Northeastern
Southern Wells
North Davies Jr Sr HS
Frankton
Hagerstown
West Washington
Covington Community HS
Wes-Del Comm
Attica Consolidated Copr
Northeastern Wayne schools
Souther Wells Comm
Noprth Daviess Comm
Franlton-Lapel Comm
Nettle Creek Corp
West Washington Corp
Covington Comm
1
1
1
1
1
1
1
1
1
96.30%
96.30%
96.70%
96.70%
96.80%
96.90%
97.70%
95.00%
95.20%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
2.00%
1.00%
1.00%
1
4
2
3
3
2
3
4
2
1
4
2
2
3
2
4
3
2
Henry
Hancock
Warren
Steuben
Sulivan
Henry
Cass
Decatur
Ripley
White
Clinton
Marion
Marion
Gibson
Clark
Marshall
Knightstown HS
Eastern Hancock HS
Seeger
Fremont
Union
Shenandoah HS
Pioneer Jr Sr HS
North Decatur Jr Sr HS
Milam
TriCounty
Clinton Central Jr Sr HS
Washington
Speedway
Princeton Community HS
Clarksville Sr HS
Bremen
C A Beard Memorial Corp
Eastern Hancock Co Comm
MSD Warren County
Fremont Comm
Northeast School Corp
Shenandoah Sch Corp
Pioneer Regional
Decatur County Comm
Milam Community Schools
Tri-County Corp
Clinton Central School
Indianapolis Public Schools
School Town of Speedway
North Gibson Corp
Clarksville Comm
Bremen Public Schools
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
95.20%
95.30%
95.30%
95.40%
95.40%
95.50%
95.90%
96.00%
96.10%
96.10%
96.50%
88.20%
96.40%
95.20%
95.00%
96.40%
1.00%
1.00%
1.00%
1.00%
1.00%
1.00%
1.00%
1.00%
1.00%
1.00%
1.00%
45.00%
31.00%
15.00%
14.00%
14.00%
7
2
5
4
2
3
3
2
3
3
3
3
2
2
2
0
5
2
6
5
2
3
3
2
3
3
3
3
2
2
2
0
151
Data by IHSAA Designation
County
Howard
Clark
Porter
Allen
Lake
Allen
Elkhart
Wells
Jasper
Dubois
Cass
Newton
Kosciusko
Madison
Fulton
Hendricks
Noble
Starke
Wabash
Grant
Miami
LaGrange
St. Joseph
Madison
Howard
DeKalb
Carroll
Dearborn
Grant
Putnam
Elkhart
Allen
Sulivan
Hendricks
Montgomery
Randolph
Putnam
Putnam
Howard
Wayne
Shelby
School Name
Taylor HS
Charlestown Sr HS
Wheeler
Heritage Jr/Sr HS
Hammond
Paul Harding HS
Jimtown HS
Bluffton
Rensselaer
Southridge HS
Lewis Cass Jr Sr HS
N.Newton
Whtico
Elwood
Rochester Comm HS
Cascade Senior HS
Central Noble
North Judson-San Pierre
Manchester
Oak Hill
Oak Hill
Praire Heights
John Gleen
Alex-Monroe
Norhwestern Sr HS
Garrett
Delphi Community HS
Lawrenceburg HS
Eastbrook HS
S.Putnam
Fairfield Jr Sr HS
Woodlan Jr/Sr HS
Sullivan
Tri-West Senior HS
N.Montgomery
Winchester
Cloverdale
N.Putnam
Eastern Jr Sr HS
Centerville
Triton Central
Union
Union County
School District
Taylor Comm Corp
Greater Clark County
Union Twsp Corp
East Allen County
School City of Hammond
East Allen County
Baugo Comm
MSD Bluffton-Harrison
Rensselaear Central Corp
Southwest Dubois
Southeastern School Corp
North Newton School Corp
Whitco Comm
Elwood Comm Corp
Fulton Cty
Mill Creek Comm
Central Noble School Corp
North Judson-San Pierre Corp
Manchester Comm Schools
Oak Hill United Corp
Oak Hill United Corp
Prairie Heights Com Corp
John Gleen Corp
Alexandria Comm Corp
Northwestern Corp
Garrett-Keyser Butler Comm
Delphi Comm.
Lawrenceburg Comm
Eastbrook Comm
South Putnam Comm
Fairfield Comm
East Allen County
Southwest Schoool Corp
North West Hendricks
North Montgomery Comm Corp
Randolph Central Corp
Cloverdale Comm Schools
North Putnam Comm
Eastern Howard
Centerville-Abington Comm
Nothwestern Con Corp
Union Co/Clg corner Joint Sch Dist
152
IHSAA Football
NonClassification Attendance Rate Caucasian %
2
93.60%
13.00%
2
95.20%
12.00%
2
95.20%
12.00%
2
97.30%
12.00%
2
96.00%
10.00%
2
94.00%
9.00%
2
94.30%
9.00%
2
95.90%
9.00%
2
96.40%
8.00%
2
96.60%
8.00%
2
95.50%
7.00%
2
93.70%
6.00%
2
94.00%
6.00%
2
94.20%
6.00%
2
95.30%
6.00%
2
95.70%
6.00%
2
95.90%
6.00%
2
93.70%
5.00%
2
94.80%
5.00%
2
94.90%
5.00%
2
95.00%
5.00%
2
95.20%
5.00%
2
95.60%
5.00%
2
95.80%
5.00%
2
96.30%
5.00%
2
96.40%
5.00%
2
97.00%
5.00%
2
94.50%
4.00%
2
95.20%
4.00%
2
95.70%
4.00%
2
96.60%
4.00%
2
97.30%
4.00%
2
94.50%
3.00%
95.00%
3.00%
2
2
95.10%
3.00%
2
95.30%
3.00%
2
95.40%
3.00%
2
96.00%
3.00%
2
96.40%
3.00%
2
96.50%
3.00%
2
96.80%
3.00%
2
94.40%
2.00%
# AP
Teachers AP Course
0
0
2
2
1
2
0
0
4
4
0
0
1
1
1
1
1
1
2
2
3
3
3
3
1
1
3
3
2
2
2
3
5
4
1
1
2
2
1
1
2
2
2
2
5
5
2
2
4
4
1
1
3
3
1
1
3
3
0
0
1
1
1
1
4
4
5
5
2
2
1
1
2
2
2
2
4
4
4
4
4
4
3
3
Data by IHSAA Designation
County
Perry
Pulaski
Tipton
Spencer
Wabash
Lawrence
Vermillion
Grant
Knox
School Name
Tell City
Winamac
Tipton
South Spencer
Wabash
Mitchell
South Vermikllion
Madison-Grant HS
N,Knox
Boone
Jackson
Montgomery
Orange
Dubois
Posey
Marion
Lake
Vanderburgh
Lake
Noble
Lake
Lake
Tippecanoe
Allen
Marion
Montgomery
Hancock
White
Western Boone Jr. Sr HS
Brownstown
Southmont
Paoli
Forest Park Jr Sr HS
North Posey
Howe
Calumet
Benjamin Bosse
Morton
West Noble
Gavit
Griffith
West Lafayette
New Haven HS
Beech Grove
Crawfordsville
Mt Vernon HS
Twin Lakes
Adams
LaGrange
Howard
Elkhart
Miami
Daviees
Kosciusko
Steuben
Grant
School District
Tell City Troy Corp
Eastern Pulaski Com Corp
Tipton Comm Corp
South Spencer County Corp
Wabash City Schools
Mitchell Comm Schools
South Vermillion Comm Corp
Madison-Grant United Corp
North Knox Corp
IHSAA Football
NonClassification Attendance Rate Caucasian %
2
94.90%
2.00%
2
94.90%
2.00%
2
95.00%
2.00%
2
95.10%
2.00%
2
95.10%
2.00%
2
95.20%
2.00%
2
96.10%
2.00%
2
96.20%
2.00%
2
96.30%
2.00%
# AP
Teachers AP Course
2
2
0
0
3
3
3
3
3
3
2
2
2
2
1
1
3
4
Western Boone Co Comm.
Brownstown Cnt School Corp
South Montgomery Comm Corp
Paoli Comm Corp
Southeast Dubois
MSD North Posey County
Indianapolis Public Schools
Lake Ridge Schools
Evansville-Vanderburg Corp
School City of Hammond
West Noble School Corp
School city of Hammond
Griffth Public Schools
West Lafayette Corp
East Allen County
Beech Grove Comm
Crawforsdsville`Comm
Mt. Vernon Comm Corp
Twin Lakes Corp
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
96.60%
96.80%
97.00%
97.10%
98.10%
98.20%
93.30%
92.30%
94.80%
93.70%
95.70%
96.40%
96.60%
96.60%
94.30%
96.70%
97.30%
96.10%
96.30%
2.00%
2.00%
2.00%
2.00%
1.00%
1.00%
50.00%
45.00%
45.00%
41.00%
36.00%
36.00%
31.00%
27.00%
21.00%
13.00%
13.00%
12.00%
12.00%
3
0
2
3
1
1
3
4
2
4
4
4
2
8
3
2
9
5
3
3
0
2
3
1
1
3
3
2
2
3
3
2
8
3
2
7
5
3
Bellmont Senior HS
North Adams
3
95.20%
11.00%
7
6
Lakeland
Western HS
North Wood HS
Peru
Washington HS
Tippecanoe Valley
Angola
Mississinewa HS
Lakeland Corp
Western School Corp
Wa-Nee Comm
Peru Comm Schools
Washington Comm
Tippecanoe Valley Comm
MSD Stueben County
Mississinewa Comm
3
3
3
3
3
3
3
3
95.90%
95.20%
94.60%
94.80%
96.00%
95.00%
95.10%
96.60%
11.00%
10.00%
9.00%
9.00%
9.00%
8.00%
8.00%
7.00%
3
0
3
2
1
1
4
6
3
0
3
3
2
1
4
6
153
Data by IHSAA Designation
County
Putnam
Benton
Miami
Harrison
Knox
Starke
LaPorte
Delaware
Posey
Delaware
School Name
Greencastle
Benton Central Jr Sr HS
Maconaquah
Corydon Central HS
Lincoln
Knox
New Praire
Daleville Jr/Sr HS
Mt.Vernon
Yorktown HS
Lake
Rush
Spencer
Hamilton
Decatur
Harrison
Monroe
Wells
Allen
Ripley
Hancock
Washington
Brown
Blackford
Crawford
Gibson
Lake
Vigo
Pike
Lake
Allen
St. Joseph
Allen
St. Joseph
Wirt
Rushville
Heritage Hills
Hamilton Heights HS
Greensburg Community HS
North Harrison HS
Edgewood
Norwell
Leo Jr/Sr HS
Batesville
New Palestine HS
Salem
Brown County HS
Blackford HS
Crawford County Jr Sr HS
Gibson Southern HS
Roosevelt
West Vigo
Pike Central
Munster
Ft.Wayne Southside
Washington
Ft. Wayne Wayne
Clay
Allen
North Side HS
Grant
Marion
Delaware
Elkhart
Vanderburgh
Marion HS
Manual
Muncie Central HS
Concord Community HS
Henry Harrison
School District
Greencastle Comm School
Benton Comm.
Maconaquah Scool Corp
South Harrison Com
Vincennes Comm
Knox Comm Corp
New Prairie United Corp
Daleville Comm
MSD Mt. Vernon
Mt Pleasant Twsp Comm
IHSAA Football
NonClassification Attendance Rate Caucasian %
3
96.60%
7.00%
3
97.30%
7.00%
3
97.90%
7.00%
3
95.70%
6.00%
3
96.00%
6.00%
3
95.50%
5.00%
3
96.00%
5.00%
3
96.40%
5.00%
3
97.10%
5.00%
3
95.50%
4.00%
# AP
Teachers AP Course
2
2
9
8
5
4
3
3
5
4
4
4
6
5
2
2
1
1
7
7
Gary Comm Schools
Rush County
North Spemcer City Corp
Hamilton Heights Corp
Greensburg Comm
North Harrison Comm
Richard-Bean Blossom CSC
Northern Wells Comm
East Allen County
Batesville Comm Corp
Southern Hancock Co Com
Salem Comm Schools
Brown County
Blackford County
Crawford Co Comm
South Gibson Corp
Gary Comm Schools
Vigo County Corp
Pike County Corp
School Town of Munster
Ft. Wayne Comm.
South Bend Comm
Ft. Wayne Comm.
South Bend Comm
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
93.90%
94.90%
95.10%
95.30%
95.40%
95.80%
96.10%
96.40%
96.60%
96.80%
97.30%
95.00%
95.30%
95.80%
96.80%
100.00%
92.90%
94.50%
95.50%
96.90%
92.30%
87.80%
94.60%
91.50%
3.00%
3.00%
3.00%
3.00%
3.00%
3.00%
3.00%
3.00%
3.00%
3.00%
3.00%
2.00%
2.00%
2.00%
2.00%
2.00%
1.00%
1.00%
1.00%
76.00%
65.00%
62.00%
52.00%
43.00%
4
3
3
4
7
3
3
3
3
4
7
1
5
2
0
1
1
4
1
8
2
3
1
4
4
3
3
4
7
3
3
3
2
3
7
1
5
2
0
1
1
3
1
8
2
3
1
4
Ft. Wayne Comm.
4
93.30%
43.00%
5
5
Marion Comm
Indianapolis Public Schools
Muncie Comm
Concord Comm
Evansville-Vanderburg Corp
4
4
4
4
4
94.30%
90.50%
93.60%
93.90%
95.10%
38.00%
36.00%
33.00%
30.00%
28.00%
10
2
7
8
2
8
2
7
8
2
154
Data by IHSAA Designation
County
Allen
School Name
Elmhurst HS
Cass
Clinton
Marion
Lake
Logansport Community HS
Frankfort
Arsenal Tech
Hobart
Bartholomew
Delaware
Monroe
Marshall
Lake
Tippecanoe
Vanderburgh
Tippecanoe
Marion
Marion
Jackson
Hamilton
Kosciusko
IHSAA Football
NonClassification Attendance Rate Caucasian %
4
93.30%
26.00%
School District
Ft. Wayne Comm.
# AP
Teachers AP Course
0
0
Logansport Comm
Community Schools of Frankfort
Indianapolis Public Schools
School City of Hobart
4
4
4
4
93.60%
95.30%
92.10%
96.80%
26.00%
25.00%
24.00%
24.00%
9
1
4
4
9
1
4
3
Columbus East HS
Muncie Southside HS
Bloomington North
Plymouth
Highland
McCutcheon
Central
William Henry Harrison
Northwest
Broad Ripple
Seymour
Westfiled HS
Wawasee
Bartholomew Con School
Muncie Comm
Monroe County Comm Corp
Plymouth Comm
School Town of Hammond
Tippecannoe School Corp
Evansville-Vanderburg Corp
Tippecanoe School Corp;
Indianapolis Public Schools
Indianapolis Public Schools
Seymour Comm
Westfield-Washington
Wawasee Comm
4
4
4
4
4
4
4
4
4
4
4
4
4
95.30%
94.20%
94.50%
95.80%
95.10%
96.10%
95.10%
96.80%
88.30%
94.50%
95.60%
95.90%
96.20%
23.00%
20.00%
17.00%
17.00%
15.00%
13.00%
11.00%
11.00%
10.00%
10.00%
10.00%
10.00%
10.00%
9
5
2
1
8
7
3
6
4
7
2
6
1
9
5
2
1
7
7
3
6
3
7
2
6
1
Shelby
Shelbyville
Shelbyville Central Schools
4
95.50%
9.00%
7
8
Boone
Jasper
Vanderburgh
Dubois
Elkhart
Johnson
Noble
Hendricks
Henry
Madison
Whitley
Fayette
Lake
Jefferson
Delaware
Zionsville Community HS
Kankakee
Reitz
Jasper HS
Northridge HS
Franklin Comm.
East Noble
Plainfield HS
New Castle Chrysler HS
Pendelton Heights
Columbia City
Connersville Sr HS
Lee Wallace
Madison
Delta High School
Zionsville Comm.
Kankakee Valley Corp
Evansville-Vanderburg Corp
Greater-Jasper Con
Middlebury Comm
Franklin Comm
East Noble School Corp
Plainfield Comm Corp
New Castle Comm
South Madison Comm
Whitley Co Cons Schools
Fayette County Corp
Gary Comm Schools
Madison Consolidated Schools
Delaware Comm
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
96.80%
95.30%
97.10%
96.50%
97.20%
95.20%
95.20%
96.50%
92.60%
94.80%
94.90%
95.30%
96.10%
91.60%
94.40%
9.00%
8.00%
8.00%
7.00%
7.00%
6.00%
6.00%
6.00%
5.00%
5.00%
5.00%
5.00%
5.00%
4.00%
4.00%
18
5
5
1
4
9
5
6
3
6
5
5
2
0
2
19
5
3
1
4
9
3
6
3
6
5
5
2
0
2
155
Data by IHSAA Designation
IHSAA Football
NonClassification Attendance Rate Caucasian %
4
95.60%
4.00%
4
96.40%
4.00%
4
93.70%
3.00%
4
94.20%
3.00%
4
94.60%
3.00%
4
94.70%
3.00%
4
95.70%
3.00%
4
96.20%
3.00%
# AP
Teachers AP Course
3
3
5
5
2
2
0
0
6
6
7
7
3
3
8
8
County
Boone
Floyd
Owen
Jay
Clay
Lake
DeKalb
Hancock
School Name
Lebanon Sr HS
Floyd Central HS
Owen Valley
JayCounty
Northview HS
Lowel
DeKalb Central
Greenfield Central HS
School District
Lebanon Comm
New Albany-Floyd Co Con
Spencer-Owen Comm
Jay School Corp
Clay Comm
Tri-Creek Corp
Dekalb Co Ctl United
Greenfield -Central Comm
Morgan
Dearborn
Lake
Warrick
Franklin
Dearborn
Marion
Marion
LaPorte
Mooresville
East Central HS
Westside
Boonville
Franklin County High
South Dearborn HS
Perry Meridian
Southport
Michigan city
Mooresville Con School Corp
Sunman-Dearborn Comm
Gary Comm Schools
Warrick County Corp
Franklin County Comm
South Dearborn Comm
MSD Perry Twsp
MSD Perry Twsp
Michigan Area Schools
4
4
4
4
4
4
5
5
5
97.30%
93.80%
95.00%
95.10%
94.50%
96.00%
93.00%
92.60%
92.20%
3.00%
2.00%
2.00%
2.00%
1.00%
1.00%
77.00%
75.00%
63.00%
5
4
8
3
4
3
8
7
3
5
4
7
3
4
3
8
7
3
Marion
Ben Davis University
MSD Wayne Twsp
5
92.50%
52.00%
18
12
Marion
Marion
North Central
Franklin Central
MSD Washington Twsp
Franklin Twsp Comm Corp
5
5
96.30%
94.80%
52.00%
50.00%
24
8
15
6
Marion
Law.Central
MSD Lawrence Twsp
5
95.50%
50.00%
15
12
Marion
St. Joseph
Law. North
Riley
MSD Lawrence Twsp
South Bend Comm
5
5
93.00%
86.70%
48.00%
44.00%
18
2
14
2
Marion
Elkhart
Elkhart
Allen
Elkhart
Warren Central
Elkhart Central HS
Goshen HS
Northrop HS
Elkhart Memorial HS
MSD Warren Twsp
Elkahart Comm
Goshen Comm
Ft. Wayne Comm.
Elkahart Comm
5
5
5
5
5
95.30%
92.30%
94.70%
95.10%
92.30%
43.00%
42.00%
38.00%
37.00%
35.00%
14
7
5
6
7
11
7
5
5
7
Madison
Clark
Anderson
Jeffersonville HS
Anderson Comm
Greater Clark county
5
5
92.70%
93.50%
35.00%
30.00%
5
8
3
8
Allen
Lake
R Nelson Snider HS
Merriville
Ft. Wayne Comm.
Merriville Comm
5
5
95.40%
96.00%
30.00%
30.00%
7
4
7
5
156
Data by IHSAA Designation
County
School Name
Howard
Porter
Madison
Wayne
Floyd
Kokomo HS
Portage
Highland
Richmond
New Albany Senior HS
Marion
Pike
Hendricks
Avon HS
Hamilton
Hamilton Southeastern HS
Hamilton
Vanderburgh
Fishers HS
North
Vigo
Lake
TerreHaute South
Lake Central
Hamilton
Carmel HS
Monroe
Bloomiington South
Kosciusko
Marion
IHSAA Football
NonClassification Attendance Rate Caucasian %
School District
# AP
Teachers AP Course
Kokomo-Center Twsp Con
Portage Twsp Schools
Anderson Comm
Richmond Comm Schools
New Albany-Floyd Co Con
5
5
5
5
5
95.20%
94.90%
94.70%
91.20%
91.50%
25.00%
24.00%
23.00%
22.00%
20.00%
11
2
7
5
6
11
2
8
5
6
MSD Pike Twsp
5
96.20%
20.00%
17
13
Avon Comm
5
95.90%
19.00%
10
9
Hamilton Southeastern
5
96.30%
19.00%
16
16
Hamilton Southeastern
Evansville-Vanderburg Corp
5
5
96.00%
96.30%
18.00%
18.00%
18
3
19
2
Vigo County Corp
Lake Central Corp
5
5
93.80%
96.20%
17.00%
17.00%
11
5
10
5
Carmel Clay
5
96.60%
17.00%
35
17
Monroe County Comm Corp
5
93.40%
15.00%
10
8
Warsaw
DeCatur Central
Warsaw Comm
MSD Decatur Twsp
5
5
94.70%
95.50%
14.00%
14.00%
9
3
8
3
Hendricks
Brownsburg HS
Brownsburg Comm
5
95.80%
14.00%
12
13
Bartholomew
Johnson
Columbus North HS
Whiteland
Bartholomew Con School
Clark-Plesant corp
5
5
94.90%
94.90%
12.00%
12.00%
9
6
7
5
Allen
LaPorte
St. Joseph
Vigo
Homestead Senior HS
LaPorte
Misawaka
Terre Haute North
Southwest Allen
LaPorte Comm Corp
School city of Mishawaka
Vigo County Corp
5
5
5
5
95.70%
96.00%
92.60%
94.40%
12.00%
12.00%
11.00%
11.00%
11
3
4
8
9
3
3
6
157
Data by IHSAA Designation
IHSAA Football
NonClassification Attendance Rate Caucasian %
School District
# AP
Teachers AP Course
County
School Name
Lake
Porter
Marion
Porter
Crown Point
Valparasio
Arlington
Chesterton
Crown Point Comm Corp
Valparaiso Comm Schools
Indianapolis Public Schools
Duneland School Corp
5
5
5
5
96.00%
96.20%
89.20%
95.70%
11.00%
11.00%
10.00%
10.00%
21
7
3
2
17
5
3
2
St. Joseph
Penn
Penn-Harris-Madison Corp
5
91.00%
9.00%
9
5
Hamilton
Lawrence
Noblesville HS
Bedford-N.Law
Noblesville Schools
North Lawrence Comm
5
5
95.80%
93.40%
8.00%
7.00%
16
4
14
4
Allen
St. Joseph
Carroll HS
Adams Central HS
Northwest Allen
South Bend Comm
5
5
96.60%
89.00%
7.00%
5.50%
8
5
8
6
Huntington
Warrick
Huntington North HS
Castle
Huntington Co Comm Corp
Warrick County Corp
5
5
95.00%
96.10%
5.00%
5.00%
10
8
9
5
Johnson
Lake
Tippecanoe
Jennings
Morgan
Center Grove
East Chicago
Jefferson
Jennings
Martinsville
Center Grove Comm Corp
School city of East Chicago
Lafayette School Corp
Jennings County
MSD Martinsville Schools
5
5
5
5
5
98.60%
93.40%
94.50%
95.00%
94.10%
4.00%
3.00%
3.00%
3.00%
2.00%
12
2
3
5
8
11
2
3
4
8
158
Data by IHSAA Designation
County
School Name
Lake
Rogers Clark
IN Academy for Sci, Math and
Humanities
Burris Laboratory School
Hanover
Wash.Twsp.
Westville
William Borden HS
Cannelton
Oregon-Davis
Silvercreek HS
Danville Community HS
Rossville Sr HS
LaCRosse
Argos
Westview
Kouts
Switzerland
Southwestern
New Washington Middle/HS
Monroe Central
Clay City Jr Sr HS
Henryville Jr Sr HS
Bloomfield Jr Sr HS
Cowan HS
Lanesville Jr Sr HS
Austin
Scholas
Southwestern
Winamac
Scottburg
Emience
Shakamak Jr Sr HS
Blue River Valley Jr Sr HS
Medora
Hebron
Waldo J Wood Memorial
Hauser Jr Sr HS
Crothersville
S.Knox
Orleans
South Central Jr Sr HS
Loogootee
Delaware
Delaware
Lake
Porter
LaPorte
Clark
Perry
Starke
Clark
Hendricks
Clinton
LaPorte
Marshall
LaGrange
Porter
Switzerland
Jefferson
Clark
Randolph
Clay
Clark
Greene
Delaware
Harrison
Scott
Martin
Shelby
Pulaski
Scott
Morgan
Greene
Henry
Jackson
Porter
Gibson
Bartholomew
Jackson
Knox
Orange
Harrison
Martin
School District
IHSAA Football
Classification Yrs Experience
Degree Level
School City of Hammond
0
35
MA
Ind Academy for Sci/Math
Burris Lab School
Hanover Comm Corp
East Porter Count Corp
MSD of New Durham Twsp
West Clark Comm
Cannelton City Schools
Oregon-Davis Corp
West Clark Comm
Danville Comm
Rossville Con school
Dewey Twsp Schools
Argos Comm
Westview School Corp
East Porter County Corp
Switzerland County
Southwestern-Jefferson Co Con
Greater Clark County
Monroe Central Corp
Clay Comm
West Clark Comm
Bloomfield School Dist
Cowan Comm Sch Corp
Lansville Comm
Scott County District 1
Shoals Comm Corp
Southwestern Con Sch Shelby Co
Eastern Pulaski Com Corp
Scott County District 2
Eminence Comm Corp
MSD Shakamak
Blue River Valley
Medora Comm Corp
MSD Boone Twsp
East Gibson Corp
Flat Rock-Hawcreek
Crothersville Comm
South Knox Corp
Orleans Comm
South Harrison Com
Loogootee Comm Corp
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
42,33,17,13,19,27,13,11,33,28
9,12
26,8
7
0
7
0
21,10
14,27,34,16
32,32,26
25,20,11,39
0
22,25
18,14
24
8,28,24
20
0
0
7,28,9
33,25,3
14
3,11,1
1,27,26,31
32
14,6
29
0
33,9
0
39,33
26
0
27,31,7
38,39
31,21
32
12
27
3,18
0
MA,MA,MA,MA,MA,MA,MA,MA,MA,Doc
BA,MA
MA,MA
BA
0
BA
0
MA,BA
MA,Other,Other,MA
MA,MA,MA
MA,MA,BA,MA
0
MA,MA
MA,MA
MA
BA,MA,MA
MA
N/A
0
BA,MA,BA
Other,MA,BA
BA
BA,BA,MA
BA,MA,MA,MA
Doc
Spec,MA
MA
0
Specialist,MA
MA
MA,MA
MA
0
MA,MA,BA
MA,MA
MA,MA
MA
MA
MA
MA,MA
0
159
Data by IHSAA Designation
County
Porter
Daviees
Newton
Dubois
Randolph
Ripley
Steuben
Ohio
Ripley
Greene
School Name
Boone Grove
Barr Reeve Jr Sr HS
New Harmony
Northeast Dubois HS
Union Junction
South Ripley
Hamilton County
Rising Sun
S.Ripley
White River Valley Jr Sr
IHSAA Football
School District
Classification
Porter Twsp Corp
0
Bar-Reeve Com Schools
0
New Harmony Town and Twsp Comm
0
Northeast Dubois Co
0
Union School Corp
0
South Ripley Comm. Corp
0
Hamilton Comm
0
Rising-Sun Comm School Corp
0
South Ripley Comm Corp
0
White River Valley Sch District
0
Shelby
Randolph
Posey
Porter
Ripley
Delaware
Lake
Lake
Lake
White
White
Marshall
Adams
Newton
Adams
Marshall
Orange
Pulaski
St. Joseph
Tipton
Parke
Parke
Parke
Hamilton
Fountain
Clinton
LaPorte
Wabash
Vermillion
Fulton
Greene
Washington
Morristown
Randolf South
New Harmony
Morgan Twsp.
Jac Cen-Del
Wapahani HS
Thomas Edison
River Forest
Whiting
Frontier
North White
Culver Community
Adams Central HS
S.Newton
South Adams Jr. Sr. HS
Triton
SpringsValley
W.Central
LaVille
Tri Central
Reverton Park
Turkey Run
Rockville
Sheridan HS
Fountain Central HS
Clinton Prairie Jr Sr HS
South Central
Southwood
North Vermillion
Caston Jr Sr HS
Eastern Greene HS
Eastern
Shelby Eastern Schools
Randolph Southern
New Harmony Town and Twsp Comm
East Porter Count Corp
Jac-Cen-Del Comm Corp
Liberty-Perry Comm
Lake Station Comm
River Forest Comm Corp
Whiting School City
Frontier School Corp
North White Corp
Culver Comm Corp
Adams Central Comm.
South Newton School Corp
South Adams
Triton Corp
Springs Valley Comm Corp
West Central Corp
Union-north United Corp
Nothern Com School Tipton Co
Southwest Parke Comm Schools
Turkey Run Community Corp
Rockville Comm corp
Sheridan Comm
Southeast Fountain
Clinton Praire School Cor
South Central Comm Corp
MSD Wabash County Schools
North Vermillion Community Corp
Caston School Corp
Eastern Greene Schools
East Washington Corp
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
160
Yrs Experience
0,25,15
0
0
39
26,1
31,19,16
6
37,11
31,10
24,15
7,32
35
0
28
33
17,19,3
22
3,2,9
20,12
34
20,11,21,27
3,34
32,6,28,14,9
28,19,32,5
39,44,7
8,11
15
0
3,4,6,37
37,9,7
38
34
8,3,9
4,29,15,37
12,9,16
0
20,1,15
1,28
2,3,4,41
28,31,13,31,13
Degree Level
BA,MA,MA
0
0
MA
MA,MA
MA,MA,MA
BA
Spec,AB
Ma,BA
MA,MA
BA<MA
MA
0
MA
MA
MA,MA,BA
MA
BA,BA,BA
Ma,BA
MA
MA,BAMAMA
BA,MA
MA,MA,MA,BA,MA
MA,MA,MA,BA
MA,MA,MA
BA,BA
MA
0
MA,BA,MA, BA,
MA,MA,BA
MA
MA
BA,BA,MA
BA,MA,MA,MA
6 MA
BA,MA,MA
0
MA,BA,MA,MA,MA
MA,Spec.
BA,BA,BA,MA
27 MA
MA,MA,MAMAMA
Data by IHSAA Designation
School District
Frankton-Lapel Comm
IHSAA Football
Classification Yrs Experience
1
20,20,29,14
County
Madison
School Name
Lapel
Carroll
Sulivan
Greene
Johnson
Whitley
Morgan
Warrick
DeKalb
Wabash
Decatur
Miami
Wayne
Henry
Perry
Carroll Jr Sr HS
North Central
Linton-Stockton HS
Edinburgh
Cherubusco
Monrovia
Tecumseh
Eastside
Northfield
South Decatur Jr Sr HS
N.Miami
Lincoln
Tri Jr Sr HS
Perry Central
Carroll Consolidated
Northeast School Corp
Linton-Stockton Corp
Edinburgh Comm Corp
Smith-Green Comm Schools
Monroe-Gregg School District
Warrick County Corp
DeKalb Co Eastern Comm
MSD Wabash County schools
Decatur County Comm
North Miami Comm
Western Wayne Schools
South Henry Corp
Perry Central Comm Corp
1
1
1
1
1
1
1
1
1
1
1
1
1
1
0
9,2
17
4,2,15
1
1,12,29
1,19
29,7,33
30,11,9,4
24,10
24
Delaware
Fountain
Wayne
Wells
Daviees
Madison
Wayne
Washington
Fountain
Wes-Del Middle/Sr HS
Attica HS
Northeastern
Southern Wells
North Davies Jr Sr HS
Frankton
Hagerstown
West Washington
Covington Community HS
Wes-Del Comm
Attica Consolidated Copr
Northeastern Wayne schools
Souther Wells Comm
Noprth Daviess Comm
Franlton-Lapel Comm
Nettle Creek Corp
West Washington Corp
Covington Comm
1
1
1
1
1
1
1
1
1
25
37,30,29,14
35,4
10,5,15
23,33,15
37,9
17,16,30
31,36,13
18,35
MA
MA,MA,MA,BA
MA,BA
MA,BA,MA
MA,MA,MA
MA,BA
MA,MA,MA
Ma,Doc, MA
MA,MA
Henry
Hancock
Warren
Steuben
Sulivan
Henry
Cass
Decatur
Ripley
White
Clinton
Marion
Marion
Gibson
Clark
Marshall
Knightstown HS
Eastern Hancock HS
Seeger
Fremont
Union
Shenandoah HS
Pioneer Jr Sr HS
North Decatur Jr Sr HS
Milam
TriCounty
Clinton Central Jr Sr HS
Washington
Speedway
Princeton Community HS
Clarksville Sr HS
Bremen
C A Beard Memorial Corp
Eastern Hancock Co Comm
MSD Warren County
Fremont Comm
Northeast School Corp
Shenandoah Sch Corp
Pioneer Regional
Decatur County Comm
Milam Community Schools
Tri-County Corp
Clinton Central School
Indianapolis Public Schools
School Town of Speedway
North Gibson Corp
Clarksville Comm
Bremen Public Schools
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
36,11,30,7,18,15,12
12,4
30,17,5,4,29
20,25,6,42
17,31
37,30,13
30,5,12
2,0
22,33,23
34,2,37
4,19,18
4,3,2
5,28
20,27
3,12
0
MA,BA,MA,BA,BA,BA,BA
BA,BA
MA,MA,MA,BA,MA
MA,Ma,BA,MA
Ma,MA
MA,MA,BA
MA,BA,BA
BA,BA
MA,MA,MA
MA,BA,MA
BA,BA,MA
BA,BA,BA
BA,MA
MA,MA
BA,MA
0
161
4,25,36,27,8,28
17,5,34,12,4
Degree Level
MA,MA,MA,MA
BA,MA,MA,MA,MA,MA
MA, BA,MA,MA,MA
34 MA
0
Spec,BA
MA
BA,BA,MA
BA
BA,BA,MA
BA,MA
MA,BA,MA
MA,BA,BA,BA
MA,MA
MA
Data by IHSAA Designation
County
Howard
Clark
Porter
Allen
Lake
Allen
Elkhart
Wells
Jasper
Dubois
Cass
Newton
Kosciusko
Madison
Fulton
Hendricks
Noble
Starke
Wabash
Grant
Miami
LaGrange
St. Joseph
Madison
Howard
DeKalb
Carroll
Dearborn
Grant
Putnam
Elkhart
Allen
Sulivan
Hendricks
Montgomery
Randolph
Putnam
Putnam
Howard
Wayne
Shelby
School Name
Taylor HS
Charlestown Sr HS
Wheeler
Heritage Jr/Sr HS
Hammond
Paul Harding HS
Jimtown HS
Bluffton
Rensselaer
Southridge HS
Lewis Cass Jr Sr HS
N.Newton
Whtico
Elwood
Rochester Comm HS
Cascade Senior HS
Central Noble
North Judson-San Pierre
Manchester
Oak Hill
Oak Hill
Praire Heights
John Gleen
Alex-Monroe
Norhwestern Sr HS
Garrett
Delphi Community HS
Lawrenceburg HS
Eastbrook HS
S.Putnam
Fairfield Jr Sr HS
Woodlan Jr/Sr HS
Sullivan
Tri-West Senior HS
N.Montgomery
Winchester
Cloverdale
N.Putnam
Eastern Jr Sr HS
Centerville
Triton Central
Union
Union County
School District
Taylor Comm Corp
Greater Clark County
Union Twsp Corp
East Allen County
School City of Hammond
East Allen County
Baugo Comm
MSD Bluffton-Harrison
Rensselaear Central Corp
Southwest Dubois
Southeastern School Corp
North Newton School Corp
Whitco Comm
Elwood Comm Corp
Fulton Cty
Mill Creek Comm
Central Noble School Corp
North Judson-San Pierre Corp
Manchester Comm Schools
Oak Hill United Corp
Oak Hill United Corp
Prairie Heights Com Corp
John Gleen Corp
Alexandria Comm Corp
Northwestern Corp
Garrett-Keyser Butler Comm
Delphi Comm.
Lawrenceburg Comm
Eastbrook Comm
South Putnam Comm
Fairfield Comm
East Allen County
Southwest Schoool Corp
North West Hendricks
North Montgomery Comm Corp
Randolph Central Corp
Cloverdale Comm Schools
North Putnam Comm
Eastern Howard
Centerville-Abington Comm
Nothwestern Con Corp
IHSAA Football
Classification
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Union Co/Clg corner Joint Sch Dist
2
162
Yrs Experience
33,24
19
0
35,18,5,8
0
41
16
14,37
10,26,36
11,8,9
30
36,6,33
22,35
2,6
6,10,9,7,31
39
13,0
2
8,2
17,36
1,5,31,17,37
3,2
8,1,36,19
4
0.05,19,32
14
31,11,17
0
10
16,6,8,23
7,11,26,8,10
12,27
23
22,0
18,22
9,12,6,12
11,10,10,21
14,28,15,16
6,30,31
Degree Level
0 0
MA,MA
MA
0
Ma,BA,BA,BA
0
0 BA
MA
MA
MA,MA
BA,MA,MA
BA,BA,MA
MA
MA,Ba,MA
MA,MA
BA,MA
BA,BA,BA,BA,Doc
MA
BA,BA
BA
MA,BA
MA,MA
BA, MA,Ma,Ma,Ma
BA,BA
BA,BA,MA,MA
BA
BA,MA,MA
MA
MA,BA,MA
0
22 MA
MA
BA,BA,BA,BA
BA,MA,MA,BA,BA
MA,MA
MA
MA,BA
MA,MA
BA,MA,MA,BA
BA,BA,BA,MA
BA<MA,MA,MA
MA,MA,MA
Data by IHSAA Designation
School District
Tell City Troy Corp
Eastern Pulaski Com Corp
Tipton Comm Corp
South Spencer County Corp
Wabash City Schools
Mitchell Comm Schools
South Vermillion Comm Corp
Madison-Grant United Corp
North Knox Corp
IHSAA Football
Classification
2
2
2
2
2
2
2
2
2
Western Boone Co Comm.
Brownstown Cnt School Corp
South Montgomery Comm Corp
Paoli Comm Corp
Southeast Dubois
MSD North Posey County
Indianapolis Public Schools
Lake Ridge Schools
Evansville-Vanderburg Corp
School City of Hammond
West Noble School Corp
School city of Hammond
Griffth Public Schools
West Lafayette Corp
East Allen County
Beech Grove Comm
Crawforsdsville`Comm
Mt. Vernon Comm Corp
Twin Lakes Corp
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
30,8,10
0
28
35,12,34
26
11
33,32,28
5,26,13,19
3,25
1,35,35,30
9,29,15,16
29,38,38,12
5,9
10,14,25,20,16,18,28,18
35,32,9
30,37
18,11,24,4,20,34,3,2,14
28,8,15,10,9
4,20,7
MA,MA,BA
0
MA,MA
MA,MA,MA
MA
MA
MA,MA,MA
BA,MA,BA,BA
BA,MA
BA,MA,MA,MA
BA,MA,MA,MA
MA,MA,MA,BA
BA,BA
MA,BA,Spec.,MA,MA,Ma, Spec.,MA
MA,MA,BA
MA,MA
BA,BA,MA,BA,Doc,MA,BA,BA,MA
MA,BA,BA,MA,BA
BA,MA,MA
Bellmont Senior HS
North Adams
3
28,18,2,26,12,8,26
MA,MA,BA,MA,MA,MA,MA
Lakeland
Western HS
North Wood HS
Peru
Washington HS
Tippecanoe Valley
Angola
Mississinewa HS
Lakeland Corp
Western School Corp
Wa-Nee Comm
Peru Comm Schools
Washington Comm
Tippecanoe Valley Comm
MSD Stueben County
Mississinewa Comm
3
3
3
3
3
3
3
3
14,13,8
County
Perry
Pulaski
Tipton
Spencer
Wabash
Lawrence
Vermillion
Grant
Knox
School Name
Tell City
Winamac
Tipton
South Spencer
Wabash
Mitchell
South Vermikllion
Madison-Grant HS
N,Knox
Boone
Jackson
Montgomery
Orange
Dubois
Posey
Marion
Lake
Vanderburgh
Lake
Noble
Lake
Lake
Tippecanoe
Allen
Marion
Montgomery
Hancock
White
Western Boone Jr. Sr HS
Brownstown
Southmont
Paoli
Forest Park Jr Sr HS
North Posey
Howe
Calumet
Benjamin Bosse
Morton
West Noble
Gavit
Griffith
West Lafayette
New Haven HS
Beech Grove
Crawfordsville
Mt Vernon HS
Twin Lakes
Adams
LaGrange
Howard
Elkhart
Miami
Daviees
Kosciusko
Steuben
Grant
163
Yrs Experience
29,13
0
27,18,22
23,1,32
12,19,5
29,34
4,32
32,25,33,28
14,27,6
17,16
26
3
5,23,25,39
16,34,33,26,35,31
Degree Level
Ma,MA
0
MA<MA<MA
MA,BA,MA
MA,MA, BA
MA,MA
Ma,MA
3 BA
MA,MA, MA, MA
BA,BA,MA,BA,BA,MA,MA,MA,MA,BA, MA,
MA,MA,BA,MA,BA,BA,BA,BA,MA,MA,MA
0 0
MA,MA,BA
MA,MA
MA
BA
MA,MA, MA, MA
MA,MA,MA,MA,MA,MA
Data by IHSAA Designation
County
Putnam
Benton
Miami
Harrison
Knox
Starke
LaPorte
Delaware
Posey
Delaware
School Name
Greencastle
Benton Central Jr Sr HS
Maconaquah
Corydon Central HS
Lincoln
Knox
New Praire
Daleville Jr/Sr HS
Mt.Vernon
Yorktown HS
Lake
Rush
Spencer
Hamilton
Decatur
Harrison
Monroe
Wells
Allen
Ripley
Hancock
Washington
Brown
Blackford
Crawford
Gibson
Lake
Vigo
Pike
Lake
Allen
St. Joseph
Allen
St. Joseph
Wirt
Rushville
Heritage Hills
Hamilton Heights HS
Greensburg Community HS
North Harrison HS
Edgewood
Norwell
Leo Jr/Sr HS
Batesville
New Palestine HS
Salem
Brown County HS
Blackford HS
Crawford County Jr Sr HS
Gibson Southern HS
Roosevelt
West Vigo
Pike Central
Munster
Ft.Wayne Southside
Washington
Ft. Wayne Wayne
Clay
Allen
North Side HS
Grant
Marion
Delaware
Elkhart
Vanderburgh
Marion HS
Manual
Muncie Central HS
Concord Community HS
Henry Harrison
School District
Greencastle Comm School
Benton Comm.
Maconaquah Scool Corp
South Harrison Com
Vincennes Comm
Knox Comm Corp
New Prairie United Corp
Daleville Comm
MSD Mt. Vernon
Mt Pleasant Twsp Comm
IHSAA Football
Classification
3
3
3
3
3
3
3
3
3
3
Gary Comm Schools
Rush County
North Spemcer City Corp
Hamilton Heights Corp
Greensburg Comm
North Harrison Comm
Richard-Bean Blossom CSC
Northern Wells Comm
East Allen County
Batesville Comm Corp
Southern Hancock Co Com
Salem Comm Schools
Brown County
Blackford County
Crawford Co Comm
South Gibson Corp
Gary Comm Schools
Vigo County Corp
Pike County Corp
School Town of Munster
Ft. Wayne Comm.
South Bend Comm
Ft. Wayne Comm.
South Bend Comm
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
25,18,19,30
21,4,33
8,32,10
18,15,39,9
6,2,31,6,31,16,5
22,34,11
27,22,37
12,35,12
31,36
8,27,8,16
6,30,19,14,21,17,11
25
4,35,27,11,7
17,32
0
Ft. Wayne Comm.
4
33,13,12,14,30
MA,MA,MA,MA,MA
Marion Comm
Indianapolis Public Schools
Muncie Comm
Concord Comm
Evansville-Vanderburg Corp
4
4
4
4
4
17,25,24,37,32,8,13,32,29,7
12,17
30,13,38,2,7,21,37
37,14,9,14,7,35,6,4
19,22
MA,MA,MA,MA,MA,MA,MA,MA,MA,BA
BA,MA
MA,BA,MA,BA,BA,MA,MA
MA,MA,MA,MA,MA,MA,MA,MA
MA,MA
164
Yrs Experience
30,4
6,31,36,11,1,26,10,9,27
4,27,1,33
33,6,18
29,34,26,13,24
10,9,4,10
21,31,3,14,19,6
16,11
22
7,30,14,5,7,30,8
31
37,35,10,19
42
10,24,29,38,12,10,2,5
12,8
29,13,18
38
33,38,10,8
Degree Level
MA,BA
BA, MA,MA,MA,MA,MA,MA,MA,MA
BA,MA,MA,MA
MA,BA,BA
MA,MA,MA,BA,MA
BA,BA,BA,BA
BA,MA
MA
MA,MA,MA,BA,MA,MA,MA
MA,MA,MA,MA,MA
MA,BS,MA
MA,MA,MA
Other,BA,Other,Other
MA,BA,MA,MA,MA,MA,MA
MA,MA,MA
MA,MA,MA
MA,MA,MA
MA,MA
BA, MA,MA,MA
BA,MA,MA,BA,MA,MA,MA
MA
Bachelors,MA,MA,MA,BA
MA,BA
N/A
39 MA
MA
Doc,MA, Doc,Doc
MA
BA,MA,MA,MA,BA,BA,BA,BA
BA,BA
MA,Ba, MA,BA,MA,Ma,Ma, BA, BA
MA
MA,MA,BA, MA
Data by IHSAA Designation
County
Allen
School Name
Elmhurst HS
Cass
Clinton
Marion
Lake
Logansport Community HS
Frankfort
Arsenal Tech
Hobart
Bartholomew
Delaware
Monroe
Marshall
Lake
Tippecanoe
Vanderburgh
Tippecanoe
Marion
Marion
Jackson
Hamilton
Kosciusko
School District
Ft. Wayne Comm.
IHSAA Football
Classification Yrs Experience
4
0
Degree Level
0
Logansport Comm
Community Schools of Frankfort
Indianapolis Public Schools
School City of Hobart
4
4
4
4
18,12,14,9,22,18,29,12,7
17
11,14,33,12
32,6,28,9
BA,BA,BA,BA,BA,BA,MA,BA,BA
BA
Doc,BA,MA,MA
MA,MA,MA,MA
Columbus East HS
Muncie Southside HS
Bloomington North
Plymouth
Highland
McCutcheon
Central
William Henry Harrison
Northwest
Broad Ripple
Seymour
Westfiled HS
Wawasee
Bartholomew Con School
Muncie Comm
Monroe County Comm Corp
Plymouth Comm
School Town of Hammond
Tippecannoe School Corp
Evansville-Vanderburg Corp
Tippecanoe School Corp;
Indianapolis Public Schools
Indianapolis Public Schools
Seymour Comm
Westfield-Washington
Wawasee Comm
4
4
4
4
4
4
4
4
4
4
4
4
4
13,27,41,33,1,10,42,38,7,
19,22,4,20,15
1,18
13
21,26,4,41,28,6,8,7
10,34,5,9,7,36,7
28.22.27
1,21,11,7,13,31
6,12,3,20
6,13,24,2,18,34,20
28,7
12,18,17,26,25,10
19
BA,MA,MA,MA,BA,MA,MA,MA,BA
MA,MA,BA,BA,PHD
BA,MA
BA
MA,MA,MA,Ma,MA,BA,Ma,MA
BA,MA,MA,BA,BA,MA,MA
MA, MA,MA
BA,MA,Ba,BA,Ba,MA
BA,BA,MA,MA,MA,MA,BA
BA,Ma,MA,MA,BA,MA,BA
MA,BA
MA,MA,MA,MA,MA,MA
MA
Shelby
Shelbyville
Shelbyville Central Schools
4
8,1,16,9,9,10,5
BA.BA,MA, MA,MA,BA,MA
Boone
Jasper
Vanderburgh
Dubois
Elkhart
Johnson
Noble
Hendricks
Henry
Madison
Whitley
Fayette
Lake
Jefferson
Delaware
Zionsville Community HS
Kankakee
Reitz
Jasper HS
Northridge HS
Franklin Comm.
East Noble
Plainfield HS
New Castle Chrysler HS
Pendelton Heights
Columbia City
Connersville Sr HS
Lee Wallace
Madison
Delta High School
Zionsville Comm.
Kankakee Valley Corp
Evansville-Vanderburg Corp
Greater-Jasper Con
Middlebury Comm
Franklin Comm
East Noble School Corp
Plainfield Comm Corp
New Castle Comm
South Madison Comm
Whitley Co Cons Schools
Fayette County Corp
Gary Comm Schools
Madison Consolidated Schools
Delaware Comm
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
MA,MA,MA,MA,MA,BA,MA,MA,MA,MA,BA,
5,31,30,14,4,2,33,20,32,4,3,13,14MA,MA,MA,MA,MA,MA,BA
18,7,1,14,23
MA,MA,BA,MA,MA,MA,MA,BA,MA
27,2,8,7,18
MA,BA,MA,MA,MA
24 MA
6,22,29,22
BA,MA,MA,MA
18,8,1,11,2,6,4,11,6
MA,BA,MA,BA,MA,BA,BA,BA,BA
36,28,5,28,13
Ma,MA,BA,MA,MA
32,34,26,9,1,17
MA,MA,MA,MA,BA,MA
38,22,19
MA,MA,MA
29,19,13,11,20,15
MA,MA,B,MA,MA,MA
21,29,35,8,18
MA,MA,MA,MA,MA
23,20,3,28,14
MA,MA,MA,MA,MA
35,13
MA,BA,BA,MA,MA,MA,BA
0
0
23,39
MA,MA
165
Data by IHSAA Designation
County
Boone
Floyd
Owen
Jay
Clay
Lake
DeKalb
Hancock
School Name
Lebanon Sr HS
Floyd Central HS
Owen Valley
JayCounty
Northview HS
Lowel
DeKalb Central
Greenfield Central HS
School District
Lebanon Comm
New Albany-Floyd Co Con
Spencer-Owen Comm
Jay School Corp
Clay Comm
Tri-Creek Corp
Dekalb Co Ctl United
Greenfield -Central Comm
IHSAA Football
Classification
4
4
4
4
4
4
4
4
Yrs Experience
11,16,22
15,22,5,14,12
31,8
0
19,13,11,20,1,24
18,10,7,5,36,30,13
10,15,26
1,32,38,9,29,11,25,31
Morgan
Dearborn
Lake
Warrick
Franklin
Dearborn
Marion
Marion
LaPorte
Mooresville
East Central HS
Westside
Boonville
Franklin County High
South Dearborn HS
Perry Meridian
Southport
Michigan city
Mooresville Con School Corp
Sunman-Dearborn Comm
Gary Comm Schools
Warrick County Corp
Franklin County Comm
South Dearborn Comm
MSD Perry Twsp
MSD Perry Twsp
Michigan Area Schools
4
4
4
4
4
4
5
5
5
6,14,2,8,22
28,12,15,28
21,3,6,16,8,17,8,13
12,10,18
27,2,7,25
14,32,20
9,5,30,34,3,38,14,13
31,20,31,5,36,35,11
22,35,35
Degree Level
BA,MA,MA
MA,MA,MA,MA,MA
MA,BA
0
MA,MA,BA,MA,BA,MA
MA,BA,BA,MA,MA,MA,BA
MA,MA,MA
MA,MA,MA,BA,MA,MA,,MA
BA,MA,BA,MA,MA,BA,MA,MA,MA,MA,BA,
MA,BA,MA,MA,MA,MA
MA,BA,BA,BA
MA,BA,BA,MA,BA,MA,MA,MA
BA,BA,BA
MA,BA,MA,MA
MA,MA,MA
BA,BA,MA,MA,MA,MA,BA
MA,BA,MA,BA,MA,MA,BA
Spec,MA,MA
Marion
Ben Davis University
MSD Wayne Twsp
5
Marion
Marion
North Central
Franklin Central
MSD Washington Twsp
Franklin Twsp Comm Corp
5
5
Marion
Law.Central
MSD Lawrence Twsp
5
16,22,9,41,21,22,12,5,1,17,2,22,
5,12,11,16,18
13,16,35,23,36,12,2,31,11,0,8,3
2,15,3,30,7,41,49,31,19,7,28,32,
24
3,17,27,18,22,28,27,26
29,24,19,9,17,13,9,0,17,17,31,6,
29,26,29
BA,MA,BA,MA,MA,BA,MA,MA,MA,MA,BA,
MA,BA,MA,MA,MA,MA
MABA<BA<B
A,Doc,Doc,MA,MA,BA,MA,MA,MA,MA,
BA,MA,MA,MA
BA,MA,Ma,MA,Doc,MA,MA,MA
MA,BA,MA,MA,MA,BA,MA,BA,MA,MA,MA,
BA,MA,MA,MA
Marion
St. Joseph
Law. North
Riley
MSD Lawrence Twsp
South Bend Comm
5
5
25,29,30,29,31,19,11,35,27,42,1 MA,MA,MA,MA,MA,MA,BA,MA,MA,MA,BA,
1,20,19,5,9,12,7,12
Ma,MA,BA,Ba, BA,MA,MA
40,12
MA,MA,BA, MA
Marion
Elkhart
Elkhart
Allen
Elkhart
Warren Central
Elkhart Central HS
Goshen HS
Northrop HS
Elkhart Memorial HS
MSD Warren Twsp
Elkahart Comm
Goshen Comm
Ft. Wayne Comm.
Elkahart Comm
5
5
5
5
5
29,27,27,9,35,27,9,20,15,5,22,2,
20,3
8,11,22,1,32,1,32,1,3
5,17,36,6,30
4,16,2,10,19,31
7,41,11,30,17,14,10
MA,MA,MA,BA,MA,Doc,MAMA,MA,MA,MA,
BA,BA,BA
MA,MA,MA,BA,MA,BA,MA
BA,MA,MA,MA,MA
MA,MA,BA,MA,MA,MA,
MA,MA,MA,MA,MA,MA,MA
Madison
Clark
Anderson
Jeffersonville HS
Anderson Comm
Greater Clark county
5
5
32,20,19,4,11
13,15,11,22,34,11,17,9
MS,MS,MS,BA,MS
BA,MA,MA,MA,MA,MA,MA,MA
Allen
Lake
R Nelson Snider HS
Merriville
Ft. Wayne Comm.
Merriville Comm
5
5
10,21,23,18,2,25,11
8,41,29,35
MA,BA,MA,MA,MA,MA,MA
BA,MA,MA,MA
166
Data by IHSAA Designation
County
School Name
Howard
Porter
Madison
Wayne
Floyd
Kokomo HS
Portage
Highland
Richmond
New Albany Senior HS
Marion
Pike
Hendricks
Avon HS
Hamilton
Hamilton Southeastern HS
Hamilton
Vanderburgh
Fishers HS
North
Vigo
Lake
TerreHaute South
Lake Central
School District
IHSAA Football
Classification Yrs Experience
Kokomo-Center Twsp Con
Portage Twsp Schools
Anderson Comm
Richmond Comm Schools
New Albany-Floyd Co Con
5
5
5
5
5
MSD Pike Twsp
Degree Level
5
7,27,19,19,7,5,11,13,16,30,37
21,20
23,10,38,2,13,11,14
31,10,30,32,5
14,41,33,16,6,6,
19,5,6,28,3,22,28,30,6,11,2,24,0
,2,8,5,24
MA,MA,MA,MA,MA,BA,MA,MA,MA,MA,MA
Ma,MA
Spec,Spec,MA,BA,BA, MA, MA
MAMAMAMAMA
MA,MA,MA,MA,MA,BA
Ma,BA,BA,MA,BA,MA,MA,MA,BA,Ma,BA,M
a,BA,Ba,BA,Doc,MA
Avon Comm
5
9,5,9,29,8,4,18,18,22,16
MA,BA,MA,MA,MA,BA,MA,MA,MA,BA
Hamilton Southeastern
5
9,5,8,29,8,3,7,15,14,17,14,21,10 BA,BA,BA,MA,BA,MA,BA,MA,BA,MA,MA,B
,37
A,BA,MA,BA,MA
Hamilton Southeastern
Evansville-Vanderburg Corp
5
5
6,3,5,2,11,17,5,6,17,18,3,15,2,4 BA,BA,MA,BA,BA,BA,MA,Ba,MA,MA,BA,M
,5,6,10,1
A,BA,BA,MA,MA,BA,MA
10,30,12
MA,MA,MA
Vigo County Corp
Lake Central Corp
5
5
11,2,12,27,16,18,8,4,13,16,35
32,23,34,8,20
Carmel Clay
5
BA,BA,BA,MA,MA,BA,MA,MA,MA,BA,BA,B
2,19,4,33,30,9,10,12,31,9,17,11, A,MA,MA,BA,MA,MA,MA,MA,MA,PHD,BA,
6,25,6,7,24,24,23,33,6,4,4,33,20 BA,MA,MA,MA,MA,BA,MA,MA,BA,MA,BA,
,5,30,8,26,7,5,9
MA,MA
Monroe County Comm Corp
5
14,22,12,13,12,16,28,20,4,15,0 MA,MA,MA,Doc,BA,MA,MA,MA,BA,MA,BA
MA,BA,BA,MA,MA,BA,BA,BA,MA,Do
MA,MA,MA,MA,MA
Hamilton
Carmel HS
Monroe
Bloomiington South
Kosciusko
Marion
Warsaw
DeCatur Central
Warsaw Comm
MSD Decatur Twsp
5
5
24,14,3,32,13,13,24,9,28
33,4,24
Hendricks
Brownsburg HS
Brownsburg Comm
5
3,38,14,3,8,23,21,10,37,32,9,32 BA,MA,MA,BA,MA,MA,MA,BA,MA,MA,MA,M
Bartholomew
Johnson
Columbus North HS
Whiteland
Bartholomew Con School
Clark-Plesant corp
5
5
23,2,9,30,30,6,9,5,14
14,8,7,22,6,26
MA,BA,BA,MA,MA,MA,BA,MA,MA
BA,MA,MA,Ma,BA,MA
Allen
LaPorte
St. Joseph
Vigo
Homestead Senior HS
LaPorte
Misawaka
Terre Haute North
Southwest Allen
LaPorte Comm Corp
School city of Mishawaka
Vigo County Corp
5
5
5
5
3,16,26,26,36,7,32,3,1,13,40
37,12,34
29,26,32,5
14,0,1,34,30,9,33,14
BA,MA,MA,MA,MA,BA,MA,BA,BA,BA,MA
MA,BA,MA
MA,MA,MA,MA
MA,BA,BA,Doc,MA,MA,MA, BA
167
MA,MA,BA,MA,MA,MA,MA,BA,MA
MA,BA, MA
Data by IHSAA Designation
School District
IHSAA Football
Classification Yrs Experience
County
School Name
Lake
Porter
Marion
Porter
Crown Point
Valparasio
Arlington
Chesterton
Crown Point Comm Corp
Valparaiso Comm Schools
Indianapolis Public Schools
Duneland School Corp
5
5
5
5
8,13,21,19,10,21,1,3,10,3,34,1,2
5,26,3,9,4,17,6,12,28
33,13,33,34,9,50,21
22,20,22
31,18
BA,BA,MA,BA,BA,MA,MA,MA,MA,BA, MA,
MA,MA,BA,MA,BA,BA,BA,BA,MA,MA,MA
MA,MA,MA,MA,BA,MA,MA,BA
MA,MA,MA
MA,MA
St. Joseph
Penn
Penn-Harris-Madison Corp
5
16,5,34,6,17,21,24,15,14
MA,BA, MA,BA,MA,Ma,Ma, BA, BA
Hamilton
Lawrence
Noblesville HS
Bedford-N.Law
Noblesville Schools
North Lawrence Comm
5
5
16,16,45,24,4,38,34,16,30,12,25 MA,MA,Oth,MA,MA,MA,MA,Oth,MA,MA,MA
,6,18,19,14,30
,MA,MA,MA,MA,MA
4,33,22,25
BA,MA,MA,MA
Allen
St. Joseph
Carroll HS
Adams Central HS
Northwest Allen
South Bend Comm
5
5
5,14,23,14,36,12,7,33
38,1,1,1,37,39
BA,MA,MA,MA,MA,MA,MA,MA
MA,BA, BA, MA, MA
Huntington
Warrick
Huntington North HS
Castle
Huntington Co Comm Corp
Warrick County Corp
5
5
MA,BA,MA,MA,MA,BA,BA,Oth,MA,BA
Ma,MA,MA,MA,MA,MA,MA,MA
Johnson
Lake
Tippecanoe
Jennings
Morgan
Center Grove
East Chicago
Jefferson
Jennings
Martinsville
Center Grove Comm Corp
School city of East Chicago
Lafayette School Corp
Jennings County
MSD Martinsville Schools
5
5
5
5
5
17,5,21,6,15,3,12,25,21,1
17,19,7,17,26,15,8,35
10,34,26,3,30,35,18,14,30,21,3,
33
18,4
8,28,24
18,13,38,24,6
17,37,32,14,12,22,13,4
168
Degree Level
BA,MA,MA,MA,MA,MA,MA,MA,MA,MA,BA,S
MA,BA,BA,MA,MA,MA,BA
BA,MA, MA
MA,MA,MA,MA,MA
MA,MA,MA,MA,BA,MA,MA,BA
Data by IHSAA Designation
County
School Name
Lake
Rogers Clark
IN Academy for Sci, Math and
Humanities
Burris Laboratory School
Hanover
Wash.Twsp.
Westville
William Borden HS
Cannelton
Oregon-Davis
Silvercreek HS
Danville Community HS
Rossville Sr HS
LaCRosse
Argos
Westview
Kouts
Switzerland
Southwestern
New Washington Middle/HS
Monroe Central
Clay City Jr Sr HS
Henryville Jr Sr HS
Bloomfield Jr Sr HS
Cowan HS
Lanesville Jr Sr HS
Austin
Scholas
Southwestern
Winamac
Scottburg
Emience
Shakamak Jr Sr HS
Blue River Valley Jr Sr HS
Medora
Hebron
Waldo J Wood Memorial
Hauser Jr Sr HS
Crothersville
S.Knox
Orleans
South Central Jr Sr HS
Loogootee
Delaware
Delaware
Lake
Porter
LaPorte
Clark
Perry
Starke
Clark
Hendricks
Clinton
LaPorte
Marshall
LaGrange
Porter
Switzerland
Jefferson
Clark
Randolph
Clay
Clark
Greene
Delaware
Harrison
Scott
Martin
Shelby
Pulaski
Scott
Morgan
Greene
Henry
Jackson
Porter
Gibson
Bartholomew
Jackson
Knox
Orange
Harrison
Martin
IHSAA
Football
Classification
School District
0
School City of Hammond
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Ind Academy for Sci/Math
Burris Lab School
Hanover Comm Corp
East Porter Count Corp
MSD of New Durham Twsp
West Clark Comm
Cannelton City Schools
Oregon-Davis Corp
West Clark Comm
Danville Comm
Rossville Con school
Dewey Twsp Schools
Argos Comm
Westview School Corp
East Porter County Corp
Switzerland County
Southwestern-Jefferson Co Con
Greater Clark County
Monroe Central Corp
Clay Comm
West Clark Comm
Bloomfield School Dist
Cowan Comm Sch Corp
Lansville Comm
Scott County District 1
Shoals Comm Corp
Southwestern Con Sch Shelby Co
Eastern Pulaski Com Corp
Scott County District 2
Eminence Comm Corp
MSD Shakamak
Blue River Valley
Medora Comm Corp
MSD Boone Twsp
East Gibson Corp
Flat Rock-Hawcreek
Crothersville Comm
South Knox Corp
Orleans Comm
South Harrison Com
Loogootee Comm Corp
169
AP Course Name
%Taking AP
Tests
Art History
14
Calc,Phy,Calc,Span,Bio,Calc,Phy,CompSci,Chem,Bio
English Lit and Comp,Calc
CaLab,Sp
CalAB
0
Chemistry
0
Eng,CalAB
Calculus,Chemistry,Spanish,USHistory
Bio,Calc,EuroHist
Calculus,Bio,Chem,EngLangandComp
0
CalAB,Eng
CalAB,Eng
CalAB
US, Envir.Sci,CalAB
Chem
37%
27%
10
9
0
1%
0
12
10%
11%
16%
0
9
17
7%
6%
16
3%
9
29%
13%
1%
5%
17%
1%
12
NA
10
7%
NA
5%
12%
0
1%
2%
1%
0
NA
0
7%
0
0
Calculus,EngLangandComp,USHistory
Spanish,Biology,USHistory
Calc
Calc,EngLit,Chem
Spanish,French,Chem,Calc
CalAB
Chem,US
Cal. AB
0
CalAB, Gov
CAlAB
Chem,Calc
Calc
0
Eng,CalAB,St. ART
Cal,Phy
Studio Art, Calculus
CalAB
CalAB
CalBC
Bio,Calc
0
Data by IHSAA Designation
County
Porter
Daviees
Newton
Dubois
Randolph
Ripley
Steuben
Ohio
Ripley
Greene
School Name
Boone Grove
Barr Reeve Jr Sr HS
New Harmony
Northeast Dubois HS
Union Junction
South Ripley
Hamilton County
Rising Sun
S.Ripley
White River Valley Jr Sr
Shelby
Randolph
Posey
Porter
Ripley
Delaware
Lake
Lake
Lake
White
White
Marshall
Adams
Newton
Adams
Marshall
Orange
Pulaski
St. Joseph
Tipton
Parke
Parke
Parke
Hamilton
Fountain
Clinton
LaPorte
Wabash
Vermillion
Fulton
Greene
Washington
Morristown
Randolf South
New Harmony
Morgan Twsp.
Jac Cen-Del
Wapahani HS
Thomas Edison
River Forest
Whiting
Frontier
North White
Culver Community
Adams Central HS
S.Newton
South Adams Jr. Sr. HS
Triton
SpringsValley
W.Central
LaVille
Tri Central
Reverton Park
Turkey Run
Rockville
Sheridan HS
Fountain Central HS
Clinton Prairie Jr Sr HS
South Central
Southwood
North Vermillion
Caston Jr Sr HS
Eastern Greene HS
Eastern
IHSAA
Football
Classification
School District
0
Porter Twsp Corp
0
Bar-Reeve Com Schools
0
New Harmony Town and Twsp Comm
0
Northeast Dubois Co
0
Union School Corp
0
South Ripley Comm. Corp
0
Hamilton Comm
0
Rising-Sun Comm School Corp
0
South Ripley Comm Corp
0
White River Valley Sch District
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Shelby Eastern Schools
Randolph Southern
New Harmony Town and Twsp Comm
East Porter Count Corp
Jac-Cen-Del Comm Corp
Liberty-Perry Comm
Lake Station Comm
River Forest Comm Corp
Whiting School City
Frontier School Corp
North White Corp
Culver Comm Corp
Adams Central Comm.
South Newton School Corp
South Adams
Triton Corp
Springs Valley Comm Corp
West Central Corp
Union-north United Corp
Nothern Com School Tipton Co
Southwest Parke Comm Schools
Turkey Run Community Corp
Rockville Comm corp
Sheridan Comm
Southeast Fountain
Clinton Praire School Cor
South Central Comm Corp
MSD Wabash County Schools
North Vermillion Community Corp
Caston School Corp
Eastern Greene Schools
East Washington Corp
170
AP Course Name
CalAB,Eng, US
0
0
Calculus
Bio,CalBC
Eng, Cal BC, Eng
CalBC
Eng,CalAB
Eng,Eng
Calc,Bio
US, Cal AB
CalAB
0
Eng
CalAB
Calc,EngLang,EnvirnSci
CalAB
Bio,CALab,Chem
CAlBC,CAlBC
CalAB
Eng,Chem,CalAB,US
CalAB,Bio
Bio,Eng,Sp.Lit,CalAB
Calculus, English, US History
CAlAB,Biol
US
0
CalAB,Chem,US,Eng
Eng,St\.Art,CalAB
CalAB
CalAB
Chem,Bio,CalAB
USHist,Calc,EngLang,Chem
Calc
Bio,Calc,Chem
0
CalAB,Eng, chem
CalAB,Eng
Bio,Chem,EngLit,Calc
Calc,Stats
US, Eng,Gov, Eng, Gov
%Taking AP
Tests
10
5%
19
3%
19
10
1%
8
26
N/A
10
5%
19
22
2%
14%
16
12
6%
9
24
9
31%
9
14%
13
0
7%
10
6%
0
8
20
10%
7%
8%
0
10
2%
9%
8%
7%
Data by IHSAA Designation
IHSAA
Football
Classification
1
School District
Frankton-Lapel Comm
County
Madison
School Name
Lapel
Carroll
Sulivan
Greene
Johnson
Whitley
Morgan
Warrick
DeKalb
Wabash
Decatur
Miami
Wayne
Henry
Perry
Carroll Jr Sr HS
North Central
Linton-Stockton HS
Edinburgh
Cherubusco
Monrovia
Tecumseh
Eastside
Northfield
South Decatur Jr Sr HS
N.Miami
Lincoln
Tri Jr Sr HS
Perry Central
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Carroll Consolidated
Northeast School Corp
Linton-Stockton Corp
Edinburgh Comm Corp
Smith-Green Comm Schools
Monroe-Gregg School District
Warrick County Corp
DeKalb Co Eastern Comm
MSD Wabash County schools
Decatur County Comm
North Miami Comm
Western Wayne Schools
South Henry Corp
Perry Central Comm Corp
Delaware
Fountain
Wayne
Wells
Daviees
Madison
Wayne
Washington
Fountain
Wes-Del Middle/Sr HS
Attica HS
Northeastern
Southern Wells
North Davies Jr Sr HS
Frankton
Hagerstown
West Washington
Covington Community HS
1
1
1
1
1
1
1
1
1
Wes-Del Comm
Attica Consolidated Copr
Northeastern Wayne schools
Souther Wells Comm
Noprth Daviess Comm
Franlton-Lapel Comm
Nettle Creek Corp
West Washington Corp
Covington Comm
Henry
Hancock
Warren
Steuben
Sulivan
Henry
Cass
Decatur
Ripley
White
Clinton
Marion
Marion
Gibson
Clark
Marshall
Knightstown HS
Eastern Hancock HS
Seeger
Fremont
Union
Shenandoah HS
Pioneer Jr Sr HS
North Decatur Jr Sr HS
Milam
TriCounty
Clinton Central Jr Sr HS
Washington
Speedway
Princeton Community HS
Clarksville Sr HS
Bremen
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
C A Beard Memorial Corp
Eastern Hancock Co Comm
MSD Warren County
Fremont Comm
Northeast School Corp
Shenandoah Sch Corp
Pioneer Regional
Decatur County Comm
Milam Community Schools
Tri-County Corp
Clinton Central School
Indianapolis Public Schools
School Town of Speedway
North Gibson Corp
Clarksville Comm
Bremen Public Schools
171
AP Course Name
US,Bio,CalBC,Bio and Chem
Chemistry,EngLang and
Comp,Calculus,EnglishLitandComp,EnvironScience,US
History,
Chem,US,Eng,Eng,CalAB
Calc
0
CalAB,Eng
CalAB
Eng,Eng,CalAB
CalAB
CalAB,Chem, Eng
US Govt and Politics,Calc
Eng, Chem, CalAB
ST Art #D,Chem, CalAB,Eng
Calc,Bio
CalAB
Calc
USHist,Bio,EngLang,Calc
US,CalAB,Eng,Eng, Eng
CalAB,Chem,Chem
Bio,EngLangandComp,Calc
US,CalAB
US, CAlAB,Chem and PyB
St. Art 2 and 3,Eng,CalAB
EngLang,Calc
StudioArt,EngLang,Calc,USHist,Bio,EngLang,EnglishLa
ng
Chem,Calc
CalAB and PysB,US, Bio,Chem,Eng
Macro and Psych,Eur. His,Bio,CalAB
CalAB,Biko
EngLang,Calc,StudioArt
Chemistry,Calculus,Physics
Calc,USHist
Bio,St. ART,
CalAB,Bio, chem
Calc,EnvironSci,Chem
NA
Eng,CalAB
EngLang,Calc
Calculus,EngLangandComp
0
%Taking AP
Tests
21
23%
4%
1%
0
19
10
5%
NA
7%
8%
3%
15
7%
0
10%
19%
14
11
N/A
4%
4%
3%
6%
10%
16%
13
22
1%
6%
13%
13%
0
1%
27%
6%
13
1%
2%
1%
Data by IHSAA Designation
County
Howard
Clark
Porter
Allen
Lake
Allen
Elkhart
Wells
Jasper
Dubois
Cass
Newton
Kosciusko
Madison
Fulton
Hendricks
Noble
Starke
Wabash
Grant
Miami
LaGrange
St. Joseph
Madison
Howard
DeKalb
Carroll
Dearborn
Grant
Putnam
Elkhart
Allen
Sulivan
Hendricks
Montgomery
Randolph
Putnam
Putnam
Howard
Wayne
Shelby
School Name
Taylor HS
Charlestown Sr HS
Wheeler
Heritage Jr/Sr HS
Hammond
Paul Harding HS
Jimtown HS
Bluffton
Rensselaer
Southridge HS
Lewis Cass Jr Sr HS
N.Newton
Whtico
Elwood
Rochester Comm HS
Cascade Senior HS
Central Noble
North Judson-San Pierre
Manchester
Oak Hill
Oak Hill
Praire Heights
John Gleen
Alex-Monroe
Norhwestern Sr HS
Garrett
Delphi Community HS
Lawrenceburg HS
Eastbrook HS
S.Putnam
Fairfield Jr Sr HS
Woodlan Jr/Sr HS
Sullivan
Tri-West Senior HS
N.Montgomery
Winchester
Cloverdale
N.Putnam
Eastern Jr Sr HS
Centerville
Triton Central
Union
Union County
IHSAA
Football
Classification
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
School District
Taylor Comm Corp
Greater Clark County
Union Twsp Corp
East Allen County
School City of Hammond
East Allen County
Baugo Comm
MSD Bluffton-Harrison
Rensselaear Central Corp
Southwest Dubois
Southeastern School Corp
North Newton School Corp
Whitco Comm
Elwood Comm Corp
Fulton Cty
Mill Creek Comm
Central Noble School Corp
North Judson-San Pierre Corp
Manchester Comm Schools
Oak Hill United Corp
Oak Hill United Corp
Prairie Heights Com Corp
John Gleen Corp
Alexandria Comm Corp
Northwestern Corp
Garrett-Keyser Butler Comm
Delphi Comm.
Lawrenceburg Comm
Eastbrook Comm
South Putnam Comm
Fairfield Comm
East Allen County
Southwest Schoool Corp
North West Hendricks
North Montgomery Comm Corp
Randolph Central Corp
Cloverdale Comm Schools
North Putnam Comm
Eastern Howard
Centerville-Abington Comm
Nothwestern Con Corp
2
Union Co/Clg corner Joint Sch Dist
172
Calculus
CalAB
CalAB
Bio,Calc
Calculus,Biology,EngLangandComp
Eng,CalAB,Env. Sci
CalAB
CalAB,US,Eng
Calc,Govt
Bio,Calc,Chem
Eng,US,CalAB,Gov, eng
CalAB
Envi.Sci,Cal AB
German
Chem,Ger
CalBC, Bio
Cal AB,Pys. B,Us Gov,Eng,Chem
US,Eng
EngLit,USHist,Calc,Chem
CalAB
Chemistry,Biology,Calculus
Calc
calc,EngLang,USHist
0
Calculus
English Lang and Comp
Bio,PhyB,US,Cal AB
EngLit,Chem,StudioArt,Calc,Bio
CalAB,Eng
CalAB
Bio,CalAB
CalAB,Chem
EngLang,Bio,USHist,Calc
CalAB,Sp,W.H.Eng
Eng,US,Bio, Cal AB
%Taking AP
Tests
33%
11%
12
11%
8
3%
4%
14
NA
0%
14%
16
6%
1%
8%
8%
20
4%
8
11
11
10
8
NA
11%
64%
11%
7%
17%
0
13%
11%
1%
20%
9
6%
14
6%
25%
16
28
Chem, Eng,CalAB
15
AP Course Name
English Lang and Comp,Calculus
CAL AB and BC
NA
ST.Art,CalAB,US, Eng
Data by IHSAA Designation
IHSAA
Football
Classification
2
2
2
2
2
2
2
2
2
School District
Tell City Troy Corp
Eastern Pulaski Com Corp
Tipton Comm Corp
South Spencer County Corp
Wabash City Schools
Mitchell Comm Schools
South Vermillion Comm Corp
Madison-Grant United Corp
North Knox Corp
County
Perry
Pulaski
Tipton
Spencer
Wabash
Lawrence
Vermillion
Grant
Knox
School Name
Tell City
Winamac
Tipton
South Spencer
Wabash
Mitchell
South Vermikllion
Madison-Grant HS
N,Knox
Boone
Jackson
Montgomery
Orange
Dubois
Posey
Marion
Lake
Vanderburgh
Lake
Noble
Lake
Lake
Tippecanoe
Allen
Marion
Montgomery
Hancock
White
Western Boone Jr. Sr HS
Brownstown
Southmont
Paoli
Forest Park Jr Sr HS
North Posey
Howe
Calumet
Benjamin Bosse
Morton
West Noble
Gavit
Griffith
West Lafayette
New Haven HS
Beech Grove
Crawfordsville
Mt Vernon HS
Twin Lakes
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
Western Boone Co Comm.
Brownstown Cnt School Corp
South Montgomery Comm Corp
Paoli Comm Corp
Southeast Dubois
MSD North Posey County
Indianapolis Public Schools
Lake Ridge Schools
Evansville-Vanderburg Corp
School City of Hammond
West Noble School Corp
School city of Hammond
Griffth Public Schools
West Lafayette Corp
East Allen County
Beech Grove Comm
Crawforsdsville`Comm
Mt. Vernon Comm Corp
Twin Lakes Corp
Adams
Bellmont Senior HS
3
North Adams
LaGrange
Howard
Elkhart
Miami
Daviees
Kosciusko
Steuben
Grant
Lakeland
Western HS
North Wood HS
Peru
Washington HS
Tippecanoe Valley
Angola
Mississinewa HS
3
3
3
3
3
3
3
3
Lakeland Corp
Western School Corp
Wa-Nee Comm
Peru Comm Schools
Washington Comm
Tippecanoe Valley Comm
MSD Stueben County
Mississinewa Comm
173
%Taking AP
AP Course Name
Tests
CalAB,Chem
6%
0
10
St.Art,CalAB,Gov
2%
WH,CalAB,Eng
24
Chem,CalAB, Eng
13
PyhyB,CalAB
0
Bio,Eng
14
Cal AB
0%
Cal. AB, Us, eng and Comp, eng and Comp
-4
English Lang and Comp, Calculus,US Government and
Politics
0%
0
15
Sp, Bio
5%
PhyB,St.Art,CalAB
4%
Calculus
N/A
CalAB
7%
Bio,Eng,CalAB
3%
Eng,Eng,US,CalAB
4%
Eng,CalAB
1%
US,US,ENG,Eng
5%
CalAB,US,US,Macro
6%
US,Gov,Eng,Eng
13
CalBC,Eng
10
Ger,CalAB,Eng,Eur.His,PysC,Chem, Cop. Sci.Art His
34
English Lit and Comp, Calculus,English Language and Co5%
CalAB,Eng
7%
ST,Art,Bio,CalAB,US,Eng,ST.ART,Chem,Sp,Bio
12
EngLang,USHist,CompSci,StudioArt,EngLit
18%
Psy,CalAB,Chem
14
Calculus, Biology,English Lit,US History,Psychology,US
Government and Politics
12%
Eng,CalAB,Eng andBio
0
Calc,Chem,USHist
ST.ART,CAlAB and BC
Calculus, Physics
CalAB
Bio,CalBC,Eng, Chem
Chem,EngLang,Bio,Govt,Calc,StudioArt
21
7%
10%
6%
4%
5%
8
13%
Data by IHSAA Designation
IHSAA
Football
Classification
3
3
3
3
3
3
3
3
3
3
School District
Greencastle Comm School
Benton Comm.
Maconaquah Scool Corp
South Harrison Com
Vincennes Comm
Knox Comm Corp
New Prairie United Corp
Daleville Comm
MSD Mt. Vernon
Mt Pleasant Twsp Comm
County
Putnam
Benton
Miami
Harrison
Knox
Starke
LaPorte
Delaware
Posey
Delaware
School Name
Greencastle
Benton Central Jr Sr HS
Maconaquah
Corydon Central HS
Lincoln
Knox
New Praire
Daleville Jr/Sr HS
Mt.Vernon
Yorktown HS
Lake
Rush
Spencer
Hamilton
Decatur
Harrison
Monroe
Wells
Allen
Ripley
Hancock
Washington
Brown
Blackford
Crawford
Gibson
Lake
Vigo
Pike
Lake
Allen
St. Joseph
Allen
St. Joseph
Wirt
Rushville
Heritage Hills
Hamilton Heights HS
Greensburg Community HS
North Harrison HS
Edgewood
Norwell
Leo Jr/Sr HS
Batesville
New Palestine HS
Salem
Brown County HS
Blackford HS
Crawford County Jr Sr HS
Gibson Southern HS
Roosevelt
West Vigo
Pike Central
Munster
Ft.Wayne Southside
Washington
Ft. Wayne Wayne
Clay
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
Gary Comm Schools
Rush County
North Spemcer City Corp
Hamilton Heights Corp
Greensburg Comm
North Harrison Comm
Richard-Bean Blossom CSC
Northern Wells Comm
East Allen County
Batesville Comm Corp
Southern Hancock Co Com
Salem Comm Schools
Brown County
Blackford County
Crawford Co Comm
South Gibson Corp
Gary Comm Schools
Vigo County Corp
Pike County Corp
School Town of Munster
Ft. Wayne Comm.
South Bend Comm
Ft. Wayne Comm.
South Bend Comm
Allen
North Side HS
4
Ft. Wayne Comm.
Grant
Marion
Delaware
Elkhart
Vanderburgh
Marion HS
Manual
Muncie Central HS
Concord Community HS
Henry Harrison
4
4
4
4
4
Marion Comm
Indianapolis Public Schools
Muncie Comm
Concord Comm
Evansville-Vanderburg Corp
174
%Taking AP
AP Course Name
Tests
US,CalAB
16
Calculus, US History,English Lit and Comp, US History, S 26%
Bio,CalAB,Bio and chem, US
12
Chem,Calc,Bio
7%
ST.Art,Gov,CalAB,Eng,Eng
4%
Stats,Chem,Eng,CalAB
9
WH,CalAB,Eng,US,Eng,PhyB
6%
EngLit,Calc
4%
CalAB
2%
Microec,EngLit,UsGovt,USHist,Bio,Calc,EngLang,
33%
Eng,US,Chem,CalAB
7%
Ca.AB,Eng,US
14
Eng, CalAB,Chem
10
Chem,Bio,USHist,Spanish
6%
StudioArt,Statis,Englang,Chem,USHist,Bio,Calc
12%
StudioArt,Calc,EngLang
0%
US,CAlAB,Bio
6%
Eng,Chem,Gov
10
English Lang and Comp, Government and Politics
19%
Bio,Eng,Eng,Sp
16
Chem,EngLit,Calc,Phy,Stats,Bio,USHist
32%
US
1%
BiologyCalculus,Gov.,Chem.,US
21%
US Govt and Politics, Biology
5%
0
3%
Calc
4%
CalAB
1%
CalAB,Eng,US,Eng
14
CalAB
4%
Psyc,PhyB,Bio,Chem,US,CalBC and CalAB,Stats,Cal\AB 25
Eng, Cal BC
11%
CalBc, Phys.B,US
2%
Eng
11%
CalBC,US,PhyB,Chem
7%
English Language and Comp,Statistics,English
Literature,US Government and Politics,Us History
11%
Phy,EngLang,StudioArt,USHist,Bio,Bio,Calc,Chem,Bio,E
uroHist
20%
St. Art 2,Eur.His
24
Macro,StudioArt,Englang,Chem,Calc,EngLit,USHist
21%
Phy,EngLit,Span,EngLang,USHist,Bio,WorldHist,Calc
31%
Spanish,Eng
1%
Data by IHSAA Designation
IHSAA
Football
Classification
4
School District
Ft. Wayne Comm.
County
Allen
School Name
Elmhurst HS
Cass
Clinton
Marion
Lake
Logansport Community HS
Frankfort
Arsenal Tech
Hobart
4
4
4
4
Logansport Comm
Community Schools of Frankfort
Indianapolis Public Schools
School City of Hobart
Bartholomew
Delaware
Monroe
Marshall
Lake
Tippecanoe
Vanderburgh
Tippecanoe
Marion
Marion
Jackson
Hamilton
Kosciusko
Columbus East HS
Muncie Southside HS
Bloomington North
Plymouth
Highland
McCutcheon
Central
William Henry Harrison
Northwest
Broad Ripple
Seymour
Westfiled HS
Wawasee
4
4
4
4
4
4
4
4
4
4
4
4
4
Bartholomew Con School
Muncie Comm
Monroe County Comm Corp
Plymouth Comm
School Town of Hammond
Tippecannoe School Corp
Evansville-Vanderburg Corp
Tippecanoe School Corp;
Indianapolis Public Schools
Indianapolis Public Schools
Seymour Comm
Westfield-Washington
Wawasee Comm
Shelby
Shelbyville
4
Shelbyville Central Schools
Boone
Jasper
Vanderburgh
Dubois
Elkhart
Johnson
Noble
Hendricks
Henry
Madison
Whitley
Fayette
Lake
Jefferson
Delaware
Zionsville Community HS
Kankakee
Reitz
Jasper HS
Northridge HS
Franklin Comm.
East Noble
Plainfield HS
New Castle Chrysler HS
Pendelton Heights
Columbia City
Connersville Sr HS
Lee Wallace
Madison
Delta High School
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
Zionsville Comm.
Kankakee Valley Corp
Evansville-Vanderburg Corp
Greater-Jasper Con
Middlebury Comm
Franklin Comm
East Noble School Corp
Plainfield Comm Corp
New Castle Comm
South Madison Comm
Whitley Co Cons Schools
Fayette County Corp
Gary Comm Schools
Madison Consolidated Schools
Delaware Comm
175
AP Course Name
NA
Calculus,Biology,Statistics,EngLitandComp,EnvirScienc
e,Chem,EngLangandComp,WorldHistory,Physics
St. Art
CalAB and PhyB,Us,CalAB,Chjem
CalBC,Eng, US, Eng
European History, Biology,US
history,Chemistry,Calculus,Psychology,Physics,US
Government and Politics, Macroeconomics
EngLit,Calc,StudioArt,EngLang,Microecon
Stat,Eng
Music Thy
Stat,Eng,PhyB,CalAB,Eng,Bio,US,ST. ART
Sp. Cal AB and BC,Chem,,US,Bio, PhyB
Eng. Comp, German,Cal AB
Chem,CalAB, CalBC,Phy.C,Studio Art
US,Chem,US, Sp
EH,CalAB,Gov,Bio,Chem,Mus Thy,ST.@D
Cjhem,CalAB
Bio,USHist,Calc,Chem,StudioArt,EngLit
CalAB
US,Eng,CalAB, French, Chem and PhyB,Sp,En\g
World History,Biology,Eurpean History,Music
Theory,Calculus, English language and
Comp,Microeconomics, US Government and
Politics,French,Computer, Spanish, Physics,US
History,English Lit and Comp, Chemistry, Environmental
Science,Psychology, Statistics
Eng,chem,WH,PhyB,Bio
US,CalAB,Eng,Eng, Eng
Calculus
USHist,Bio,EngLit,Calc
EH,Psych,Chem,PhyB,Eng,CalBC,US,ST.ART,Bio
Eng,US,ST.ART,Eng,Eng
EngLit,Chem,Bio,Phy,EngLang,Calc,
Calc,Bio,Chem
US,CalAB,Bio,Chem,Gov,W.H
Bio,Eng,US,W.H,CalAB
Chem,Bio,Phy,USHist,Calc
Gov,CalAB
0
Microecon,Calc
%Taking AP
Tests
10%
16%
15
8
12
14%
5%
14
2%
12
8
0
16
7%
9
6%
19%
5%
17
48%
11
9
8%
6%
29
11
13%
8%
14
16
7%
4%
10
1%
Data by IHSAA Designation
County
Boone
Floyd
Owen
Jay
Clay
Lake
DeKalb
Hancock
School Name
Lebanon Sr HS
Floyd Central HS
Owen Valley
JayCounty
Northview HS
Lowel
DeKalb Central
Greenfield Central HS
IHSAA
Football
Classification
4
4
4
4
4
4
4
4
Morgan
Dearborn
Lake
Warrick
Franklin
Dearborn
Marion
Marion
LaPorte
Mooresville
East Central HS
Westside
Boonville
Franklin County High
South Dearborn HS
Perry Meridian
Southport
Michigan city
4
4
4
4
4
4
5
5
5
Mooresville Con School Corp
Sunman-Dearborn Comm
Gary Comm Schools
Warrick County Corp
Franklin County Comm
South Dearborn Comm
MSD Perry Twsp
MSD Perry Twsp
Michigan Area Schools
Marion
Ben Davis University
5
MSD Wayne Twsp
Marion
Marion
North Central
Franklin Central
5
5
MSD Washington Twsp
Franklin Twsp Comm Corp
Marion
Law.Central
5
MSD Lawrence Twsp
Mus.THY,US,Bio,Eng, Chem
Calculus/Stats,Bio,USandEuroHistory,EngLitandComp
Bio,Eng,Chem,StAT,us,pHYb,us,cALab
CalAB,Eng,Chem
EngLang,Chem,Bio,Calc
Bio,USGovt,Calc
Psy,Mus th,Gov,Eng,Bio,CalBCand CalAB,CalAB,Stats
CalAB,Chem,Micro,Eng,Bio,CalAB and CalBC,Gov
CalAB,Eng, US
Sp,Com.AB,Ger,CalAB and
BC,CalAB,FR,US,PhyC,W.h.,Eng,Art
Hikst,Eng,Eng,Sp,Eng,US,Chem
ST.ART,US,US,WH,CalBC,Eng,Mus.Th,CalAB,Chem,G
ov,PhyB,Gov, Psy,Chem,US,Hum Geo,WH,Bio,Comp
SCI,Chem,WH,Gov,Sp,Sp
Gov,Micro,CalAB,US,PhyB,CalAB,CalAB,Eng Lit
Eng,Gov,Eng,Fr,Micro,Eng,Chem,Sp,Bio,Stats,W.H.,St.
Art,CAlAB,Eng,Latin
School District
Lebanon Comm
New Albany-Floyd Co Con
Spencer-Owen Comm
Jay School Corp
Clay Comm
Tri-Creek Corp
Dekalb Co Ctl United
Greenfield -Central Comm
%Taking AP
AP Course Name
Tests
Computer Science, Chemistry, Statistics
2%
MusicTheory,Calc,USHIST,Psych
19%
St.Art,US
0
0
6%
EngLangandComp,Calculus,EuroHistory,Bio,USHist,Chem6%
Chem, eng,Mus THY,PhyB,Bio and Chem,US, ST. ART 10
US, STATs,CaLab
16%
USHist,Phy,Calc,Psy,Chem,EngLang,StudioArt,Bio
16%
10
18%
8
7%
3%
3%
17
15
13
9
37
11
27
Marion
St. Joseph
Law. North
Riley
5
5
MSD Lawrence Twsp
South Bend Comm
Sp,CalAB,WH,Phy,US,WH,ST.ART,En.Sci,Stats,Gov,W
H,Psy,Mus Thy,Eng,Eng,Micro,Bio, chem
26
CalAB,Chem
4%
Marion
Elkhart
Elkhart
Allen
Elkhart
Warren Central
Elkhart Central HS
Goshen HS
Northrop HS
Elkhart Memorial HS
5
5
5
5
5
MSD Warren Twsp
Elkahart Comm
Goshen Comm
Ft. Wayne Comm.
Elkahart Comm
US,ST.ART,CAlBC,Gov,Bio,PhyB,ST.Art and @D
Design,Chem, chem,Bio, CalAB,Chem,St. Art,Bio
17
USHist,Calc,EngLang,Stats,ArtHist,Chem,Bio
7%
USHist,StudioArt,Calc,Chem,USHist
8%
Calculus,Macroeconomics,US History,English Lit and Com7%
USHist,Micro,Calc,StudioArt,Bio,Phys,WorldHist
16%
Madison
Clark
Anderson
Jeffersonville HS
5
5
Anderson Comm
Greater Clark county
Allen
Lake
R Nelson Snider HS
Merriville
5
5
Ft. Wayne Comm.
Merriville Comm
176
CAllAB, US,US,PhB,CalAB
Bio,Cal,Eng,Psy,CompSci,EuroHist,Chem,USHist,
Statistics,Biology,Chemistry,English Language and
Comp,Physics,English Lit and Comp,Calculus
Psyc,Chem and Phy B,US, Bio
6%
14%
13%
7%
Data by IHSAA Designation
IHSAA
Football
Classification
School District
County
School Name
Howard
Porter
Madison
Wayne
Floyd
Kokomo HS
Portage
Highland
Richmond
New Albany Senior HS
5
5
5
5
5
Kokomo-Center Twsp Con
Portage Twsp Schools
Anderson Comm
Richmond Comm Schools
New Albany-Floyd Co Con
Marion
Pike
5
MSD Pike Twsp
Hendricks
Avon HS
5
Avon Comm
Hamilton
Hamilton Southeastern HS
5
Hamilton Southeastern
Hamilton
Vanderburgh
Fishers HS
North
5
5
Hamilton Southeastern
Evansville-Vanderburg Corp
Vigo
Lake
TerreHaute South
Lake Central
5
5
Vigo County Corp
Lake Central Corp
AP Course Name
Span,Chem,USHist,Govt,Bio,Phy,EngLit,EngLang,Calc,
EnvironSci,EuroHist
CAlAB, Bio
Gov, Eng,CalAB,Chem, Ph B,US,E.H and Mic
Eng,US,CalAB,PyB,Chem
EngLang,USHist,Stats,Calc,Studio Art,Chem
Sp,Eng,WH,Bio,CompSci,CalAB,Eng, Ger,Gov,and
EH,Psy, WH,Macro,Fr,Phy,Art His,PhyB,Chem
Chem,USHist,Phy,Calc,Bio,EngLang,Calc,EngLit,Stats,
MusicTheory
CompSci,Govt,EngLit,USHist,EuroHist,StudioArt,French,
Bio,EnvironSci,Calc,Chem,EngLang,Spanish,Phy,EngLit
,German
Govt,Bio,WorldHist,French,EngLit,Calculus/Stat,WorldHi
st,EnvironSci,German,USHist,EngLit,Music
Theory,ArtHist,USHist,Phy,EuroHist,Span,Chem
Eng,CalAB, Eng
PY B,Eue. His,Bio,US,Eng,Gov,CompSci,Micr,Eng,
CalAB,Chem
Gov,CalAB,Pys B,Chem,Eng
%Taking AP
Tests
5%
2%
9
11
9%
16
17%
27%
46%
4%
16
11
WorldHist,EngLang,EuroHist,USHist,Macro,Calc,EuroHi
st,USHist,Calc,EuroHist,Chem,USHist,HumanGeog,Stud
ioArt,StudioArt,Chem,Calc,Chem,Stat,Chem,Phys,Psych
,Govy,EnvironSci,EngLang,Psych,Bio,WorldHist,Environ
Sci,EngLang,Govt,USHIST,Stats,CompSci,Bio
36%
Hamilton
Carmel HS
5
Carmel Clay
Monroe
Bloomiington South
5
Monroe County Comm Corp
Kosciusko
Marion
Warsaw
DeCatur Central
5
5
Warsaw Comm
MSD Decatur Twsp
Hendricks
Brownsburg HS
5
Brownsburg Comm
Bio,EH,Eng,US,Human Geo,ST.Art,CalAB,CAlAB,PhyB 5%
CalAB,US,PhyB
9
USGovt,Chem,Stats,EngLang,WorldHist,MusicTher,Mac
ro/Micro,Phys,Calc,Bio,StudioArt,USHist
32%
Bartholomew
Johnson
Columbus North HS
Whiteland
5
5
Bartholomew Con School
Clark-Plesant corp
Chemistry, European History,Biology,US
History,Calculus,Statistics,US Government and Politics, 18%
Bio,CalBC,Chem,Eng,US,Eng
9
Allen
LaPorte
St. Joseph
Vigo
Homestead Senior HS
LaPorte
Misawaka
Terre Haute North
5
5
5
5
Southwest Allen
LaPorte Comm Corp
School city of Mishawaka
Vigo County Corp
Biology,World History,English Lit,Calculus,Statistics,US
History,Chemistry,Microeconomics
Biko,Che,CalAB
US,Eng,CalBC,Eng
Sp,US,CalAB,Gov,Eur. His,Chem,Eu. His,CalAB
177
Chem,PhyB,Eng,Eng,US,CAlAB,Eng,US,Eng,EH,ST.Art 19
37%
8
5%
14
Data by IHSAA Designation
County
School Name
IHSAA
Football
Classification
School District
Lake
Porter
Marion
Porter
Crown Point
Valparasio
Arlington
Chesterton
5
5
5
5
Crown Point Comm Corp
Valparaiso Comm Schools
Indianapolis Public Schools
Duneland School Corp
St. Joseph
Penn
5
Penn-Harris-Madison Corp
Hamilton
Lawrence
Noblesville HS
Bedford-N.Law
5
5
Noblesville Schools
North Lawrence Comm
Allen
St. Joseph
Carroll HS
Adams Central HS
5
5
Northwest Allen
South Bend Comm
Huntington
Warrick
Huntington North HS
Castle
5
5
Huntington Co Comm Corp
Warrick County Corp
Johnson
Lake
Tippecanoe
Jennings
Morgan
Center Grove
East Chicago
Jefferson
Jennings
Martinsville
5
5
5
5
5
Center Grove Comm Corp
School city of East Chicago
Lafayette School Corp
Jennings County
MSD Martinsville Schools
178
AP Course Name
Micr,E.H.,Eng, bio,PhyB,US,Envir SCI,Chem, Eng,FR,
CalAB,CalAB,Comp SCiA,ComputAB,ST.
Art,Eng,US,Sp.,Stat.,Japan,LatinVirgil,Chem
US,CalBC,St.ART,Eng,CalAB,US,CalAB
US,ST.art,PhyB
Eng,US
Stat, Psch,Eng,CalBC,Cal. BC, Cal AB,Eng,CaL
ab,cALbc
EuroHist,Bio,Phy,Stat,Chem,USHist,Calc,StudioArt,Worl
dHist,Chem,Macro,USHist,StudioArt,StudioArt,EngLit,Ca
lc
PhyB,US,Chem,CalAB
Chemistry,US
History,Calculus,Physics,Biology,European
History,EnglishLanguage and Comp,English Lit
CalAB,W.H.US, W.H.,Gov,PhyB
Span,USHist,EngLit,Govt,Bio,USHist,Chem,EngLit,Calc,
Macro
Eng, PhB,Eng,Chem, CalAB,Bio, eng, Eng
Stat,Gov,Bio,CompSciA,US,WH,Chem,Eng,Emg,Env.Sc
ik,PhyB,St.ART
US,CalAB
US,Env. Sci,CalAB
Eng,US,Eng,CalAB,PhyB
Chem,Eng,Ger,FR,Stati,Sp,PhyB,CalAB
%Taking AP
Tests
26
17
7
13
18
16%
2%
17%
2%
14%
15
22
6%
7%
4%
8
Data by IHSAA Designation
County
School Name
Lake
Rogers Clark
IN Academy for Sci, Math and
Humanities
Burris Laboratory School
Hanover
Wash.Twsp.
Westville
William Borden HS
Cannelton
Oregon-Davis
Silvercreek HS
Danville Community HS
Rossville Sr HS
LaCRosse
Argos
Westview
Kouts
Switzerland
Southwestern
New Washington Middle/HS
Monroe Central
Clay City Jr Sr HS
Henryville Jr Sr HS
Bloomfield Jr Sr HS
Cowan HS
Lanesville Jr Sr HS
Austin
Scholas
Southwestern
Winamac
Scottburg
Emience
Shakamak Jr Sr HS
Blue River Valley Jr Sr HS
Medora
Hebron
Waldo J Wood Memorial
Hauser Jr Sr HS
Crothersville
S.Knox
Orleans
South Central Jr Sr HS
Loogootee
Delaware
Delaware
Lake
Porter
LaPorte
Clark
Perry
Starke
Clark
Hendricks
Clinton
LaPorte
Marshall
LaGrange
Porter
Switzerland
Jefferson
Clark
Randolph
Clay
Clark
Greene
Delaware
Harrison
Scott
Martin
Shelby
Pulaski
Scott
Morgan
Greene
Henry
Jackson
Porter
Gibson
Bartholomew
Jackson
Knox
Orange
Harrison
Martin
School District
IHSAA
Football
Classification Plus/Minus 05-06
AP Score =/> 3
Plus/Minus 05-06
School City of Hammond
0
No Change
17
Plus
Ind Academy for Sci/Math
Burris Lab School
Hanover Comm Corp
East Porter Count Corp
MSD of New Durham Twsp
West Clark Comm
Cannelton City Schools
Oregon-Davis Corp
West Clark Comm
Danville Comm
Rossville Con school
Dewey Twsp Schools
Argos Comm
Westview School Corp
East Porter County Corp
Switzerland County
Southwestern-Jefferson Co Con
Greater Clark County
Monroe Central Corp
Clay Comm
West Clark Comm
Bloomfield School Dist
Cowan Comm Sch Corp
Lansville Comm
Scott County District 1
Shoals Comm Corp
Southwestern Con Sch Shelby Co
Eastern Pulaski Com Corp
Scott County District 2
Eminence Comm Corp
MSD Shakamak
Blue River Valley
Medora Comm Corp
MSD Boone Twsp
East Gibson Corp
Flat Rock-Hawcreek
Crothersville Comm
South Knox Corp
Orleans Comm
South Harrison Com
Loogootee Comm Corp
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Minus
No Change
Plus
Minus
No Change
Minus
No Change
Plus
Plus
Minus
Minus
No Change
No Change
Plus
Minus
Minus
Plus
Minus
Plus
Plus
Plus
No Change
Minus
Minus
Plus
Plus
NA
Minus
Plus
NA
Minus
Plus
No Change
Minus
Plus
Minus
No Change
NA
No change
Minus
80%
76%
28
0
0
N/A
0
6
37%
43%
38%
0
NA
66
NA
26
23
N/A
8
9%
32%
N/A
N/A
5%
NA
8
NA
0
29
NA
N/A
10%
0
0
N/A
N/A
0
NA
0
25%
NA
Minus
Plus
Plus
0
No change
N/A
No change
Plus
Plus
Minus
Plus
No change
NA
Plus
NA
Plus
Minus
N/A
0
Minus
Plus
N/A
N/A
Plus
179
Minus
NA
0
Minus
NA
N/A
Plus
No change
0
N/A
N/A
No change
NA
No change
Minus
Data by IHSAA Designation
County
Porter
Daviees
Newton
Dubois
Randolph
Ripley
Steuben
Ohio
Ripley
Greene
School Name
Boone Grove
Barr Reeve Jr Sr HS
New Harmony
Northeast Dubois HS
Union Junction
South Ripley
Hamilton County
Rising Sun
S.Ripley
White River Valley Jr Sr
IHSAA
Football
School District
Classification
Porter Twsp Corp
0
Bar-Reeve Com Schools
0
New Harmony Town and Twsp Comm
0
Northeast Dubois Co
0
Union School Corp
0
South Ripley Comm. Corp
0
Hamilton Comm
0
Rising-Sun Comm School Corp
0
South Ripley Comm Corp
0
White River Valley Sch District
0
Shelby
Randolph
Posey
Porter
Ripley
Delaware
Lake
Lake
Lake
White
White
Marshall
Adams
Newton
Adams
Marshall
Orange
Pulaski
St. Joseph
Tipton
Parke
Parke
Parke
Hamilton
Fountain
Clinton
LaPorte
Wabash
Vermillion
Fulton
Greene
Washington
Morristown
Randolf South
New Harmony
Morgan Twsp.
Jac Cen-Del
Wapahani HS
Thomas Edison
River Forest
Whiting
Frontier
North White
Culver Community
Adams Central HS
S.Newton
South Adams Jr. Sr. HS
Triton
SpringsValley
W.Central
LaVille
Tri Central
Reverton Park
Turkey Run
Rockville
Sheridan HS
Fountain Central HS
Clinton Prairie Jr Sr HS
South Central
Southwood
North Vermillion
Caston Jr Sr HS
Eastern Greene HS
Eastern
Shelby Eastern Schools
Randolph Southern
New Harmony Town and Twsp Comm
East Porter Count Corp
Jac-Cen-Del Comm Corp
Liberty-Perry Comm
Lake Station Comm
River Forest Comm Corp
Whiting School City
Frontier School Corp
North White Corp
Culver Comm Corp
Adams Central Comm.
South Newton School Corp
South Adams
Triton Corp
Springs Valley Comm Corp
West Central Corp
Union-north United Corp
Nothern Com School Tipton Co
Southwest Parke Comm Schools
Turkey Run Community Corp
Rockville Comm corp
Sheridan Comm
Southeast Fountain
Clinton Praire School Cor
South Central Comm Corp
MSD Wabash County Schools
North Vermillion Community Corp
Caston School Corp
Eastern Greene Schools
East Washington Corp
180
0
0
0
0
0
0
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Plus/Minus 05-06
Plus
Plus
Minus
Plus
Plus
No Change
No Change
No change
Plus
N/A
AP Score =/> 3
32
N/A
0
N/A
0
5
NA
8
5
N/A
Plus/Minus 05-06
Plus
N/A
0
N/A
0
Minus
NA
No change
Minus
N/A
Minus
Minus
Minus
Minus
Plus
Plus
Plus
Plus
Minus
Plus
Plus
Plus
Minus
Plus
Plus
No Change
No change
Minus
Minus
Minus
No change
Plus
Plus
Plus
Plus
Minus
No Change
Plus
Minus
Minus
Minus
Minus
69
0
0
67
0
57%
3
5
NA
21
8
32
31%
57
27%
19
0
0
12
NA
0
0
8
8%
43%
21%
0
20
NA
10%
75%
6
plus
0
0
Plus
0
N/A
Plus
Minus
NA
Plus
Plus
Plus
Plus
Plus
Minus
Minus
No change
0
Plus
NA
No change
No change
Plus
Plus
N/A
Minus
No change
Plus
Minus
Plus
Minus
Data by IHSAA Designation
School District
Frankton-Lapel Comm
IHSAA
Football
Classification Plus/Minus 05-06
1
Plus
County
Madison
School Name
Lapel
Carroll
Sulivan
Greene
Johnson
Whitley
Morgan
Warrick
DeKalb
Wabash
Decatur
Miami
Wayne
Henry
Perry
Carroll Jr Sr HS
North Central
Linton-Stockton HS
Edinburgh
Cherubusco
Monrovia
Tecumseh
Eastside
Northfield
South Decatur Jr Sr HS
N.Miami
Lincoln
Tri Jr Sr HS
Perry Central
Carroll Consolidated
Northeast School Corp
Linton-Stockton Corp
Edinburgh Comm Corp
Smith-Green Comm Schools
Monroe-Gregg School District
Warrick County Corp
DeKalb Co Eastern Comm
MSD Wabash County schools
Decatur County Comm
North Miami Comm
Western Wayne Schools
South Henry Corp
Perry Central Comm Corp
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Delaware
Fountain
Wayne
Wells
Daviees
Madison
Wayne
Washington
Fountain
Wes-Del Middle/Sr HS
Attica HS
Northeastern
Southern Wells
North Davies Jr Sr HS
Frankton
Hagerstown
West Washington
Covington Community HS
Wes-Del Comm
Attica Consolidated Copr
Northeastern Wayne schools
Souther Wells Comm
Noprth Daviess Comm
Franlton-Lapel Comm
Nettle Creek Corp
West Washington Corp
Covington Comm
Henry
Hancock
Warren
Steuben
Sulivan
Henry
Cass
Decatur
Ripley
White
Clinton
Marion
Marion
Gibson
Clark
Marshall
Knightstown HS
Eastern Hancock HS
Seeger
Fremont
Union
Shenandoah HS
Pioneer Jr Sr HS
North Decatur Jr Sr HS
Milam
TriCounty
Clinton Central Jr Sr HS
Washington
Speedway
Princeton Community HS
Clarksville Sr HS
Bremen
C A Beard Memorial Corp
Eastern Hancock Co Comm
MSD Warren County
Fremont Comm
Northeast School Corp
Shenandoah Sch Corp
Pioneer Regional
Decatur County Comm
Milam Community Schools
Tri-County Corp
Clinton Central School
Indianapolis Public Schools
School Town of Speedway
North Gibson Corp
Clarksville Comm
Bremen Public Schools
181
AP Score =/> 3
21
Plus/Minus 05-06
Plus
No Change
No Change
No Change
No Change
Plus
Plus
Plus
NA
Plus
Minus
Minus
Plus
Minus
No Change
32%
6
N/A
0
45
41
NA
NA
39
23%
0
17
N/A
0
Minus
Plus
N/A
Plus
Plus
Minus
NA
NA
Minus
Plus
Plus
N/A
No change
1
1
1
1
1
1
1
1
1
Plus
Minus
No Change
Plus
N/A
Plus
Plus
Minus
Minus
18%
26%
15
35
N/A
0
0
NA
N/A
No change
Minus
Minus
NA
N/A
Minus
0
NA
N/A
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
No Change
Plus
No Change
Plus
Minus
Plus
Plus
Plus
No Change
Minus
Plus
NA
Minus
Plus
Minus
Minus
14%
39%
16
23
NA
15%
29%
19%
0
NA
14%
Minus
Minus
Plus
Minus
NA
Plus
Minus
N/A
0
40
N/A
N/A
42
Plus
No change
NA
N/A
N/A
No change
Data by IHSAA Designation
County
Howard
Clark
Porter
Allen
Lake
Allen
Elkhart
Wells
Jasper
Dubois
Cass
Newton
Kosciusko
Madison
Fulton
Hendricks
Noble
Starke
Wabash
Grant
Miami
LaGrange
St. Joseph
Madison
Howard
DeKalb
Carroll
Dearborn
Grant
Putnam
Elkhart
Allen
Sulivan
Hendricks
Montgomery
Randolph
Putnam
Putnam
Howard
Wayne
Shelby
School Name
Taylor HS
Charlestown Sr HS
Wheeler
Heritage Jr/Sr HS
Hammond
Paul Harding HS
Jimtown HS
Bluffton
Rensselaer
Southridge HS
Lewis Cass Jr Sr HS
N.Newton
Whtico
Elwood
Rochester Comm HS
Cascade Senior HS
Central Noble
North Judson-San Pierre
Manchester
Oak Hill
Oak Hill
Praire Heights
John Gleen
Alex-Monroe
Norhwestern Sr HS
Garrett
Delphi Community HS
Lawrenceburg HS
Eastbrook HS
S.Putnam
Fairfield Jr Sr HS
Woodlan Jr/Sr HS
Sullivan
Tri-West Senior HS
N.Montgomery
Winchester
Cloverdale
N.Putnam
Eastern Jr Sr HS
Centerville
Triton Central
Union
Union County
School District
Taylor Comm Corp
Greater Clark County
Union Twsp Corp
East Allen County
School City of Hammond
East Allen County
Baugo Comm
MSD Bluffton-Harrison
Rensselaear Central Corp
Southwest Dubois
Southeastern School Corp
North Newton School Corp
Whitco Comm
Elwood Comm Corp
Fulton Cty
Mill Creek Comm
Central Noble School Corp
North Judson-San Pierre Corp
Manchester Comm Schools
Oak Hill United Corp
Oak Hill United Corp
Prairie Heights Com Corp
John Gleen Corp
Alexandria Comm Corp
Northwestern Corp
Garrett-Keyser Butler Comm
Delphi Comm.
Lawrenceburg Comm
Eastbrook Comm
South Putnam Comm
Fairfield Comm
East Allen County
Southwest Schoool Corp
North West Hendricks
North Montgomery Comm Corp
Randolph Central Corp
Cloverdale Comm Schools
North Putnam Comm
Eastern Howard
Centerville-Abington Comm
Nothwestern Con Corp
IHSAA
Football
Classification
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
Union Co/Clg corner Joint Sch Dist
2
182
Plus/Minus 05-06
Minus
Plus
Plus
No Change
No Change
Plus
Plus
NA
No Change
Plus
Plus
Minus
Plus
Minus
Minus
Plus
Minus
Minus
Minus
Plus
Plus
Plus
NA
Plus
Plus
Plus
Minus
Plus
No Change
Plus
Plus
Minus
Plus
Plus
Minus
Plus
Plus
Plus
Plus
Plus
AP Score =/> 3
20%
30%
38
35%
12
10%
56%
18
NA
N/A
14%
51
10
NA
12%
41%
16
0
17
22
22
8
77
NA
57%
60%
28%
6%
29%
0
56%
48%
NA
29%
53
27
19
47
24%
48
17
Plus/Minus 05-06
Plus
Minus
Minus
Plus
No change
Plus
Plus
Minus
NA
N/A
Plus
plus
Minus
Minus
Minus
Minus
Plus
Plus
NA
Minus
Plus
Minus
Minus
Minus
0
Minus
Plus
NA
Plus
plus
Plus
Minus
Plus
Minus
No change
Minus
No Change
16
Minus
Plus
Plus
Minus
Data by IHSAA Designation
School District
Tell City Troy Corp
Eastern Pulaski Com Corp
Tipton Comm Corp
South Spencer County Corp
Wabash City Schools
Mitchell Comm Schools
South Vermillion Comm Corp
Madison-Grant United Corp
North Knox Corp
IHSAA
Football
Classification
2
2
2
2
2
2
2
2
2
Western Boone Co Comm.
Brownstown Cnt School Corp
South Montgomery Comm Corp
Paoli Comm Corp
Southeast Dubois
MSD North Posey County
Indianapolis Public Schools
Lake Ridge Schools
Evansville-Vanderburg Corp
School City of Hammond
West Noble School Corp
School city of Hammond
Griffth Public Schools
West Lafayette Corp
East Allen County
Beech Grove Comm
Crawforsdsville`Comm
Mt. Vernon Comm Corp
Twin Lakes Corp
Bellmont Senior HS
Lakeland
Western HS
North Wood HS
Peru
Washington HS
Tippecanoe Valley
Angola
Mississinewa HS
County
Perry
Pulaski
Tipton
Spencer
Wabash
Lawrence
Vermillion
Grant
Knox
School Name
Tell City
Winamac
Tipton
South Spencer
Wabash
Mitchell
South Vermikllion
Madison-Grant HS
N,Knox
Boone
Jackson
Montgomery
Orange
Dubois
Posey
Marion
Lake
Vanderburgh
Lake
Noble
Lake
Lake
Tippecanoe
Allen
Marion
Montgomery
Hancock
White
Western Boone Jr. Sr HS
Brownstown
Southmont
Paoli
Forest Park Jr Sr HS
North Posey
Howe
Calumet
Benjamin Bosse
Morton
West Noble
Gavit
Griffith
West Lafayette
New Haven HS
Beech Grove
Crawfordsville
Mt Vernon HS
Twin Lakes
Adams
LaGrange
Howard
Elkhart
Miami
Daviees
Kosciusko
Steuben
Grant
Plus/Minus 05-06
Plus
Minus
Plus
Minus
No Change
No Change
Plus
No Change
No change
AP Score =/> 3
65
0
NA
22
30
0
29
N/A
0
Plus/Minus 05-06
Plus
Minus
NA
Minus
Minus
No change
Minus
N/A
No change
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
No Change
Plus
No Change
Minus
N/A
Minus
No Change
Plus
Plus
No Change
Plus
Plus
Plus
Plus
Minus
No change
Plus
Plus
Plus
N/A
8
29
75
N/A
23
NA
24
NA
18
27
33
27
92
52%
37
89
56%
14
N/A
Minus
plus
Plus
N/A
Plus
NA
NA
NA
Plus
Minus
Plus
Plus
Plus
Plus
Minus
plus
Plus
Plus
North Adams
3
Plus
40%
Minus
Lakeland Corp
Western School Corp
Wa-Nee Comm
Peru Comm Schools
Washington Comm
Tippecanoe Valley Comm
MSD Stueben County
Mississinewa Comm
3
3
3
3
3
3
3
3
Plus
Minus
Minus
Plus
N/A
Minus
No Change
Plus
38
55%
60%
29
14%
33
62
5%
Plus
Minus
Plus
Minus
N/A
Plus
Minus
Minus
183
Data by IHSAA Designation
County
Putnam
Benton
Miami
Harrison
Knox
Starke
LaPorte
Delaware
Posey
Delaware
School Name
Greencastle
Benton Central Jr Sr HS
Maconaquah
Corydon Central HS
Lincoln
Knox
New Praire
Daleville Jr/Sr HS
Mt.Vernon
Yorktown HS
Lake
Rush
Spencer
Hamilton
Decatur
Harrison
Monroe
Wells
Allen
Ripley
Hancock
Washington
Brown
Blackford
Crawford
Gibson
Lake
Vigo
Pike
Lake
Allen
St. Joseph
Allen
St. Joseph
Wirt
Rushville
Heritage Hills
Hamilton Heights HS
Greensburg Community HS
North Harrison HS
Edgewood
Norwell
Leo Jr/Sr HS
Batesville
New Palestine HS
Salem
Brown County HS
Blackford HS
Crawford County Jr Sr HS
Gibson Southern HS
Roosevelt
West Vigo
Pike Central
Munster
Ft.Wayne Southside
Washington
Ft. Wayne Wayne
Clay
Allen
North Side HS
Grant
Marion
Delaware
Elkhart
Vanderburgh
Marion HS
Manual
Muncie Central HS
Concord Community HS
Henry Harrison
School District
Greencastle Comm School
Benton Comm.
Maconaquah Scool Corp
South Harrison Com
Vincennes Comm
Knox Comm Corp
New Prairie United Corp
Daleville Comm
MSD Mt. Vernon
Mt Pleasant Twsp Comm
IHSAA
Football
Classification
3
3
3
3
3
3
3
3
3
3
Gary Comm Schools
Rush County
North Spemcer City Corp
Hamilton Heights Corp
Greensburg Comm
North Harrison Comm
Richard-Bean Blossom CSC
Northern Wells Comm
East Allen County
Batesville Comm Corp
Southern Hancock Co Com
Salem Comm Schools
Brown County
Blackford County
Crawford Co Comm
South Gibson Corp
Gary Comm Schools
Vigo County Corp
Pike County Corp
School Town of Munster
Ft. Wayne Comm.
South Bend Comm
Ft. Wayne Comm.
South Bend Comm
Plus/Minus 05-06
Plus
No Change
Plus
No Change
Plus
No change
Plus
Minus
Plus
No Change
AP Score =/> 3
56
19%
17
16%
75
32
8
N/A
81
25%
Plus/Minus 05-06
Minus
Minus
No change
Plus
Plus
Plus
Minus
N/A
Plus
Plus
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
Plus
Minus
Plus
Minus
Minus
Minus
Plus
Plus
Minus
Plus
Plus
No Change
Plus
No Change
N/A
No Change
Minus
Minus
No Change
Plus
Plus
Minus
Plus
No change
0
20
12
27%
29%
N/A
43
45
61%
56
19%
NA
32%
28%
N/A
82%
0
60
0
77
42%
18
14%
24
NA
Plus
Plus
Minus
Plus
N/A
Minus
Minus
Minus
Plus
Minus
NA
Minus
Plus
N/A
Plus
No change
Plus
0
Plus
Minus
Plus
Plus
Plus
Ft. Wayne Comm.
4
Plus
34%
Plus
Marion Comm
Indianapolis Public Schools
Muncie Comm
Concord Comm
Evansville-Vanderburg Corp
4
4
4
4
4
Plus
Plus
Plus
Plus
Minus
9%
2
24%
35%
NA
Minus
Plus
Minus
Plus
NA
184
Data by IHSAA Designation
County
Allen
School Name
Elmhurst HS
Cass
Clinton
Marion
Lake
Logansport Community HS
Frankfort
Arsenal Tech
Hobart
Bartholomew
Delaware
Monroe
Marshall
Lake
Tippecanoe
Vanderburgh
Tippecanoe
Marion
Marion
Jackson
Hamilton
Kosciusko
School District
Ft. Wayne Comm.
IHSAA
Football
Classification Plus/Minus 05-06
4
Minus
AP Score =/> 3
16%
Plus/Minus 05-06
Minus
Logansport Comm
Community Schools of Frankfort
Indianapolis Public Schools
School City of Hobart
4
4
4
4
No Change
Plus
Plus
No Change
32%
21
38
51
Plus
Minus
Plus
Minus
Columbus East HS
Muncie Southside HS
Bloomington North
Plymouth
Highland
McCutcheon
Central
William Henry Harrison
Northwest
Broad Ripple
Seymour
Westfiled HS
Wawasee
Bartholomew Con School
Muncie Comm
Monroe County Comm Corp
Plymouth Comm
School Town of Hammond
Tippecannoe School Corp
Evansville-Vanderburg Corp
Tippecanoe School Corp;
Indianapolis Public Schools
Indianapolis Public Schools
Seymour Comm
Westfield-Washington
Wawasee Comm
4
4
4
4
4
4
4
4
4
4
4
4
4
Minus
Minus
Minus
Minus
Plus
Plus
NA
Plus
Minus
Plus
Minus
Plus
Plus
51%
13%
65
73
45
40
NA
72
0
23
31
50%
33
Minus
Plus
Plus
Minus
Plus
Minus
NA
Minus
No change
Minus
Minus
N/A
Minus
Shelby
Shelbyville
Shelbyville Central Schools
4
Minus
54
plus
Boone
Jasper
Vanderburgh
Dubois
Elkhart
Johnson
Noble
Hendricks
Henry
Madison
Whitley
Fayette
Lake
Jefferson
Delaware
Zionsville Community HS
Kankakee
Reitz
Jasper HS
Northridge HS
Franklin Comm.
East Noble
Plainfield HS
New Castle Chrysler HS
Pendelton Heights
Columbia City
Connersville Sr HS
Lee Wallace
Madison
Delta High School
Zionsville Comm.
Kankakee Valley Corp
Evansville-Vanderburg Corp
Greater-Jasper Con
Middlebury Comm
Franklin Comm
East Noble School Corp
Plainfield Comm Corp
New Castle Comm
South Madison Comm
Whitley Co Cons Schools
Fayette County Corp
Gary Comm Schools
Madison Consolidated Schools
Delaware Comm
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
Plus
Plus
Plus
Plus
Minus
Plus
Plus
Minus
Plus
Minus
No Change
Plus
Plus
No Change
Minus
89%
41
54
73%
75%
30
53
60%
59%
63
69
48%
0
51
N/A
Minus
Minus
Plus
Minus
Minus
Plus
Minus
Minus
Plus
Plus
Plus
Plus
No change
Minus
N/A
185
Data by IHSAA Designation
County
Boone
Floyd
Owen
Jay
Clay
Lake
DeKalb
Hancock
School Name
Lebanon Sr HS
Floyd Central HS
Owen Valley
JayCounty
Northview HS
Lowel
DeKalb Central
Greenfield Central HS
School District
Lebanon Comm
New Albany-Floyd Co Con
Spencer-Owen Comm
Jay School Corp
Clay Comm
Tri-Creek Corp
Dekalb Co Ctl United
Greenfield -Central Comm
IHSAA
Football
Classification
4
4
4
4
4
4
4
4
Morgan
Dearborn
Lake
Warrick
Franklin
Dearborn
Marion
Marion
LaPorte
Mooresville
East Central HS
Westside
Boonville
Franklin County High
South Dearborn HS
Perry Meridian
Southport
Michigan city
Mooresville Con School Corp
Sunman-Dearborn Comm
Gary Comm Schools
Warrick County Corp
Franklin County Comm
South Dearborn Comm
MSD Perry Twsp
MSD Perry Twsp
Michigan Area Schools
Marion
Ben Davis University
Marion
Marion
North Central
Franklin Central
Marion
Plus/Minus 05-06
Minus
Plus
No change
Plus
Plus
Plus
No Change
Plus
AP Score =/> 3
45%
60%
0
48
36%
45
72%
52%
Plus/Minus 05-06
Plus
Minus
No change
plus
Minus
Minus
Plus
Plus
4
4
4
4
4
4
5
5
5
Plus
Plus
Plus
Plus
Minus
No Change
Plus
Plus
Plus
35
43%
20
44
22%
58%
46
15
29
plus
no change
Plus
Plus
Minus
Plus
Plus
l
Minus
MSD Wayne Twsp
5
Plus
48
Minus
MSD Washington Twsp
Franklin Twsp Comm Corp
5
5
Plus
Plus
68
59
No change
Minus
Law.Central
MSD Lawrence Twsp
5
Plus
52
Minus
Marion
St. Joseph
Law. North
Riley
MSD Lawrence Twsp
South Bend Comm
5
5
Plus
Minus
47
41
Plus
Minus
Marion
Elkhart
Elkhart
Allen
Elkhart
Warren Central
Elkhart Central HS
Goshen HS
Northrop HS
Elkhart Memorial HS
MSD Warren Twsp
Elkahart Comm
Goshen Comm
Ft. Wayne Comm.
Elkahart Comm
5
5
5
5
5
Minus
No Change
Plus
Minus
Plus
30
56%
67%
59%
38%
Minus
Plus
Minus
Minus
Minus
Madison
Clark
Anderson
Jeffersonville HS
Anderson Comm
Greater Clark county
5
5
No Change
Plus
19
39%
Minus
Minus
Allen
Lake
R Nelson Snider HS
Merriville
Ft. Wayne Comm.
Merriville Comm
5
5
No Change
Plus
64%
64
Plus
Plus
186
Data by IHSAA Designation
County
School Name
Howard
Porter
Madison
Wayne
Floyd
Kokomo HS
Portage
Highland
Richmond
New Albany Senior HS
Marion
Pike
Hendricks
Avon HS
Hamilton
Hamilton Southeastern HS
Hamilton
Vanderburgh
Fishers HS
North
Vigo
Lake
TerreHaute South
Lake Central
Hamilton
Carmel HS
Monroe
Bloomiington South
Kosciusko
Marion
School District
IHSAA
Football
Classification Plus/Minus 05-06
AP Score =/> 3
Plus/Minus 05-06
Kokomo-Center Twsp Con
Portage Twsp Schools
Anderson Comm
Richmond Comm Schools
New Albany-Floyd Co Con
5
5
5
5
5
Minus
Minus
Plus
Plus
Plus
70%
60
30
46
39%
Plus
Minus
Minus
Minus
Minus
MSD Pike Twsp
5
Plus
50
Minus
Avon Comm
5
No Change
71%
Plus
Hamilton Southeastern
5
Minus
79%
Plus
Hamilton Southeastern
Evansville-Vanderburg Corp
5
5
N/A
Minus
67%
24
N/A
Plus
Vigo County Corp
Lake Central Corp
5
5
No Change
No Change
79
73
Plus
pp
Carmel Clay
5
Minus
86%
Plus
Monroe County Comm Corp
5
Plus
72
Minus
Warsaw
DeCatur Central
Warsaw Comm
MSD Decatur Twsp
5
5
No Change
Plus
65
43
Plus
Minus
Hendricks
Brownsburg HS
Brownsburg Comm
5
Plus
58%
Minus
Bartholomew
Johnson
Columbus North HS
Whiteland
Bartholomew Con School
Clark-Plesant corp
5
5
Plus
Minus
58%
57
Plus
Plus
Allen
LaPorte
St. Joseph
Vigo
Homestead Senior HS
LaPorte
Misawaka
Terre Haute North
Southwest Allen
LaPorte Comm Corp
School city of Mishawaka
Vigo County Corp
5
5
5
5
Plus
Plus
Minus
Plus
78%
49
39
42
Minus
Minus
Plus
Minus
187
Data by IHSAA Designation
School District
IHSAA
Football
Classification Plus/Minus 05-06
County
School Name
AP Score =/> 3
Plus/Minus 05-06
Lake
Porter
Marion
Porter
Crown Point
Valparasio
Arlington
Chesterton
Crown Point Comm Corp
Valparaiso Comm Schools
Indianapolis Public Schools
Duneland School Corp
5
5
5
5
Plus
Minus
Plus
Minus
64
58
12
79
Plus
Minus
Plus
Plus
St. Joseph
Penn
Penn-Harris-Madison Corp
5
Plus
81
Plus
Hamilton
Lawrence
Noblesville HS
Bedford-N.Law
Noblesville Schools
North Lawrence Comm
5
5
Plus
Plus
63%
17
Minus
plus
Allen
St. Joseph
Carroll HS
Adams Central HS
Northwest Allen
South Bend Comm
5
5
Same
Minus
72%
38
Minus
Minus
Huntington
Warrick
Huntington North HS
Castle
Huntington Co Comm Corp
Warrick County Corp
5
5
Plus
Plus
45%
77
Plus
Plus
Johnson
Lake
Tippecanoe
Jennings
Morgan
Center Grove
East Chicago
Jefferson
Jennings
Martinsville
Center Grove Comm Corp
School city of East Chicago
Lafayette School Corp
Jennings County
MSD Martinsville Schools
5
5
5
5
5
Minus
No Change
Plus
Minus
Minus
51
8
70
46
52
Minus
Plus
Minus
No change
plus
188
189
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192
Human Participant Documentation
Page 1 of
uman Participant Protections Education for Research Teams
Human Participant Protections Education for Research Teams
Completion Certificate
I
I
This is to certify that
Thomas Greer
has completed the Human Participants Protection Education for Research Teams online course,
sponsored by the National Institutes of Health (NIH), on 01/02/2008.
This course included the following:
• key historical events and current issues that impact guidelines and legislation on human participant
protection in research.
• ethical principles and guidelines that should assist in resolving the ethical issues inherent in the
conduct of research with human participants.
• the use of key ethical principles and federal regulations to protect human participants at various stages
in the research process.
• a description of guidelines for the protection of special populations in research.
• a definition of informed consent and components necessary for a valid consent.
• a description of the role of the IRB in the research process.
• the roles, responsibilities, and interactions offederal agencies, institutions, and researchers in
conducting research with human participants.
National Institutes of . fait
http;l/www.nlgo
li9ID~I Cont~ctJJsl
PoliQies I Accessibiljty
I Site
Help
I SLt~.MmJ
A Service ofthe National Cancer Institute
://cme.cancer.gov/cgi-binlcms/cts-certS.pl
112/200
I
II
I
Boos, Amy K. [akboos@bsu.edu]
Thursday,December 03, 2009 9:03 AM
Tom Greer
Sharp,WilliamL.; Byers,Bryan D.
RE: Exemption
~~~m your description below, your project seems to be more of a program assessment, and
under the definition of research with human subjects. In this instance, you
p. ]ject does not need to be reviewed by the IRB.
1~ fall
nk you,
~ Boos
B~~l State University
~.285.5034 (0)
a
I
I
Research Compliance
765.285.1328 (F)
oos bsu.edu<mailto:akboos
bsu.edu>
m: Tom Greer [mailto:tgreer@cathedral-irish.org]
t: Wednesday, December 02, 2009 10:19 PM
: Boos, Amy K.
: Tom Greer
sit ject: Exemption
. Boos:
name is Thomas R. Greer. I am seeking an exemption for my doctoral research project.
c ir is Dr. William Sharp and he needs some sort of document, email from you so that I
s t) it my paper work to the graduate school. I have complete successfully the on-line
t
rial and the have the Completion Certificate with a date of successful completion on
2
008. I have mailed this to you.
T a ks you,
T
Greer
M, issertation is on the Advanced Placement Program as it existed in Indiana in 2006. I
c' se this date as it was the 50th anniversary of the AP program, as well as several ot
f
ors that made this an important year. Thus my title presently is: "The Importance of
All!
nced placement Program for Indiana in 2006."
I
T
study is an attempt to look at a program and make a determination about the importan I,f
t, program or value of a program by using existing public data. All of the data that II
come from two sources; the Indiana Department of Education website and the College B
ite. College Board is the overseer of the Advanced Placement program.
,I
oing this research I will only be using existing data which is public information, T
be no individual names used. There will be no reference to any individual. All tel
I will collect will be about an individual public school in Indiana. I will not
rview anyone for this dissertation project. I will not ask any school personnel a a
ent, (or any human actually) about the topic because my basic idea is to see if one
on using only existing data can make a decision concerning a program- the AP progn,'am
case- using only public data.
,
efore I am asking you to send a note to Dr. Sharp indicating that I have met the ]RB
erns and would be exempt.
c
T0 Greer
I :
f
I
r>.
~
N,
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irus found in this incoming message.
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1