Table of Contents
Advanced Placement Program ..................................................... 2
Introduction ..................................................................................................................... 2
Osborne High School’s Commitment to Success ........................................................... 3
AP Scholar Awards ......................................................................................................... 4
More About the Advanced Placement Program ............................................................. 5
Questions and Answers / Preguntas y Respuestas .......................................................... 8
Latin American Universities Recognize AP Exam Grades for Credit .......................... 13
Universidades de América Latina reconocen las calificaciones de los Exámenes AP
para créditos académicos .............................................................................................. 15
AP Study Skills and Test-Taking Tips.......................................................................... 17
Preparation for Success ............................................................... 21
How to Select Your High School Courses .................................................................... 21
Choosing Smart Electives ............................................................................................. 23
What can my child do to prepare academically for college? ........................................ 25
What can my child do outside the classroom to prepare for college? .......................... 33
Governor's Honors Program ......................................................................................... 35
Student Planner............................................................................ 37
Graduation Requirements: College Preparatory Diploma ............................................ 37
AP Course Summaries .................................................................................................. 38
Art – Studio Art Drawing, Studio Art 2-D Design, Studio Art 3-D Design ............. 38
Biology...................................................................................................................... 39
Calculus – Calculus AB, Calculus BC ...................................................................... 40
Chemistry .................................................................................................................. 41
Computer Science ..................................................................................................... 42
Microeconomics ........................................................................................................ 42
English Language...................................................................................................... 42
English Literature...................................................................................................... 43
French Language ....................................................................................................... 45
Government and Politics – U.S. ................................................................................ 45
History – United States ............................................................................................. 46
History – World ........................................................................................................ 46
Human Geography .................................................................................................... 46
Physics B ................................................................................................................... 48
Psychology ................................................................................................................ 48
Spanish Language ..................................................................................................... 49
Statistics .................................................................................................................... 49
For More Information ................................................................. 50
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Advanced Placement Program
Introduction
About Advanced Placement (AP)
Advanced Placement (AP) can change your life. Through college-level AP courses, you
enter a universe of knowledge that might otherwise remain unexplored in high school;
through AP Exams, you have the opportunity to earn credit or advanced standing at most
of the nation's colleges and universities.
Why Participate?
With 37 courses and exams across 22 subject areas, AP offers something for everyone.
The only requirements are a strong curiosity about the subject you plan to study and the
willingness to work hard. Here are just a few reasons to sign up:
Gain the Edge in College Preparation



Get a head start on college-level work.
Improve your writing skills and sharpen your problem-solving techniques.
Develop the study habits necessary for tackling rigorous course work.
Stand Out in the College Admissions Process


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Demonstrate your maturity and readiness for college.
Show your willingness to push yourself to the limit.
Emphasize your commitment to academic excellence.
Broaden Your Intellectual Horizons


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Explore the world from a variety of perspectives, most importantly your own.
Study subjects in greater depth and detail.
Assume the responsibility of reasoning, analyzing, and understanding for
yourself.
How Do I Enroll?
Once you've decided to take the AP challenge it's easy to enroll.

Talk to an AP teacher or the AP Coordinator at your school about the course you
want to take. Discuss the course's workload and any preparation you might need.
Learn More:
http://www.collegeboard.com/
or
http://www.collegeboard.com/enespanol/
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Osborne High School’s Commitment to Success
Aim
At Osborne High School, we believe in our capabilities, and therefore challenge students
to take at least one Advanced Placement course by the end of their junior year.
Identification
All underclassmen take the College Board’s PSAT exam in October each year. Through
the results of this exam, students can gauge their subject areas of strength. Together with
their advisors and guidance counselors, students will begin to plan for taking one or more
Advanced Placement classes during high school.
Grading
Cobb County recognizes the difficulty of Honors and Advanced Placement courses and
awards additional quality points in calculating their Grade Point Average (GPA).
Colleges and universities generally consider the rigor of courses but may not award the
same quality points for GPA calculation. For more information, talk with your guidance
counselor.
Some AP courses are designated as both Honors and AP. Students receive credit each
semester as a .5 Honors course and .5 AP course. Please talk to the individual teacher for
clarification.
Practice Exams
Students will be provided with an opportunity to take a full length AP Exam for each
course prior to the actual testing date. Exposure to the rigor and focus needed for the
three-hour tests helps students learn how to capitalize their strengths and how to devote
their studying in preparation for the actual exam.
AP Lounge
In recognition of their commitment to academic excellence, AP students (beginning in
2007-2008) will have access to an AP Lounge during lunch and after school. Students
can utilize this room not only to relax and socialize with peers, but also to engage in
intellectual discourse with other scholars. An AP teacher will be present to assist with
studies.
Cardinal Thinkers
Look for the logo around school to identify AP teachers
and updates on the Advanced Placement program or
check out our Web site: cardinalthinkers.tripod.com
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AP Scholar Awards
Recognizing Achievement
Each September, the College Board recognizes the many high school students who have
distinguished themselves academically by announcing AP award recipients. There are
several types of awards, granted for various levels of achievement. Although these are
not monetary awards, the students receive a certificate and their achievement is
acknowledged on any subsequent AP Grade Reports sent to colleges. Award recipients
not only gain recognition from colleges, but also win the admiration of their peers,
families, and communities.
AP Scholar
Granted to students who receive grades of 3 or higher on three or more AP Exams.
AP Scholar with Honor
Granted to students who receive an average grade of at least 3.25 on all AP Exams taken,
and grades of 3 or higher on four or more of these exams.
AP Scholar with Distinction
Granted to students who receive an average grade of at least 3.5 on all AP Exams taken,
and grades of 3 or higher on five or more of these exams.
Notes About the Awards
The AP Scholar Awards are academic distinctions that students may cite among their
credentials on applications, résumés, etc. Students do not receive any monetary award
from the College Board.
The Calculus AB subscore, Music Theory aural subscore, and Music Theory nonaural
subscore grades are not used in the Scholar Award calculations.
There are two steps to calculating the awards: First, the student's average AP grade is
determined based on all exams taken this year and in previous years. Second, the
student's exam grades are checked to see which ones count toward the various Scholar
Awards (e.g., an exam with a grade of 3 does not count toward a National Scholar
Award). A student must meet both sets of criteria to be eligible; e.g., a student who has a
3.25 AP grade average but only received a 3 or higher on three exams will not receive
the Scholar with Honor Award because the minimum requirement is four or more exams.
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More About the Advanced Placement Program
What is the Advanced Placement Program?
The Advanced Placement Program – or AP – is a voluntary program that offers students
the opportunity to take one or more university level courses while they are still in high
school.
In addition, AP is not just for the best students or for those who are college bound. AP
has something to offer for everyone. Students can choose amongst 38 courses and
different exams in 19 subjects, such as art computers, geography, political science and
government, music theory, languages, etc.
For inquisitive students, AP opens a whole universe of knowledge that otherwise they
would not have an opportunity to explore in high school. Each course is a unique
learning experience in which students explore each theme from different perspectives—
beginning with their own.
¿Qué es el programa de Advanced Placement?
El programa de Advanced Placement —o AP —es un programa voluntario que le ofrece
a los estudiantes la oportunidad de tomar uno o más cursos de nivel universitario,mientras
están todavía en la escuela secundaria.
Además,AP no es sólo para los mejores estudiantes o para aquellos destinados a la
universidad.AP tiene algo que ofrecerle a cada cual.Los estudiantes pueden escoger entre
38 cursos y exámenes diferentes en 19 materias,tales como arte, computadoras, geografía,
ciencias políticas y de gobierno, teoría de la música, idiomas,etc.
A los estudiantes curiosos,AP les abre todo un universo de conocimientos que de otro
modo no tendrían oportunidad de explorar en la escuela secundaria.Cada curso es una
experiencia única de aprendizaje, en la cual los estudiantes exploran cada tema desde
diferentes perspectivas — comenzando por la suya propia.
Millions have already participated... and every day there are more
The AP program is now offered in 60 percent of the nation’s high schools and it is one of
the fastest growing educational programs in the country. More than 10 million students
have already participated. In 2004, more than a million students—almost a third of
which come from minority groups—took AP Exams. In fact, minority students are the
fastest growing group of students taking AP Exams.
Millónes ya han participado ...y cada día son más
El programa AP se ofrece ya en el 60 por ciento de las escuelas secundarias de la
nación,y es uno de los programas educativos de más rápido crecimiento en el país. Más
de 10 millónes de estudiantes ya han participado. En el 2004,más de un millón de
estudiantes —casi una tercera parte de los cuales provienen de minorías —tomaron
Exámenes de AP. De hecho,los estudiantes de minorías son el grupo de más rápido
crecimiento entre los que toman Exámenes de AP.

English translation provided by Cobb County School District’s International Welcome Center
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Enormous payoffs
Recently, one of the AP students in first place in the nation was a minority student.
University admission officials were so impressed with her AP file that they placed her at
the third year level at one of the best Ivy League Universities. And she just finished high
school! That is how good and respected the AP Program is.
Dividendos enormes
Recientemente,uno de los estudiantes AP de primer lugar en la nación fue una estudiante
minoritaria.Los oficiales de admisión en una universidad quedaron tan impresionados con
su expediente de AP,que la pusieron en tercer año de una de las mejores universidades de
la Ivy League.¡Y acababa de salir de la escuela secundaria!Así de bueno es el programa
AP,y así de respetado es.
Cheer up!
If you think that you never could pass an AP class, you are probably underestimating
yourself. “Often there are those who see AP courses as too difficult or intimidating,”
says one AP instructor, “mainly students who aren’t accustomed to maximizing their
intellectual talents.”
Discover your true potential, find out with AP—an alternative to the school routine that
you know so well.
¡Anímate!
Si te crees que nunca podrías pasar una clase de AP,probablemente te estás
subestimando.“A menudo hay quienes ven los cursos AP como demasiado difíciles,o
intimidantes ”,dice un instructor de AP,“sobre todo para los estudiantes que no están
acostumbrados a ejercitar al máximo sus dotes intelectuales ”.
Descubre tu verdadero potencial,haciendo la prueba con AP — una alternativa a la rutina
escolar que ya conoces tan bien.
Is AP for you?
AP is open to any student, of any origin, and not just for geniuses, rare ones or those who
make an A in everything. But neither is it for everyone. AP is for you if you have a
strong curiosity about some subject and you are willing to put forth effort. If you enjoy
academic challenge and you want to study together with other enthusiastic students in
order to grow and learn, consider enrolling.
¿Es AP para ti?
AP está abierto a cualquier estudiante,de cualquier origen,y no sólo a los que sacan A en
todo,a los genios,o a los raros.Pero tampoco es para todo el mundo.AP te conviene si
tienes una sana curiosidad por alguna material y estás dispuesto a esforzarte.Si disfrutas
de un reto académico y quieres estudiar junto con otros compañeros entusiasmados por
crecer y aprender, considera inscribirte.
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What’s special about the AP Program?
 The abilities that you refine in AP courses can help you improve in other classes and
even in the university.
 Class debates are intense, penetrating and demanding.
 AP students are required to think for themselves instead of giving an answer just to
please the teacher.
 On AP homework, you have to think for yourself, express your ideas and analyze
what you read. Occupying yourself with a lot of work is not the intent of the course.
 AP classes teach students to analyze, reason and understand the world from a unique
point of view—their own.
¿Qué tiene de especial el programa AP?
•Las habilidades que pules en las clases de AP te pueden ayudar a superarte en otros
cursos e incluso en la universidad.
•Los debates en la clase son intensos,penetrantes y exigentes.
•A los estudiantes de AP se les requiere pensar por sí mismos,en vez de dar respuestas
sólo para complacer al maestro.
•En las tareas de AP tienes que pensar por ti mismo,expresar tus ideas y analizar lo que
lees.El ocuparte con mucho trabajo no es lo que el curso pretende.
•Las clases de AP le enseñan al estudiante a analizar,razonar y comprender el mundo
desde un punto de vista único —el suyo propio.
"I have indeed seen how the challenge of AP takes an average student and makes
him really shine. When teaching my class, I welcome any student who accepts doing
all the readings and written work assigned. That is how sure I feel about the value
of these courses."
—Fannie Mack, Teacher of AP English
A. Philip Randolph High School, New York City
“Yo sí que he visto como el reto de AP pone a un estudiante promedio a brillar al
máximo.Cuando doy mi clase,yo acojo a todo estudiante que acepte hacer todas las
lecturas y trabajos escritos asignados.Así de segura me siento yo sobre el valor
de estos cursos ”.
—Fannie Mack,maestra de AP Inglés
A.Philip Randolph High School,New York City
It improves your opportunities to enter the university
"Universities look at your AP courses and they see someone willing to dedicate time
and additional effort."
—Daniel Torres-Rangel: AP Spanish; AP Calculus; AP English, Literature;
AP Computers; AP Physical Science, Gabrielino High School, San Gabriel, California
Mejora tus oportunidades de entrar a la universidad
“Las universidades miran tus cursos de AP y ven a alguien dispuesto a dedicar
tiempo y esfuerzo adicionales ”.
—Daniel Torres-Rangel:AP Español;AP Cálculo;AP Inglés,Literatura;
AP Computadoras;AP Ciencias Físicas,Gabrielino High School,San Gabriel,California
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Questions and Answers / Preguntas y Respuestas*
Q: What is so good about AP?
A:
 It gives you an advantage in your college application.
 It saves you registration fees in college.
 It helps you to develop your potential in and outside of class.
 It helps to develop good study habits.
 It helps you to improve your written expression.
 It helps you to define your goals.
 It challenges you, but also makes you realize that you can succeed if you set your
mind to it.
P:¿Qué es lo que es tan bueno en AP?
R:
 Te da ventaja en tu solicitud a la universidad.
 Te ahorra dinero de matrícula en la universidad.
 Te ayuda a desarrollar tu potencial dentro y fuera de las clases.
 Te ayuda a desarrollar buenos hábitos de estudio.
 Te ayuda a mejorar tu expresión escrita.
 Te ayuda a definir tus metas.
 Te presenta un reto,pero también te hace darte cuenta de que puedes triunfar si te
lo propones.
Q: Is AP only for a select group of students?
A: No. As a student of AP said, "Everyone has the potential to succeed in some AP
subject.” The truth is that AP classes are more difficult than regular classes. They
require more profound concentration, more time and energy and students should perform
with higher expectations. But anyone who is willing to accept the challenge and work
hard can be successful in AP.
P:¿Es AP solamente para un grupo selecto de estudiantes?
R:No.Como dijo un estudiante de AP,“Todo el mundo tiene el potencial para salir bien en
alguna materia particular de AP ”. La verdad es que las clases de AP son más difíciles
que las clases regulares.Requieren concentración más profunda, más tiempo y energía,y
los estudiantes deben cumplir con expectativas más altas.Pero todo el que esté dispuesto a
aceptar el reto y a esforzarse puede tener éxito en AP.
*
English translation provided by Cobb County School District’s International Welcome Center
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"You do not have to be so brilliant. The key is to work hard. Making up your mind
to succeed is what will bring you success." – Penelope Moreno: AP Calculus AB; AP
U.S. History; AP Political Science and U.S. Government; AP Physics B, DeWitt Clinton
High School, Bronx, New York
“No tienes que ser tan brillante.La clave es trabajar
duro.Hacerse el propósito de salir bien es lo que te llevará
al éxito ”.
—Penelope Moreno:AP Cálculo AB;AP Historia de EE.UU.;AP Ciencias
Políticas y Gobierno de EE.UU.;AP Física B,DeWitt Clinton High School,
Bronx,New York
Q: How do you know if you are prepared for an AP course?
A: Before you sign up, you must have a clear idea if you are going to be able to handle
the additional work. AP classes go fast and cover a lot of material. Your performance in
other courses will serve as guide to evaluate your potential for AP. “If you are good in
some particular subject, don’t be afraid and get involved”, advises one AP student,
“because you can use your experience to be successful in an AP class.”
P:¿Cómo sabe uno si está preparado para un curso de AP?
R:Antes de inscribirte,debes tener una idea clara de si vas a poder con el trabajo
adicional.Las clases de AP van rápido y cubren mucho material.Tu desempeño en otros
cursos te servirá de guía para evaluar tu potencial para AP.“Si eres bueno en alguna
materia en particular,no tengas miedo y métete ”,aconseja un estudiante de AP,“porque te
puedes valer de tu experiencia para salir bien en una clase de AP ”.
Q: How many AP courses should I take?
A: Let yourself be guided by your common sense. Take the number of AP courses that
you think you can tolerate. Remember that AP homework and assignments are more
demanding. “An AP class might not give you an hour’s worth of exercises for
homework,” said one AP student. “But, the AP teacher is going to expect you to spend
an hour studying—in addition to the time you need to complete the homework.”
P:¿Cuántos cursos de AP debo tomar?
R:Déjate guiar por tu sentido común.Toma la cantidad de cursos de AP que tú creas que
puedes sobrellevar.Recuerda que las tareas o asignaciones de AP son más exigentes.
“Una clase de AP quizás no te dé una hora de ejercicios de tarea ”,dijo un estudiante de
AP.“En cambio,el maestro de AP va a esperar que te pases esa hora pensando —además
del tiempo que necesitas para terminar la tarea ”.
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Q: What AP courses are there to choose from?
A: With 37 courses and exams in 22 subjects, surely there will be some course that will
inspire you. Although few schools offer all the AP courses, if there is a course that
would interest you, contact the College Board to get more information about how to add
an AP course.
P:¿Qué cursos de AP hay para escoger?
R:Con 37 cursos y exámenes en 22 materias,seguramente habrá algún curso que te
inspire.Aunque pocas escuelas ofrecen todos los cursos de AP,si hubiera un curso que
crees que te puede interesar,ponte en contacto con el College Board para obtener más
información sobre cómo añadir un curso de AP.
Q: What are AP Exams like?
A: AP Exams are taken in the month of May upon completion of the AP course.
Normally they last three hours and include multiple choice questions and compositions or
problems. The exams measure reasoning abilities and your capacity to analyze data,
synthesize information, think critically about complex questions and combine divergent
perspectives.
P:¿Cómo son los Exámenes de AP?
R:Los Exámenes de AP se toman en el mes de mayo,al finalizar el curso de
AP.Normalmente duran tres horas e incluyen preguntas de selección múltiple y
composiciones o problemas.Los exámenes miden las habilidades de razonamiento y tu
capacidad para analizar datos,sintetizar información,pensar críticamente sobre cuestiones
complejas y compaginar perspectivas divergentes.
"... [Students] who take the exam benefit from the experience, and I am sure that
these young people will do well in college.”
- Jaime Escalante, AP Calculus teacher, character in the film Stand and Deliver
“...[Los estudiantes ]que toman el examen se benefician de
la experiencia,y estoy seguro de que estos muchachos harán
un buen trabajo en la universidad ”.
—Jaime Escalante,maestro de AP Cálculo,sujeto de la película
Stand and Deliver
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Q: How is the AP Exam scored?
A: Each AP Exam is reported on a 5-point scale:
5 – Extremely well qualified
4 – Well qualified
3 – Qualified
2 – Possibly qualified
1 – No Recommendation
A score of 3 or higher on most AP Exams could earn you credits at most universities in
the United States.
P:¿Cómo es el sistema de notas para los Exámenes de AP?
R:Cada Examen de AP se califica conforme a una escala de cinco puntos:
5 – Sumamente calificado
4 – Bien calificado
3 – Calificado
2 – Posiblemente calificado
1 – Sin recomendación
Una nota de 3 o más en un Examen de AP te podría calificar para créditos universitarios
en la mayoría de las universidades de los Estados Unidos.
Q: Is a B in an AP course better than an A in a regular level course?
A: In many high schools, a B in an AP course indicates that a student has completed the
same criterion needed to make an A in a regular class. In AP, the work is usually more
demanding and university admission officials know that expectations are higher in AP
classes than in regular classes. This can be a determining factor in an admissions
decision.
P:¿Es una B en un curso de AP mejor que una A en un curso regular?
R: En muchas escuelas secundarias,una B en un curso de AP indica que el estudiante ha
cumplido con los mismos criterios que se necesitan para sacar una A en una clase regular.
En AP el trabajo suele ser más exigente,y los oficiales de admisiones de las universidades
saben que las expectativas son más altas en las clases de AP que en las clases regulares.
Esto puede ser un factor determinante en una decision de admisiones.
“My AP English class is as difficult as a second year university course,” reported one AP
instructor. “I use a university text and I treat students as if they were sophomores in
college. They leave the course better prepared, more disciplined and ready to succeed in
college.”
“Mi clase de AP Inglés es tan difícil como un curso de segundo año de
universidad”,reportó un maestro de AP. “Utilizo un texto universitario,y trato a los
estudiantes como si fueran de segundo año de universidad.Salen del curso mejor
preparados,más disciplinados y listos para triunfar en la universidad ”.
- 11 -
Q: How do I register?
A: Once you have determined that AP is for you, registering is easy. First, speak with an
AP teacher or the AP Coordinator at your school. See what they think about your ability
to do the extra work that comes with AP classes. And don’t forget that it’s always a good
idea to speak with your parents regarding what you think about AP.
P:¿Cómo me inscribo?
R:Una vez que hayas determinado que AP te conviene, inscribirse es fácil. Primero,habla
con un maestro de AP o con el Coordinador de AP en tu escuela.Averigua qué piensan
ellos acerca de tu capacidad para hacer el trabajo extra que viene con las clases de AP.Y
no olvides que siempre es buena idea comentar con tus padres lo que piensas acerca de
AP.
Q: How much do the AP Exams cost?
A: Ask your teacher, AP Coordinator, or your academic advisor. There are discounts for
low income students.
P:¿Cuánto cuestan los Exámenes de AP?
R:Pregúntale a tu maestro o coordinador de AP,o a tu consejero académico.Hay rebajas
para estudiantes de bajos ingresos.
At Osborne, the courses and examinations are as follows:
En Osborne, los cursos y exámenes son los siguientes:
Art – Studio Art Drawing
Art – Studio Art 2-D Design
Art – Studio Art 3-D Design
Biology
Calculus AB
Calculus BC
Chemistry
Computer Science - tentative
Microeconomics
English – Language and Composition
English – Literature and Composition
French Language
Government and Politics – U.S.
History – United States
History – World
Human Geography
Physics B
Psychology
Spanish Language
Statistics
Arte (Dibujo)
Arte (Diseño Bidimensional)
Arte (Diseño Tridimensional)
Biología
Cálculo AB
Cálculo BC
Química
Computación – provisional
Microeconomía
Inglés,Idioma y Composición
Inglés,Literatura y Composición
Francés,Idioma
Políticas y Gobierno de los E. S.
Historia de los Estados Unidos
Historia Mundial
Geografía Humana
Física B
Psicología
Español,Idioma
Estadísticas
- 12 -
Latin American Universities Recognize AP Exam Grades for Credit
Contributing to the Growth of AP
One of the most exciting developments within the Advanced Placement Program is the
growing recognition of AP Exams at universities outside the United States. Increasingly,
universities worldwide are looking to AP as a reliable, transportable credential.
Universities in more than 50 countries currently accept AP Exam grades for credit,
advanced standing, and admission priority.
Reaching Out to Latin America
The AP Program faced significant challenges in gaining acceptance in Latin America.
Until recently, a relatively small number of students sat for AP Exams. In addition, few
students from North America applied to Latin American universities. South American
countries had little interest in AP credit recognition because they already widely accepted
the International Baccalaureate Organization (IBO) program. Directors of international
high schools were concerned that their local students would perceive the AP Program as
elitist if only American universities granted credit for AP. In the spring of 2004, only six
universities in four Latin American countries recognized AP Exams. Without recognition
by local universities, the Program's growth was unlikely.
But by 2004 that began to change. A growing number of AP students attending
international schools in Mexico, Colombia, Ecuador, and Paraguay began asking about
credit from local universities. In addition, the limit on admission to medical schools in the
United States had many U.S. students looking for premed and medical school options
south of the border.
In response to the need, the College Board's International Services division created the
Latin American University Recognition Initiative, which provided a number of tools to
address the problem. The first was translating into Spanish all major documents
pertaining to AP, as well as creating new ones especially for parents and administrators in
Latin America. These included Avanza con el Programa (Get with the Program) and "AP
en América Latina." In addition, International Services sent letters in Spanish to rectors
and admissions directors of major Latin American universities, outlining the benefits of
AP recognition to the universities and to the region. AP representatives met with IB
officials to publish a joint pamphlet in Spanish and English comparing both programs to
inform university administrators that both programs set high standards and produce
disciplined students who are prepared for university and have completed rigorous
curricula. Meanwhile, International Services delivered AP professional development to
educators in schools throughout the region through the support of a generous grant issued
through the U.S. Department of State's Office of Overseas Schools.
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Enthusiastic Acceptance of the AP Program
In Mexico, all 26 campuses of the Tecnológico y de Estudios Superiores de Monterrey,
the largest and one of the most prestigious universities in Mexico, grant credit for
specified AP Exam grades. In addition, several high-profile secondary schools associated
with Tecnológico de Monterrey began teaching classes in AP Physics and AP Calculus
AB in 2005.
In Argentina, Colombia, Paraguay, and the Dominican Republic, prestigious medical
schools recognize AP Exam grades in calculus, biology, physics, chemistry, and
statistics. Since admittance to medical school in Latin America begins with the premed
year, those with AP grades of 4 or higher in these subjects can move into higher-level
medical courses almost immediately. In addition, medical schools have offered many AP
students priority admission.
All of the major Catholic universities, the most independent colleges in Latin America,
signaled their willingness to join in the AP recognition initiative early on. Jesuit
universities with connections to Loyola University Chicago and Boston College in the
United States were well aware of the benefits of the program and the quality of the
students who applied with the AP designation on their transcripts. Maryknoll, Thomistic,
Franciscan, and Dominican universities quickly followed suit. In Uruguay, in addition to
the well-known Universidad de Montevideo and the excellent Universidad Católica del
Uruguay, Universidad ORT Uruguay (the oldest Jewish university on the continent) also
chose to grant AP recognition.
Throughout Latin America, 68 universities in 12 countries now grant recognition for AP
Exam grades. These include Mexico, Guatemala, Panama, the Dominican Republic,
Nicaragua, Costa Rica, Colombia, Bolivia, Ecuador, Paraguay, Uruguay, and Argentina.
This result has helped drive the growth of students taking AP courses in Latin America,
growth that comes from not only U.S. students studying at international schools abroad
but also local students and "third-culture" students. In fact, in May 2006, the number of
AP Exams administered at schools in Latin America increased by more than 12 percent
over those taken in 2005.
http://apcentral.collegeboard.com/apc/public/program/initiatives/150581.html
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Universidades de América Latina reconocen las calificaciones de los Exámenes AP
para créditos académicos
Contribución al Crecimiento del AP
Uno de los acontecimientos más emocionantes dentro del programa AP, hoy en día, es el
creciente reconocimiento de los Exámenes AP por universidades fuera de los EE.UU.
Cada vez más, universidades en todo el mundo consideran el AP como un documento
confiable y transferible. Actualmente universidades en más de 50 países, aceptan las
calificaciones de los Exámenes AP para créditos académicos, colocación avanzada y
prioridad de admisión.
Logrando el Reconocimiento de AP en América Latina
El programa AP se ha enfrentado a retos significativos para lograr aceptación en América
Latina. Hasta hace poco tiempo, un número relativamente reducido de estudiantes
tomaban los Exámenes AP. Asimismo, pocos estudiantes norteamericanos solicitaban
ingresar a universidades latinoamericanas. Los países sudamericanos tenían poco interés
en reconocer el crédito de AP porque la aceptación regional del programa Organización
Internacional del Bachillerato (IBO) ya era muy amplia. Los directores de las
preparatorias internacionales se preocupaban de que sus estudiantes percibieran el
programa AP como elitista si las únicas instituciones que ofrecían crédito por
calificaciones de AP eran las estadounidenses. En la primavera del año 2004, los
Exámenes AP eran reconocidos por sólo seis universidades en cuatro países
latinoamericanos. Sin el reconocimiento de universidades regionales, el crecimiento del
programa era poco probable.
Sin embargo, a partir de 2004 todo esto empezó a cambiar. Un número creciente de
estudiantes de AP inscritos en colegios internacionales en México, Colombia, Ecuador y
Paraguay comenzaron a solicitar crédito a universidades locales. Adicionalmente, las
restricciones en la admisión a las escuelas médicas estadounidenses hicieron que muchos
estudiantes buscaran opciones de estudios premédicos y médicos al sur de la frontera.
Como respuesta a la demanda, el departamento de Servicios Internacionales del College
Board desarrolló la Iniciativa para el Reconocimiento por Universidades
Latinoamericanas, lo cual ofreció diversas herramientas para enfrentar los retos. La
primera fue la traducción de inglés a español, de todos los documentos importantes
relativos al programa AP, e incluso la creación de nuevos textos especialmente para los
padres de familia y directores de instituciones en América Latina; entre ellos, Avanza con
el Programa y AP en América Latina. Además, Servicios Internacionales envió cartas
escritas en español a los rectores y directores de admisiones de las universidades
latinoamericanas más importantes, enfatizando los beneficios del reconocimiento de AP
para las universidades y para la región. Los representantes de AP se reunieron con
oficiales de la IB para colaborar en la publicación de un folleto conjunto en inglés y
español en el que se comparan los dos programas, para informar a los funcionarios
universitarios que ambos mantienen estándares de alto nivel: y que a través de planes
académicos rigurosos, ambos preparan estudiantes disciplinados y listos para estudios
superiores. Mientras tanto, Servicios Internacionales proporcionó capacitación
- 15 -
profesional a los docentes en escuelas por toda la región; mediante el patrocinio generoso
de la Oficina de Escuelas en el Exterior, del Departamento del Estado de los EE.UU
Aceptación Entusiasta del Programa AP
En México, cada campus de los 26 que forman parte del Tecnológico de Monterrey -- el
sistema universitario más grande de la república y uno de los más prestigiosos -- otorga
crédito académico para calificaciones específicas en los Exámenes AP. Adicionalmente,
varias preparatorias de alto nivel, afiliadas al Tecnológico de Monterrey, establecieron
cursos de Física y Cálculo de AP en el 2005.
En Argentina, Colombia, Paraguay y la República Dominicana, algunas escuelas de
medicina respetadas reconocen las calificaciones de los Exámenes AP en cálculo,
biología, física, química, y estadística. El ingreso a las escuelas de medicina
latinoamericanas comienza con el año premédico; por eso, los que cuentan con
calificaciones de 4 en adelante para esas materias pueden acudir casi inmediatamente a
cursos de medicina más avanzados. Además, las escuelas de medicina han ofrecido
admisión prioritaria a muchos de los estudiantes de AP.
Todas las principales universidades católicas, que son las más independientes en América
Latina, señalaron sus deseos de unirse desde el principio a la iniciativa de reconocimiento
de AP. Las universidades jesuitas relacionadas con la Universidad de Loyola en Chicago
y la Universidad de Boston conocían muy bien los beneficios del programa y la calidad
de los estudiantes que presentaban calificaciones de AP en sus actas académicas. Muy
pronto las universidades de los Maryknoll, tomistas, franciscanos y dominicanos
siguieron sus pasos. En Uruguay, además de la notable Universidad de Montevideo y la
excelente Universidad Católica del Uruguay, la Universidad ORT Uruguay (la
universidad judía más antigua del continente) también decidió otorgar reconocimiento a
AP.
A lo largo de Latinoamérica, 68 universidades de 12 países ya otorgan reconocimiento a
las calificaciones de Exámenes AP. Dichos países son México, Guatemala, Panamá, la
República Dominicana, Nicaragua, Costa Rica, Colombia, Bolivia, Ecuador, Paraguay,
Uruguay y Argentina. Este logro ha impulsado el aumento de estudiantes que toman
cursos de AP en América Latina; un aumento debido no sólo al número de alumnos
estadounidenses en escuelas internacionales, sino también a estudiantes de la región y de
'tercera cultura'. De hecho, la cantidad de Exámenes AP que se aplicó en las escuelas
latinoamericanas en mayo del 2006 fue 12% mayor que el número de exámenes que se
aplicaron durante el año 2005.
http://apcentral.collegeboard.com/apc/public/program/initiatives/152491.html
- 16 -
AP Study Skills and Test-Taking Tips
Foreign Language
Listening
Listen carefully to your teacher and to others who are fluent in the language who speak at
different speeds and with different accents. Tune in to foreign TV and radio programs
whenever possible, and use recorded material such as DVDs and CDs. Even better, try to
attend undubbed foreign films in commercial theaters. A school's language laboratory
will also provide aural training, and should be used regularly.
Speaking
Many students feel natural inhibitions and hesitations in speaking, but try not to worry
about how others may perceive you if you make a mistake. It is only with continued
practice that you will begin to speak with facility. Therefore, participate in debates,
discussions, dialogues, and skits as much as you can. In addition, practice in a language
laboratory gives you the opportunity to compare your speech with that of a model
speaker.
The importance of thorough preparation for the speaking part of the exam should not be
underestimated. You need to be familiar with the operation of recording equipment, and
to practice recording your answers to questions. Ask your teacher or AP Coordinator to
provide at least one trial run of the examination recording equipment and procedures
before the actual test administration.
Reading
You should read a wide variety of materials, such as literary prose, essays, poems,
dramatic works, dialogues, cartoons, advertisements, book reviews, and journalistic
material, including editorials. For the literature course, be sure to read and study all the
works on the required reading list.
When you read, look out for the grammatical cues of the text, such as verb tenses, and
pay attention to factual information in the text (understanding who, what, when, where,
why, and how). For the literature course, practice doing a close reading of selected
passages for linguistic as well as stylistic analyses, such as recognition of register, tone,
humor, irony, and narrative techniques.
Writing
Of all the language skills, writing is considered by many teachers and students to be the
most sophisticated. Unlike listening and speaking—which may be facilitated by having
another person present—writing is usually practiced alone on subjects you have already
discussed, heard, or read about. Because writing can be revised numerous times—and
therefore progressively improved—in your classroom writing you may be expected to
exercise greater accuracy, precision, and clarity than in oral performance.
- 17 -
Foreign Language Tips continued…
General Tips for Exam Day
Pay close attention to accuracy. You will be penalized for incorrect spelling on the fill-in
questions.
When composing an essay, organize your thoughts and make a brief outline first.
(Organizational notes will not be scored.) The final essay should have a clear focus,
logical development, appropriate details, and supporting materials that reinforce and
enhance the ideas in the essay.
When recording answers in the speaking section, speak as extensively and appropriately
as you can within the allotted time.
If you are asked to give an account of a picture sequence, remember that there is no
single correct interpretation. Any recounting of the story is acceptable as long as it is
relevant. If you don't know specific vocabulary, try circumlocution to explain what you
mean.
Math & Science
The following strategies were developed by faculty consultants to help you on exam day:





Before beginning to solve the free-response questions, it is a good idea to read
them all to determine which ones you feel most prepared to answer. You can then
proceed to solve the questions in a sequence that will allow you to perform your
best.
In the exam booklet there is an insert that contains the same questions without the
blank answer spaces. This can be removed from the booklet and used for
reference. No credit is given for anything written on the insert; be sure to write
your answers and do all your work for each problem in the pages provided in the
answer booklet.
Show all your work; partial credit is given for partial solutions to problems. If the
answer is not correct, you are not likely to receive credit for correct thinking if the
person scoring the examination does not see evidence of this process on paper. If
you do work that you think is incorrect, simply put an "X" through it, instead of
spending time erasing it completely.
Organize your answers as clearly and neatly as possible, showing the steps you
took to reach your solution. If the faculty consultants cannot easily follow your
reasoning, you are less likely to receive credit for it.
Many free-response questions are divided into parts such as a, b, c, and d, with
each part calling for a different response. Credit for each part is awarded
independently, so you should attempt to solve each part. For example, you may
- 18 -
Math & Science Tips continued…
receive no credit for your answer to Part a, but still receive full credit for Part b, c,
or d. If the answer to a later part of a question depends on the answer to an earlier
part, you may still be able to receive full credit for the later part, even if that
earlier answer is wrong.



It is not necessary to simplify all numerical expressions or to carry out all
numerical calculations. You will generally receive most, if not full, credit for
answers that contain expressions like sin 40° or ln 2, or that contain symbols for
irrational numbers.
It is important to pay attention to units for quantities that have them. If you keep
track of units as you do calculations, it can help you express your answers in
terms of the proper units. It is possible to lose points if the units are wrong or are
missing from the answer.
You should not use the "scattershot" approach: i.e., write a bunch of equations
hoping that the correct one will be among them so that you can get partial credit.
In such cases, faculty consultants may well deduct points for the extraneous or
incorrect information.
History & Social Science
The following strategies for answering the free-response questions were developed by
faculty consultants to help you on exam day:




Answering essay questions generally requires a good deal of training and practice.
Students too often begin to write immediately, creating a string of disconnected,
poorly planned thoughts. You need to learn to attack questions methodically and
to plan your answers before putting pencil to paper.
Carefully analyze the question, thinking through what is being asked, and identify
the elements that must be addressed in the response. Others require you to
consider all the similarities between people or events, and then to think of all the
ways they are different.
After you have determined what is involved in answering the question, consider
what evidence you can incorporate into your response. Review the evidence you
learned during the year that relates to the question and then decide how it fits into
the analysis. Does it demonstrate a similarity or difference? Does it argue for or
against the generalization that is being addressed?
Whenever you offer evidence to illustrate contrast or similarity, clearly state your
intent. Then, with additional information or analysis, elaborate on the ways in
which these pieces of evidence are similar or different. If there is evidence that
refutes a statement, explain why it argues against the statement. Your answer
should reflect an understanding of the subtleties of the questions.
- 19 -
History and Social Science Tips continued …

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Begin writing only after you have thought through the evidence you plan to use,
and have determined what your thesis statement will be. Once you have done this,
you will be in a position to answer the question analytically instead of in a
rambling narrative. You will also know whether you are going to argue on a side
that supports or refutes the statement, and whether similarities outweigh the
differences.
Learn how to present your thesis statement: describe your overarching framework
and then position your supporting evidence so that it is obviously directed to the
question—not just a string of abstract generalizations. State your points as clearly
as possible, not leaving it to the reader to infer what is meant or how something
illustrates a point.
If you have done the analytical work required prior to writing, you should be able
to demonstrate an understanding of the complexity of the question. You should be
able to state your thesis, introduce the elements that support the thesis, and
demonstrate the logic that led you to link the elements in support of the thesis. By
applying these ideas you will construct an excellent essay.
While essay writing in general is a valuable exercise, you may wish to work
specifically on free-response questions from previous AP Examinations. This will
allow you to compare your own responses with those that have already been
scored and evaluated by faculty consultants. Free-response questions are available
through the Advanced Placement Program® in numerous formats.
- 20 -
Preparation for Success
How to Select Your High School Courses
from http://www.collegeboard.com/student/plan/high-school/33.html
Your course schedule may seem like a random selection of classes to you, but college
admission officers see it as the blueprint of your high school education. They're looking
for a solid foundation of learning that you can build on in college.
English (Language Arts)
Take English every year. Traditional courses such as American and English literature
help you improve your writing skills, reading comprehension, and vocabulary.
 Literature
 Writing/composition
Math
You need algebra and geometry to succeed on college entrance exams, in college math
classes, and in most careers. Take them early on and you'll be able to enroll in advanced
science and math in high school—and you'll show colleges you're ready for higher-level
work.
 Algebra
 Geometry
 Algebra II
 Advanced Algebra/Trig (Honors Analysis) and/or calculus
Science
Science teaches you to think analytically and apply theories to reality. Laboratory classes
let you test what you've learned through hands-on work. Six semesters are recommended.
 Two semesters in biology
 Two semesters in chemistry and/or physics
 Two semesters in earth/space sciences, advanced biology, advanced chemistry, or
physics
Social Studies
Understand local and world events that are happening now by studying the culture and
history that has shaped them. Social sciences round out your core curriculum.
 Two semesters in U.S. history
 One semester of U.S. government
 One semester in economics
 One semester in world history or geography
 One additional semester in the above, or other areas
- 21 -
Foreign Languages
Solid foreign language study shows colleges you're willing to stretch beyond the basics.
Many colleges require at least two years of foreign language study, and some prefer
more.
The Arts
Research indicates that students who participate in the arts often do better in school and
on standardized tests. The arts help you recognize patterns, discern differences and
similarities, and exercise your mind in unique ways, oftentimes outside of a traditional
classroom setting.
Computer Science
More and more college courses and jobs require at least a basic knowledge of computers.
Computer skills also can help you do research and schoolwork better and faster.
Advanced Placement Program® (AP®)
Try out college-level work, master valuable skills, and, with satisfactory grades, maybe
even receive college credit. More than 1,400 higher education institutions award credit
based on satisfactory AP Exam grades.
For More Help
Be sure to meet with your counselor or advisor, who can help you with your personal
needs. Use College Board’s College Search to look up a specific college's academic
requirements.
- 22 -
Choosing Smart Electives
Cultivating Interests, Strengths, and Special Talents
Your high school freshman gets good grades in all her required classes, so she should be
able to follow her fancy in choosing electives, right? Not necessarily. Many high schools'
minimum requirements are not rigorous enough to satisfy college admission officials, so
you'll want to be sure that your child selects a high school course of study that meets
college standards.
Freshman year is not too early to meet with a guidance counselor and begin charting your
teenager's college preparation course plan. "Freshmen need to work out their program of
study even before they begin high school to ensure they will have room in their schedules
to cover all the courses colleges require," says Iris Schrey, a college counselor at William
Jones College Prep in Chicago, where 100 percent of the first graduating class is collegebound.
College Requirements
Specialty colleges may have specific requirements. Some colleges will consider students
who have not necessarily completed the traditional core curriculum, but have challenged
themselves to the best of their abilities. You and your child can use College Search or
College Handbook to see what specific colleges are looking for. As a general rule,
however, students should maintain a well-rounded and challenging schedule.
Striking a Balance
Handling four or five academic courses each semester doesn't leave a lot of room for
extras. Still, students should pursue a course of studies that will maintain their interest. "I
tell students they need to create a course selection for each year that is going to challenge
them and keep them healthy," says Marybeth Kravets, a college consultant for Deerfield
High School in Deerfield, IL, and a former president of the National Association for
College Admission Counseling.
"Colleges first and foremost look for the core curriculum, but they also like to see breadth
and depth in the high school experience," says Kravets. Electives over and above the core
curriculum, such as art, fine art, music, journalism, computer programming, or business
can provide an interdisciplinary overlap with more traditional courses, creating a richer
learning experience, adds Kravets. In fact, research indicates that students who take
courses in fine and performing arts often perform better in school and on standardized
tests.
Schrey tells her students to follow their passion in pursuing electives. Some schools offer
elective courses in journalism or band that correspond with extracurricular activities and
reduce the student's after-school time commitment. A fun class can break up a rigorous
schedule and help students avoid burn-out.
- 23 -
Beyond What High School Offers
If your child's high school doesn't offer the courses she seeks, local colleges or
community colleges may. "Taking an economics, philosophy, or business course at a
local college helps give high school students a taste for what college will be like," says
Schrey.
Courses might also be available via the Internet or by correspondence course, but parents
should ensure that any course their student enrolls in not only covers the desired topic but
provides high caliber learning. Kravets points out that parents can also play a role in
helping to ensure high schools offer quality electives. "Unfortunately, during budget
crunch times, electives are often the first to get cut," says Kravets. Advisers warn
students not to stock up on "light" classes their senior year.
Interests and Strengths
Some experts advise students to not only follow their interests, but also focus on their
strengths when choosing electives. A student who excels in foreign languages could
boost her grade point average and class standing by enrolling in a fourth year of French.
Advisers also warn students not to stock up on light classes their senior year, because
colleges will look for the student's ability to maintain four years of academic course
work.
All experts agree that preparing for college takes hard work and dedication. Electives
provide your child a chance to show her flair and develop interests and abilities. You can
help your child prepare for college by working with the school's guidance counselor to
map out not only a challenging core curriculum but also an enriching selection of
electives that will maintain her interest and diversify her learning.
Sources: The College Guide for Parents, Charles J. Shields, c. 1994 College Board
Preparing Your Child For College, A Resource Book for Parents, 1996-97 Edition,
Department of Education
- 24 -
Preparing Your Child For College: 2000 Edition
From http://www.ed.gov/pubs/Prepare/pt2.html
What can my child do to prepare academically for college?
Take Courses Recommended for College-Bound Students
To prepare for college, there is no substitute for your child getting a solid and broad
academic education. This means your child should take challenging courses in academic
subjects and maintain good grades in high school. Your child's transcript will be an
important part of his or her college application.
A college education builds on the knowledge and skills acquired in earlier years. It is best
for your child to start planning a high school course schedule early, in the seventh or
eighth grade. Research shows that students who complete algebra and geometry by the
end of ninth grade are more likely to go to college than those who do not. By taking these
courses early, students are then prepared to take geometry, trigonometry, calculus, and
science courses in high school.
Most selective colleges (those with the highest admissions requirements) prefer to admit
students who have taken courses in certain subject areas. For example, many colleges
prefer that high school students have taken challenging science courses and mathematics
courses beyond general math and algebra. Basic computer skills are now essential, and
some colleges prefer three or four years of a foreign language. Your child's guidance
counselor can help your child determine the high school courses required or preferred by
different types of colleges. If your child is interested in specific colleges, he or she can
contact those schools and ask about their admissions requirements.
Many high schools offer advanced placement (AP) courses and exams. AP courses are
college-level courses in approximately 16 different subjects; they help students prepare
for college-level work while they are still in high school. Students who take AP courses
are often more prepared for the academic challenges presented in college. In addition, a
student who takes an AP course, and who scores a grade of 3 or higher on an AP exam,
can often receive advanced placement in college or credit for a college course. [Footnote:
This can result in significant cost savings. However, not all colleges and universities give
credit or advanced placement for earning a grade of 3 or higher on an AP exam. Write to
the admissions office of the colleges that are of interest to your child to find out if they
give credit for an AP exam grade of 3 or higher. Ask to obtain the college's AP policy in
writing, or look for a policy in the institution's catalog.] Talk to one of your child's
teachers, your child's guidance counselor, or the principal of your child's school to find
out if the school offers AP courses. If they don't, ask whether they might consider
offering AP courses in the future.
Chart 2 lists the high school courses that many higher education associations and
guidance counselors recommend for a college-bound student. These courses are
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especially recommended for students who want to attend a four-year college. Even if
your child is interested in attending a junior college, community college, or technical
college, he or she should take most of these courses since they provide the preparation
necessary for all kinds of postsecondary education. (In addition, many students who
attend two-year colleges go on to earn a B.A. or B.S. degree at a four-year college or
university.)
CHART 2
Recommended High School Courses for College-Bound Students
Although academic requirements differ among colleges, the admissions
requirements listed below are typical for four-year colleges. The specific classes
listed here are examples of the types of courses students can take.
English--Four years
Types of classes:
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American Literature
Composition
English Literature
World Literature
Mathematics--Three to four years
Types of classes:
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Algebra I
Algebra II
Calculus
Geometry
Precalculus
Trigonometry
History & Geography--Two to
three years
Types of classes:
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Laboratory Science--Two to four
years
Types of classes:
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Biology
Chemistry
Earth Science
Physics
Foreign Language--Two to four years
Visual & Performing Arts--One year
Types of classes:
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Art
Dance
Drama
Music
Challenging Electives--One to three
years
Types of classes:
Civics
Geography
U.S. History
U.S. Government
World History
World Cultures
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Communications
Computer Science
Economics
Psychology
Statistics
Mathematical and scientific concepts and skills learned in math classes are used in many
disciplines outside of these courses. Recent studies have shown that students who take
higher level math courses are much more likely to go on to, and complete, college than
students who do not.
Traditional English courses such as American and English literature will help students
improve their writing skills, reading comprehension, and vocabulary. History and
geography will help your child better understand our society as well as societies around
the world.
Research also indicates that students who take courses in the arts disciplines and who
participate in the arts (performing arts and visual arts) often do better in school and on
standardized tests. The arts help students to learn; they often give students a richer
understanding of history, science, literature, and math.
Thirty states require students to take some art course(s) (visual or performing) before
graduating from high school; six state university systems require students to take at least
one unit of art (visual or performing) at the high school level before gaining admission to
the university. Many college admissions staff view participation in the arts as a valuable
experience that broadens students' understanding and appreciation of the world around
them.
Things You and Your Child Can Do To Prepare For a Technical Program at a
Community, Junior, or Technical College
If your child is interested in pursuing a technical program in a community, junior, or
technical college, he or she may want to supplement or substitute some of the electives
listed in the chart with some vocational or technical courses in his or her field of interest.
However, many technical fields, such as engineering and computer science, demand high
levels of science and math. Regardless of the career your child is interested in pursuing,
he or she should take the suggested courses in at least the core areas of math, science,
English, history and geography. Look especially for more advanced technology courses
in the junior and senior years of high school.
Talking to an administrator or professor from a community, junior, or technical college is
a good way to find out about the best high school courses to take in order to prepare for a
specific technical program offered at that college. The dean of a particular technical
program will also be able to tell you about the entry requirements for the program.
You may want to ask educators at a local college (or staff at your child's school) about
educational programs that have formal connections between the high school and the local
college. There are many career-focused programs that are offered by a network of high
schools, local colleges, and, sometimes, local employers. Many of these programs are
known as "tech-prep," "two-plus-two,"or "school-to-work" programs. The high school
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course work in these programs is formally linked to the course work offered at the local
colleges. In this way, the high school material better prepares students for the collegelevel work. It also starts the student on a clear path toward a college degree.
Tech-prep and two-plus-two programs often refer to educational programs offered by
networks of school districts and colleges. Such programs offer students career
"pathways" that link their high school classes to advanced technical education in colleges
or apprenticeship programs. These programs are often called two-plus-two programs
because they span the last two years of high school and the first two years of college.
Thus, they are four-year programs.
These programs emphasize applied learning -- the teaching of academic material through
hands-on experience. In addition, students in tech-prep and two-plus-two programs
receive extensive academic and career guidance from counselors and teachers.
"School-to-Work" is the term that often refer to career-focused programs that have many
of the same elements as tech-prep and two-plus-two programs. In addition, "school-tocareer" programs also provide students with the opportunity to learn in a real work
setting. Students have the opportunity to spend time at a local worksite where they can
apply their skills and acquire new ones. You can learn more about career-focused
education programs by talking to educators in your community and by contacting the
organizations listed in the last section of this guide.
Make Sure That All Courses Meet High Standards
It is vital that your child not only enrolls in the courses recommended for college-bound
students, but also that the material taught in those courses reflect high academic standards
and high expectations for what students should know and be able to do. Research
indicates that high expectations and high standards improve achievement and positively
influence student learning.
Efforts are under way in states and communities across the country to answer the
question: "What is it that our children ought to know and be able to do . . . to participate
fully in today's and tomorrow's economy?" Many states and local communities have been
developing or revising their standards (sometimes called "curriculum frameworks") in
core subject areas such as math, science, English, history, geography, foreign languages,
civics, and the arts. These standards help provide parents with answers to questions such
as: "Is my child learning?" "What is it that my child should know by the end of each
grade?"
Many school districts are taking the initiative in setting higher standards. In many
communities, parents, teachers, administrators, business leaders, clergy, college
representatives, curriculum experts, and interested citizens are working together to
develop or revise standards. In creating their own standards, many states and
communities are drawing on model standards developed by national professional
associations.
- 28 -
In order to make sure that the curriculum in your child's school meets high academic
standards, call your child's school to find out if state or local standards are being
developed. Ask how you can get involved in the standard-setting process. Join with other
parents, teachers, and your child's principal and compare your school's standards against
the best schools and the best state standards. You can also learn about the voluntary
standards developed by national professional associations by contacting the professional
organizations listed in the last section of this book.
Take the Standardized Tests That Many Colleges Require
Many of the courses recommended for college-bound students (such as geometry and
rigorous English courses) are also essential preparation for the college entrance
examinations -- the SAT (Scholastic Assessment Test) [Footnote: The general SAT test is
also referred to as the SAT I to distinguish it from the SAT subject test, which is also
called the SAT II.] or the ACT Assessment. The SAT measures verbal and mathematical
reasoning abilities. The ACT Assessment measures English, mathematics, reading, and
science reasoning abilities. Students applying to colleges in the East and West usually
take the SAT exam. Students applying to schools in the South and Midwest often take the
ACT; however, students should check the admission requirements at each school to
which they are applying.
Usually, the tests are offered in the junior and senior years of high school and can be
taken more than once if a student wishes to try to improve his or her score. Students can
get books at libraries or bookstores to help them to prepare for all of the tests. Some of
these books are listed at the back of this resource book. In addition, some private
organizations and companies offer courses that help students prepare for these exams.
Many schools offer the Preliminary Scholastic Assessment Test/National Merit
Scholarship Qualifying Test (PSAT/NMSQT) to their students. This practice test helps
students prepare for the Scholastic Assessment Test (SAT). The PSAT is usually
administered to tenth or eleventh grade students. A student who does well on this test and
who meets many other academic performance criteria may qualify for the National Merit
Scholarship Program. You and your child can find out more about the PSAT/NMSQT
and the National Merit Scholarship Program by talking to your child's guidance counselor
or by calling or writing to the number or address provided in the last section of this guide.
Some colleges also require that an applicant take one or more SAT subject tests in major
areas of study. These tests are also known as SAT II tests. SAT II subject tests are offered
in many areas of study including English, mathematics, many sciences, history, and
foreign languages. A subject test measures the extent of a student's knowledge of a
particular subject. It is a good idea for a student to consult a guidance counselor about
this early in high school; often the best time to take an SAT subject test is right after the
student has taken a course in that subject. For example, many students take the SAT
biology test right after they have completed a course in biology. This could mean that
your child would take his or her first SAT subject test as a freshman or sophomore in
high school.
- 29 -
At the back of this handbook, in the section that lists places where you can get additional
information, you will find the address and phone number where you can write or call for
more information about the SAT general test and the SAT subject tests. You will also
find the address and phone number for the organization that administers the ACT.
Knowing what will be required for college is important; by taking the right courses and
examinations from the beginning of high school, your child may avoid admission
problems later on. In addition, students who do not prepare well enough academically in
high school, if admitted to college, may be required to take remedial courses. Most
colleges do not offer credit for these courses, and students may have to pay for these
extra courses and spend extra time in college to earn their degrees. Studies have also
shown that students who take more rigorous courses in high school are more likely to
complete college. Chart 3 lists some questions that you or your child may want to ask
your child's guidance counselor.
CHART 3
Questions To Ask Guidance Counselors




What basic academic courses do
you recommend for students who
want to go to college?
How many years of each
academic subject does the high
school require for graduation?
What elective courses do you
recommend for college-bound
students?
Can students who are considering
college get special help or
tutoring?



- 30 -
What activities can students do at
home and over the summers to
strengthen their preparation for
college?
How much homework is expected of
students preparing for college?
What do different colleges require in
terms of high school grades and SAT
or ACT scores?
EXERCISE
Course Planner for Parent and Student
This exercise will give you and your child a chance to look ahead and choose future
courses. Be aware that some courses must be taken in sequence. On the form below, list
your child's current courses or courses he or she will take this year. Then list courses that
he or she will take during each year of high school. If you are not sure what courses your
child should take, you should make an appointment with your child's guidance counselor
and get some advice.
This Year: ___ Grade
Fall Semester
Spring
Semester
English
Full course title:
Mathematics
Full course title:
History/Social
Studies
Full course title:
Science
Full course title:
Foreign
Language
Full course title:
Other
Full course title:
- 31 -
Next Year: ___ Grade
Fall Semester
Spring
Semester
EXERCISE
Course Planner for Parent and Student
___ Grade
___ Grade
___ Grade
___ Grade
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Semester Semester Semester Semester Semester Semester Semester Semester
English
Full course
title:
Mathematics
Full course
title:
History/Social
Studies
Full course
title:
Science
Full course
title:
Foreign
Language
Full course
title:
Other
Full course
title:
- 32 -
What can my child do outside the classroom to prepare for college?
A student's interpersonal and leadership skills as well as outside interests and goals are all
important for college preparation. Independent reading and study, extracurricular
activities, and work experience will all help your child develop his or her skills, interests,
and goals.
Independent Reading and Study
Independent reading and study will help your child to prepare academically for college.
This is a good way to develop interests, expand knowledge, and improve the vocabulary
and reading comprehension skills needed for college and the SAT or ACT. Encourage
your child to read all kinds of books for fun -- fiction and non-fiction. The school library
and the local public library are good sources of books, magazines, and newspapers.
Creating a Good Place To Study
Your child needs a quiet and comfortable place to study. Here are a
few things that you can do:
1. Help him or her find a quiet place with some privacy.
2. Set up a desk or large table with good light and place reference
books such as a dictionary on the desk or nearby.
3. Make sure your child studies there on a regular basis.
Extracurricular Activities
Many school, community, and religious organizations enable high school students to
explore their interests and talents by providing activities outside the classroom. Colleges
are often interested in a student's extracurricular activities such as school clubs, the
student newspaper, athletics, musical activities, and arts and drama, especially if a student
has excelled in one or more of these areas.
- 33 -
Work Experience and Community Service
Work experience -- paid or volunteer -- can teach students discipline, responsibility,
reliability, teamwork, and other skills. A summer job may be a good way to gain
experience and earn money for college as well. If your child works during the school
year, he or she should not work so many hours that the job interferes with school work.
Some students also participate in community service activities such as tutoring
elementary school children or volunteering in a local hospital. Such activities make
valuable contributions to society and also help students to identify their career interests
and goals, gain workplace skills, and apply classroom learning to real-world problem
solving. Many colleges view community service as a valuable experience that enhances a
student's college application.
Some schools offer academic credit for volunteer work through service-learning. This is a
teaching method that integrates hands-on learning (through service to the community)
into the school curriculum. To find out if your child's school offers service-learning, talk
to your child's teacher, guidance counselor, or school principal. For information on how
to start a service-learning program, contact the Learn and Serve America Clearinghouse
at 1-800-808-SERVE.
From http://www.ed.gov/pubs/Prepare/pt2.html
- 34 -
Governor's Honors Program
The Governor's Honors Program is a six-week summer instructional program designed to
provide intellectually gifted and artistically talented high school students challenging and
enriching educational opportunities not usually available during the regular school year.
Activities are designed to provide each participant with opportunities to acquire the skills,
knowledge and attitudes to become independent, life-long learners.
Who can participate?
Rising juniors and seniors in Georgia's public and private high schools may be nominated
by their teachers.
Nomination Guidelines
Students are nominated in a specific instructional area in which their abilities, aptitudes
and interest lie. Each school system or private school is assigned a nomination quota
based on the average daily attendance of its 10th and 11th grades.
Transcripts of grades and records, nomination forms, endorsements and other pertinent
information are submitted to substantiate the nominations. Local nominees are then sent
to Statewide screening interviews/auditions.
The written evidence and data gathered in the student interview/audition are used to rank
nominees and select finalists. The number of students selected in each instructional area
is determined by the ratio of applicants in that area to the total number of applications
received.
What are the instructional areas?
Major instructional areas are agriscience/biotechnology, English (communications arts),
foreign languages, mathematics, science, social studies, visual art, theatre, music, dance,
design, technology and executive management. Instruction is also provided in four
support areas--- computers, counseling, library/media and physical fitness.
What other activities are offered?
Students also select a minor area outside their major area of study. These include all the
major instructional areas as well as additional offerings which reflect the interests and
abilities of the instructional staff. All performing groups are open to the entire student
body. Orchestra, band, chorus and theatre productions include representatives from all
major areas.
- 35 -
Where is the program conducted?
Students attend the program on the campus of Valdosta State University, in Valdosta,
Georgia.
What schedule will a student usually follow?
While time schedules vary, the following is similar to the schedule students will
experience. The times are approximate:
Interest area
1 hour
Breakfast
1 hour
Major area (Monday through
Saturday)
4 hours
Lunch
1 hour
Minor area (Monday through
Friday)
2.5 hours
Interest area
1.5 hours
Dinner
1 hour
Evening activities (rehearsals,
performances, seminars, special
events)
4 hours
How are instructors chosen?
GHP Instructors are among the most qualified high school and college teachers. They are
chosen according to their experience and recommendations. The GHP teacher-to-student
ratio is usually 1:15.
How do I learn more?
For more information, contact your school’s Gifted Coordinator or talk to your guidance
counselor.
- 36 -
Student Planner
Graduation Requirements: College Preparatory Diploma
English
4 credits
_____
9th
_____
10th
or
_____
Honors Amer.
_____
American
or
_____
AP Lit (skinny)
_____
British or
Multicultural Lit.
Or
_____
AP Lang.
Math
4 credits
_____
Alg. I
Or
_____
Alg. p.I.
_____
Geom
Or
_____
Alg. p.II.
_____
Alg. II
Or
_____
Geom.
_____
Adv.
Alg.
Or
_____
Alg. II
Science
3 credits
_____
Physical
Science
Or
_____
Conceptual
Physics
_____
Biology or
Honors/AP
(full year)
_____
Chemistry or
Honors/AP
(full year)
_____
World History
or
Honors/AP
(full year)
_____
U.S. History or
Honors/AP
(full year)
Social
Studies
3 credits
P. E.
1 credit
Fine Arts/
Tech
1 credit
Foreign
Language
2 credits
Electives
4 credits
_____
Health (.5 cred.) and
_____
_____
AP Calc
(full
year) or
_____
AP
Statistics
_____
Anatomy/Phys.
_____
Environmental
Science
_____
Physics or
Honors/AP
(full year)
_____
Gov. and Econ.
Or
AP (full year)
_____
Personal Fitness (.5 cred.)
See guidance counselor for all of the options
_____
_____
_____
French or
French or
French or
Spanish I
Spanish II
Spanish III
_____
_____
_____
Geography or
AP Psychology AP Art
AP Human
(Drawing, 2D,
Geography
or 3D)
- 37 -
_____
AP French or AP
Spanish
_____
Many other
electives offered
AP Course Summaries
Art – Studio Art Drawing, Studio Art 2-D Design, Studio Art 3-D Design
The AP Studio Art portfolios are designed for students who are seriously interested in the
practical experience of art. AP Studio Art is not based on a written examination; instead,
students submit portfolios for evaluation at the end of the school year.
Most AP Studio Art candidates prepare their portfolios through organized AP instruction.
If your school does not offer an AP Studio Art program, you may work independently to
complete the portfolio. It is vital that you plan far enough in advance so that you can
complete the portfolio on time. See the exam calendar for information on when portfolios
are due.
The AP Program offers three portfolios: Drawing, 2-D Design, and 3-D Design. The
portfolios share a basic, three-section structure, which requires the student to show a
fundamental competence and range of understanding in visual concerns (and methods).
Each of the portfolios asks the student to demonstrate a depth of investigation and
process of discovery through the concentration section (Section II). In the breadth
section (Section III), the student is asked to demonstrate a serious grounding in visual
principles and material techniques. The quality section (Section I) permits the student to
select the works that best exhibit a synthesis of form, technique, and content.
The table below summarizes the section requirements for each of the three portfolios.
Drawing
2-D Design
Five actual drawings; Five actual works;
Section I: Quality maximum size is 18" x maximum size is 18"
24"
x 24"
12 slides; some may be 12 slides; some may
Section II:
details
be details
Concentration
Section III:
Breadth
3-D Design
Five works; two slides
of each one are
submitted
12 slides; some may be
second views
Eight works; two
12 works; one slide of 12 works; one slide of
slides of each are
each is submitted
each is submitted
submitted
All three sections are required and carry equal weight, but students are not necessarily
expected to perform at the same level in each section to receive a qualifying grade for
advanced placement. The order in which the three sections are presented is in no way
meant to suggest a curricular sequence. The works presented for evaluation may have
been produced in art classes or on the student's own time and may cover a period of time
longer than a single school year.
http://www.collegeboard.com/student/testing/ap/sub_studioart.html?studioart
- 38 -
Biology
This course is designed to be the equivalent of a college introductory biology course
usually taken by biology majors during their first year. Some AP students, as college
freshmen, are permitted to undertake upper-level courses in biology or to register for
courses for which biology is a prerequisite. Other students may have fulfilled a basic
requirement for a laboratory science course and will be able to undertake other courses to
pursue their majors.
AP Biology should include the topics regularly covered in a college biology course for
majors. The textbooks used for AP Biology should be those used by college biology
majors and the labs done by AP students must be the equivalent of those done by college
students.
The AP Biology course is designed to be taken by students after the successful
completion of a first course in high school biology and one in high school chemistry. It
aims to provide students with the conceptual framework, factual knowledge, and
analytical skills necessary to deal critically with the rapidly changing science of biology.
The two main goals of AP Biology are to help students develop a conceptual framework
for modern biology and to help students gain an appreciation of science as a process. The
ongoing information explosion in biology makes these goals even more challenging.
Primary emphasis in an AP Biology course should be on developing an understanding of
concepts rather than on memorizing terms and technical details. Essential to this
conceptual understanding are the following: a grasp of science as a process rather than as
an accumulation of facts; personal experience in scientific inquiry; recognition of
unifying themes that integrate the major topics of biology; and application of biological
knowledge and critical thinking to environmental and social concerns.
The AP Biology Development Committee conducts college curriculum surveys of
introductory biology courses for biology majors and develops the AP Biology
Examination so that it is representative of the topics covered by the survey group.
Accordingly, goals have been set for percentage coverage of three general areas:



Molecules and Cells, 25%
Heredity and Evolution, 25%
Organisms and Populations, 50%
These three areas have been subdivided into major categories with percentage goals for
each major category specified. The percentage goals should serve as a guide for
designing an AP Biology course and may be used to apportion the time devoted to each
category. The examination is constructed using the percentage goals as guidelines for
question distribution.
http://www.collegeboard.com/student/testing/ap/sub_bio.html?biology
- 39 -
Calculus – Calculus AB, Calculus BC
Calculus AB is designed to be taught over a full high school academic year. It is possible
to spend some time on elementary functions and still cover the Calculus AB curriculum
within a year. However, if students are to be adequately prepared for the Calculus AB
examination, most of the year must be devoted to topics in differential and integral
calculus. These topics are the focus of the AP Exam.
Calculus BC can be offered by schools that are able to complete all the prerequisites
before the course. Calculus BC is a full-year course in the calculus of functions of a
single variable. It includes all topics covered in Calculus AB plus additional topics. Both
courses represent college-level mathematics for which most colleges grant advanced
placement and credit. The content of Calculus BC is designed to qualify the student for
placement and credit in a course that is one course beyond that granted for Calculus AB.
Prerequisites
Before studying calculus, all students should complete four years of secondary
mathematics designed for college-bound students: courses in which they study algebra,
geometry, trigonometry, analytic geometry, and elementary functions. These functions
include those that are linear, polynomial, rational, exponential, logarithmic,
trigonometric, inverse trigonometric, and piecewise defined. In particular, before
studying calculus, students must be familiar with the properties of functions, the algebra
of functions, and the graphs of functions. Students must also understand the language of
functions (domain and range, odd and even, periodic, symmetry, zeros, intercepts, and so
on) and know the values of the trigonometric functions of the numbers 0, pi/6, pi/4, pi/3,
pi/2, and their multiples.
Course Goals
Students should be able to:
 Work with functions represented in a variety of ways: graphical, numerical,
analytical, or verbal. They should understand the connections among these
representations.
 Understand the meaning of the derivative in terms of a rate of change and local
linear approximation and they should be able to use derivatives to solve a variety
of problems.
 Understand the meaning of the definite integral both as a limit of Riemann sums
and as the net accumulation of change and should be able to use integrals to solve
a variety of problems.
 Understand the relationship between the derivative and the definite integral as
expressed in both parts of the Fundamental Theorem of Calculus.
 Communicate mathematics both orally and in well-written sentences and should
be able to explain solutions to problems.
 Model a written description of a physical situation with a function, a differential
equation, or an integral.
 Use technology to help solve problems, experiment, interpret results, and verify
conclusions.
- 40 -


Determine the reasonableness of solutions, including sign, size, relative accuracy,
and units of measurement.
Develop an appreciation of calculus as a coherent body of knowledge and as a
human accomplishment.
http://www.collegeboard.com/student/testing/ap/sub_calab.html?calcab
http://www.collegeboard.com/student/testing/ap/sub_calbc.html?calcbc
Chemistry
This course is designed to be the equivalent of the general chemistry course usually taken
during the first college year. For some students, this course enables them to undertake, as
freshmen, second-year work in the chemistry sequence at their institution or to register
for courses in other fields where general chemistry is a prerequisite. For other students,
the AP Chemistry course fulfills the laboratory science requirement and frees time for
other courses.
AP Chemistry should meet the objectives of a good general chemistry course. Students
should attain a depth of understanding of fundamentals and a reasonable competence in
dealing with chemical problems. The course should contribute to the development of the
students' abilities to think clearly and to express their ideas, orally and in writing, with
clarity and logic. The college course in general chemistry differs qualitatively from the
usual first secondary school course in chemistry with respect to the kind of textbook
used, the topics covered, the emphasis on chemical calculations and the mathematical
formulation of principles, and the kind of laboratory work done by students. Quantitative
differences appear in the number of topics treated, the time spent on the course by
students, and the nature and the variety of experiments done in the laboratory. Secondary
schools that wish to offer an AP Chemistry course must be prepared to provide a
laboratory experience equivalent to that of a typical college course.
To develop the requisite intellectual and laboratory skills, AP Chemistry students need
adequate classroom and laboratory time. It is expected that a minimum of 290 minutes
per week will be allotted for an AP Chemistry course. Of that time, a minimum of 90
minutes per week, preferably in one session, should be spent in the lab. (Time devoted to
class and laboratory demonstrations should not be counted as part of the laboratory
period.) In addition, students will probably need to spend at least five hours a week
studying outside of class.
The AP Chemistry course is designed to be taken after the completion of a first course in
high school chemistry. It is strongly recommended that credit in a first-year high school
chemistry course be a prerequisite for enrollment in an AP Chemistry class. In addition,
the recommended mathematics prerequisite for an AP Chemistry class is the successful
completion of a second-year algebra course. The advanced work in chemistry should not
displace any other part of the student's science curriculum. It is highly desirable that a
student have a course in secondary school physics and a four-year college preparatory
program in mathematics.
http://www.collegeboard.com/student/testing/ap/sub_chem.html?chem
- 41 -
Computer Science
Computer Science A emphasizes object-oriented programming methodology with an
emphasis on problem solving and algorithm development and is meant to be the
equivalent of a first-semester course in computer science. It also includes the study of
data structures and abstraction, but these topics are not covered to the extent that they are
covered in Computer Science AB.
http://www.collegeboard.com/student/testing/ap/sub_compscia.html?compscia
Microeconomics
The purpose of an AP course in Microeconomics is to provide a thorough understanding
of the principles of economics that apply to the functions of individual decision makers,
both consumers and producers, within the larger economic system. It places primary
emphasis on the nature and functions of product markets, and includes the study of factor
markets and of the role of government in promoting greater efficiency and equity in the
economy.
http://www.collegeboard.com/student/testing/ap/sub_miceco.html?micro
English Language
The AP English Language and Composition course is designed to help students become
skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts
and to become skilled writers who can compose for a variety of purposes. By their
writing and reading in this course, students should become aware of the interactions
among a writer's purposes, audience expectations, and subjects, as well as the way
generic conventions and the resources of language contribute to effective writing.
The college composition course that the AP English Language and Composition course is
intended to parallel is one of the most varied in the curriculum. The college course often
allows students to write in a variety of forms—narrative, exploratory, expository,
argumentative—and on a variety of subjects from personal experiences to public policies,
from imaginative literature to popular culture. But the main objective in most first-year
writing courses is to enable students to write effectively and confidently in all their
college courses and in their professional and personal lives. Therefore, most composition
courses emphasize the expository, analytical, and argumentative writing that forms the
basis of academic and professional communication, as well as the personal and reflective
writing that fosters the ability to write in any context. As in the college course, the
purpose of the AP English Language and Composition course is to enable students to
read complex texts with understanding and to write prose that is rich enough and complex
enough for mature readers. An AP English Language and Composition course should
help students move beyond such programmatic responses as the five-paragraph essay that
provides an introduction with a thesis and three reasons, body paragraphs on each reason,
and a conclusion that restates the thesis. Although such formulaic approaches may
- 42 -
provide minimal organization, they often encourage unnecessary repetition and fail to
engage the reader. Students should be encouraged to place their emphasis on content,
purpose, and audience and to allow this focus to guide their organization.
College writing programs recognize that skill in writing follows from students' awareness
of their own composing processes: the way they explore ideas, reconsider strategies, and
revise their work. This process is the essence of the first-year writing course, and should
be emphasized in the AP English Language and Composition course. For example,
students can write essays that proceed through several stages or drafts, with revision
aided by teacher and peers. Although these extended, revised essays cannot be part of the
AP examination, the writing experience may help make students more self-aware and
flexible writers and thus may help their performance on the exam itself.
http://www.collegeboard.com/student/testing/ap/sub_englang.html?englang
English Literature
The AP English Literature and Composition course is designed to engage students in the
careful reading and critical analysis of imaginative literature. Through the close reading
of selected texts, students can deepen their understanding of the ways writers use
language to provide both meaning and pleasure for their readers. As they read, students
should consider a work's structure, style, and themes, as well as such smaller-scale
elements as the use of figurative language, imagery, symbolism, and tone.
Reading
The course should include intensive study of representative works from various genres
and periods, concentrating on works of recognized literary merit. The works chosen
should invite and gratify rereading.
Reading in an AP course should be both wide and deep. This reading necessarily builds
upon the reading done in previous English courses. These courses should include the indepth reading of texts drawn from multiple genres, periods, and cultures. In their AP
course, students should also read works from several genres and periods -- from the
sixteenth to the twenty-first century -- but, more importantly, they should get to know a
few works well. They should read deliberately and thoroughly, taking time to understand
a work's complexity, to absorb its richness of meaning, and to analyze how that meaning
is embodied in literary form. In addition to considering a work's literary artistry, students
should consider the social and historical values it reflects and embodies. Careful attention
to both textual detail and historical context should provide a foundation for interpretation,
whatever critical perspectives are brought to bear on the literary works studied.
Writing
Such close reading involves the experience of literature, the interpretation of literature,
and the evaluation of literature. All these aspects of reading are important for an AP
course in English Literature and Composition, and each corresponds to an approach to
writing about literary works. Writing to understand a literary work may involve writing
- 43 -
response and reaction papers along with annotation, freewriting, and keeping some form
of a reading journal. Writing to explain a literary work involves analysis and
interpretation, and may include writing brief focused analyses on aspects of language and
structure. Writing to evaluate a literary work involves making and explaining judgments
about its artistry and exploring its underlying social and cultural values through analysis,
interpretation, and argument.
Writing should be an integral part of the AP English Literature and Composition course,
for the AP Examination is weighted toward student writing about literature. Writing
assignments should focus on the critical analysis of literature and should include
expository, analytical, and argumentative essays. Although critical analysis should make
up the bulk of student writing for the course, well-constructed creative writing
assignments may help students see from the inside how literature is written. The goal of
both types of writing assignments is to increase students' ability to explain clearly,
cogently, even elegantly, what they understand about literary works and why they
interpret them as they do.
Writing instruction should include attention to developing and organizing ideas in clear,
coherent, and persuasive language; a study of the elements of style; and attention to
precision and correctness as necessary. Throughout the course, emphasis should be
placed on helping students develop stylistic maturity, which, for AP English, is
characterized by the following:
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Wide-ranging vocabulary used with denotative accuracy and connotative
resourcefulness
A variety of sentence structures, including appropriate use of subordinate and
coordinate constructions
A logical organization, enhanced by specific techniques of coherence such as
repetition, transitions, and emphasis
A balance of generalization with specific illustrative detail
An effective use of rhetoric, including controlling tone, maintaining a consistent
voice, and achieving emphasis through parallelism and antithesis
It is important to distinguish among the different kinds of writing produced in an AP
English Literature and Composition course. Any college-level course in which serious
literature is read and studied should include numerous opportunities for students to write.
Some of this writing should be informal and exploratory, allowing students to discover
what they think in the process of writing about their reading. Some of the course writing
should involve research, perhaps negotiating differing critical perspectives. Much writing
should involve extended discourse in which students can develop an argument or present
an analysis at length. In addition, some writing assignments should encourage students to
write effectively under the time constraints they encounter on essay examinations in
college courses in many disciplines, including English.
http://www.collegeboard.com/student/testing/ap/sub_englit.html?englit
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French Language
Students who enroll in AP French Language should already have a good command of
French grammar and vocabulary and have competence in listening, reading, speaking,
and writing. Although these qualifications may be attained in a variety of ways, it is
assumed that most students will be in the final stages of their secondary school training
and will have had substantial course work in the language.
The course should emphasize the use of language for active communication and help
students develop the following:
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The ability to understand spoken French in various contexts
A French vocabulary sufficiently ample for reading newspaper and magazine
articles, literary texts, and other non-technical writings without dependence on a
dictionary
The ability to express themselves coherently, resourcefully, and with reasonable
fluency and accuracy in both written and spoken French.
Course content can reflect intellectual interests shared by the students and teacher (the
arts, current events, literature, sports, etc.). Materials might well include audio and video
recordings, films, newspapers, and magazines.
The course seeks to develop language skills (reading, writing, listening, and speaking)
that can be used in various activities and disciplines rather than to cover any specific
body of subject matter. Extensive training in the organization and writing of
compositions should also be emphasized.
http://www.collegeboard.com/student/testing/ap/sub_frenchlang.html?frenchlang
Government and Politics – U.S.
The AP Government & Politics: United States course provides an analytical perspective
on government and politics in the United States. This course involves both the study of
general concepts used to interpret U.S. politics and the analysis of specific case studies. It
also requires familiarity with the various institutions, groups, beliefs, and ideas that
constitute U.S. political reality. While there is no single approach that an AP Government
& Politics: United States course must follow, certain topics are generally covered in
college courses.
http://www.collegeboard.com/student/testing/ap/sub_usgov.html?usgovpol
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History – United States
The AP program in United States History is designed to provide students with the
analytical skills and factual knowledge necessary to deal critically with the problems and
materials in United States history. The program prepares students for intermediate and
advanced college courses by making demands upon them equivalent to those made by
full-year introductory college courses. Students should learn to assess historical
materials- their relevance to a given interpretive problem, their reliability, and their
importance- and to weigh the evidence and interpretations presented in historical
scholarship. An AP United States History course should thus develop the skills necessary
to arrive at conclusions on the basis of an informed judgment and to present reasons and
evidence clearly and persuasively in an essay format.
http://www.collegeboard.com/student/testing/ap/sub_ushist.html?ushist
History – World
The purpose of the AP World History course is to develop greater understanding of the
evolution of global processes and contacts, in interaction with different types of human
societies. This understanding is advanced through a combination of selective factual
knowledge and appropriate analytical skills. The course highlights the nature of changes
in international frameworks and their causes and consequences, as well as comparisons
among major societies. The course emphasizes relevant factual knowledge deployed in
conjunction with leading interpretive issues and types of historical evidence. The course
builds on an understanding of cultural, institutional, and technological precedents that,
along with geography, set the human stage. Periodization, explicitly discussed, forms an
organizing principle for dealing with change and continuity throughout the course.
Specific themes provide further organization to the course, along with the consistent
attention to contacts among societies that form the core of world history as a field of
study.
College world history courses vary considerably in the approach used, the chronological
framework chosen, the content covered, the themes selected, and the analytical skills
emphasized. The material that follows describes the choices the AP World History
Development Committee has made to create the course and exam. These choices
themselves are compatible with a variety of college-level curricular approaches.
http://www.collegeboard.com/student/testing/ap/sub_worldhist.html?worldhist
Human Geography
The purpose of the AP course in Human Geography is to introduce students to the
systematic study of patterns and processes that have shaped human understanding, use,
and alteration of Earth's surface. Students employ spatial concepts and landscape analysis
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to examine human social organization and its environmental consequences. They also
learn about the methods and tools geographers use in their science and practice.
The particular topics studied in an AP Human Geography course should be judged in
light of the following five college-level goals that build on the National Geography
Standards developed in 1994. On successful completion of the course, the student should
be able to:
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Use and think about maps and spatial data
Understand and interpret the implications of associations among phenomena in
places
Recognize and interpret at different scales the relationships among patterns and
processes
Define regions and evaluate the regionalization process
Characterize and analyze changing interconnections among places
Use and Think About Maps and Spatial Data
Geography is fundamentally concerned with the ways in which patterns on Earth's
surface reflect and influence physical and human processes. As such, maps and spatial
data are fundamental to the discipline, and learning to use and think about them is critical
to geographical literacy. The goal is achieved when students learn to use maps and spatial
data to pose and solve problems, and when they learn to think critically about what is
revealed and what is hidden in different maps and spatial arrays.
Understand and Interpret Implications of Associations Among Phenomena in Places
Geography looks at the world from a spatial perspective -- seeking to understand the
changing spatial organization and material character of Earth's surface. One of the critical
advantages of a spatial perspective is the attention it focuses on how phenomena are
related to one another in particular places. Students should thus learn not just to recognize
and interpret patterns, but to assess the nature and significance of the relationships among
phenomena that occur in the same place and to understand how tastes and values,
political regulations, and economic constraints work together to create particular types of
cultural landscapes.
Recognize and Interpret at Different Scales Relationships Among Patterns and
Processes
Geographical analysis requires a sensitivity to scale -- not just as a spatial category but as
a framework for understanding how events and processes at different scales influence one
another. Thus, students should understand that the phenomena they are studying at one
scale (e.g., local) may well be influenced by developments at other scales (e.g., regional,
national, or global). They should then look at processes operating at multiple scales when
seeking explanations of geographic patterns and arrangements.
Define Regions and Evaluate the Regionalization Process
Geography is concerned not simply with describing patterns, but with analyzing how they
came about and what they mean. Students should see regions as objects of analysis and
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exploration and move beyond simply locating and describing regions to considering how
and why they come into being -- and what they reveal about the changing character of the
world in which we live.
Characterize and Analyze Changing Interconnections Among Places
At the heart of a geographical perspective is a concern with the ways in which events and
processes operating in one place can influence those operating at other places. Thus,
students should view places and patterns not in isolation, but in terms of their spatial and
functional relationship with other places and patterns. Moreover, they should strive to be
aware that those relationships are constantly changing, and they should understand how
and why change occurs.
http://www.collegeboard.com/student/testing/ap/sub_humangeo.html?humangeo
Physics B
This course provides a systematic introduction to the main principles of physics and
emphasizes the development of conceptual understanding and problem-solving ability
using algebra and trigonometry, but rarely calculus. In most colleges, this is a one-year
terminal course including a laboratory component and is not the usual preparation for
more advanced physics and engineering courses. However, the B course provides a
foundation in physics for students in the life sciences, premedicine, and some applied
sciences, as well as other fields not directly related to science.
http://www.collegeboard.com/student/testing/ap/sub_physb.html?physicsb
Psychology
The purpose of the AP course in Psychology is to introduce the systematic and scientific
study of the behavior and mental processes of human beings and other animals. Included
is a consideration of the psychological facts, principles, and phenomena associated with
each of the major subfields within psychology. Students also learn about the ethics and
methods psychologists use in their science and practice.
An introductory college course in psychology is generally one semester in length, with
some variation among colleges. An AP course in psychology need not follow any specific
college curriculum. Rather, the aim is to provide a learning experience equivalent to that
obtained in most college introductory psychology courses.
http://www.collegeboard.com/student/testing/ap/sub_psych.html?phych
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Spanish Language
An AP Spanish Language course is comparable to an advanced level (5th- and 6thsemester or the equivalent) college Spanish language course. Emphasizing the use of
Spanish for active communication, it encompasses aural/oral skills, reading
comprehension, grammar, and composition.
The course objectives are to help you:
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Comprehend formal and informal spoken Spanish
Acquire vocabulary and a grasp of structure to allow the easy, accurate reading of
newspaper and magazine articles, as well as of modern literature in Spanish
Compose expository passages
Express ideas orally with accuracy and fluency
The course seeks to develop language skills that are useful in themselves and that can be
applied to various activities and disciplines, rather than to the mastery of any specificsubject matter. Finally, you should receive extensive training in the organization and
writing of compositions as an integral part of this AP course.
http://www.collegeboard.com/student/testing/ap/sub_spanlang.html?spanlang
Statistics
The purpose of this course is to introduce students to the major concepts and tools for
collecting, analyzing, and drawing conclusions from data. Students are exposed to four
broad conceptual themes:
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Exploring Data: Describing patterns and departures from patterns
Sampling and Experimentation: Planning and conducting a study
Anticipating Patterns: Exploring random phenomena using probability and
simulation
Statistical Inference: Estimating population parameters and testing hypotheses
Students who successfully complete the course and examination may receive credit
and/or advanced placement for a one-semester introductory college statistics course. This
does not necessarily imply that the high school course should be one semester long. Each
high school will need to determine the length of time for its AP Statistics course to best
serve the needs of its students. Statistics, like some other AP courses, could be effectively
studied in a one-semester, a two-trimester, or a one-year course. Most schools, however,
offer it as a two-semester course.
http://www.collegeboard.com/student/testing/ap/sub_stats.html?stats
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For More Information
Please feel free to contact any of our AP team members:
Osborne High School
2451 Favor Rd.
Marietta, GA 30060
770-437-5900
AP Administrator: Gail Johnson
AP Coordinator: Erin Thaler
AP Teachers:
Art
English Literature
English Language
French Language
Spanish Language
Calculus
Christine Bentley
Michael Bailey
Erin Thaler
Monique Ross
Susana Grass
Joe Feia
Statistics
Jennifer Glendenning
Biology
Chemistry
Physics
Economics
Government
History - U.S.
History - World
Human Geography
Psychology
Kathryn Chapman
Stephanie Garner
Shawhan Proctor
Jennifer Yeomans
Leah Thurston
Bobby Lewis
Michelle Baumann
Aaron Foster
Bobby Lewis
Osborne High School Web Site: http://www.cobbk12.org/~osborne/
Cardinal Thinkers Web Site: http://cardinalthinkers.tripod.com/
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