Advanced Placement
Courses “AP”
The Who, What,
When and Why
The AP Program:
Accept the Challenge
• Advanced Placement (AP) courses
allow high school students the
opportunity to acquire college level
content knowledge.
• Through AP exams students have
the chance to earn credit in more
than 90% of colleges and
universities in the US and Canada.
About AP
“The Why”
• Achievement
• Preparation
• Confidence
Question:
• What is the best preparation for
scoring well on the ACT?
• What happens in the
classroom day in and day out?
Benefits of taking AP Exams
• Earn college credit and advanced
placement
• Earn AP scholar awards
• Learn what professors are looking
for
• Success in AP leads to success in
college
AP Exam Grades
• AP Exam grades are a combination
of scores from a multiple choice and
a free response section. The final
grade is reported on a 5 point scale:
• 5= extremely well qualified
• 4= well qualified
• 3= qualified
• 2= possibly qualified
• 1= no recommendation
AP Course Options
• There are 37 courses and exams
across 22 subject areas - AP offers
something for everyone.
• RCS offers 16 AP courses which
may be taken during a student’s
years at RHS.
• Students may elect to take exams
in any area not offered.
RHS AP Course Offerings
•
•
•
•
•
•
English Language
English Literature
French V AP
German V AP
Spanish V AP
Studio Art
RHS AP Course Offerings
• United States History
• United States Government and
Politics
• Psychology
• Calculus AB
• Calculus BC
• Statistics
RHS AP Course Offerings
•
•
•
•
Biology
Environmental Science
Chemistry
Physics
Advanced Placement 2005-2008
1400
1297
1200
1104
1000
979
951
825
823
75%
800
711
687
75%
580
568
600
74.7%
448
76%
398
400
200
0
Students Tested (#)
Tests Taken (#)
2005
2006
Scores at "3" or higher (#)
2007
2008
Advanced Placement Results, 2008
100%
90%
80%
Percent at 3 or higher
70%
60%
50%
40%
30%
20%
10%
0%
Biology
Calculus AB
Calculus BC
Rochester HS
Chemistry
Stoney Creek HS
Eng Lang/Comp
Rochester Adams HS
Eng Lit/Comp
Env Science
Advanced Placement Results, 2008 (continued)
100%
90%
80%
Percent at 3 or higher
70%
60%
50%
40%
30%
20%
10%
0%
German
Gov/Pol US
Physics C-E&M
Rochester HS
Physics C - Mech
Stoney Creek HS
Statistics
Rochester Adams HS
US History
Spanish
Indicators of AP Success
• Explore composite score, PSAT
scores
• Part of the progression in the RHS
curriculum
• Students who are willing to make a
commitment to academic excellence
• Students with the study habits to
tackle rigorous course work
• Students with a strong interest in
the given content area
Educational Planning and
Assessment System (EPAS)
EXPLORE
8th and 9th grade (score range 1 to 25)
PLAN
10th grade (score range 1 to 32)
ACT
11th and 12th grade (score range 1 to 36)
EXPLORE
PLAN
ACT
1
6
11
16
21
26
31
36
ACT College-Readiness Benchmarks
ACT Readiness Benchmarks
for Credit-Earning College Courses
College
EXPLORE (8th/9th)
Credit-Earning College Readiness
Course
Benchmarks
8th
9th
PLAN (10th)
College Readiness
Benchmarks
ACT (11th/12th)
College Readiness
Benchmarks
English Comp.
English
13
14
English
15
English
18
Algebra
Math
17
18
Math
19
Math
22
Social Science
Reading
15
16
Reading
17
Reading
21
Biology
Science
20
20
Science
21
Science
24
AP Pass Rate by Entering EXPLORE
Composite Score
100
90
78%
80
70
77%
72%
71%
16
17
78%
83%
84%
19
20
88%
91%
95%
94%
96%
23
24
25
63%
60
50
40
30
20
10
0
13
14
15
18
21
22
Predictive Relationship Between AP
Enrollment and Performance and College
Readiness as a Success Measure
• For students who took no AP classes in
high school
• 17% will graduate within 5 years of
enrollment in college
• For students who took at least one AP
course but did not take an AP exam
• 37% will graduate within 5 years of
enrollment in college
Predictive Relationship Between AP
Enrollment and Performance and College
Readiness as a Success Measure
• For students who took at least one AP
course, took the exam, but did not pass
the exam (scored a 1 or 2)
• 42% will graduate within 5 years of enrollment in
college
• For students who took at least one AP
course, took the exam, and passed the
exam (scored a 3, 4, or 5)
• 64% will graduate within 5 years of enrollment in
college
AP: The University Perspective
• Sally Lindsley
• The Senior Associate Director
of Undergraduate Admissions
from the University of
Michigan
Additional Resources
The College Board Website has a special
resource- Bulletin for AP Students and
Parents:
http://www.collegeboard.com/student/testing/ap/about.html
Advanced Placement Use in Admissions
Review and Placement at the
University of Michigan
Sally Lindsley
Senior Associate Director
Office of Undergraduate Admissions
University of Michigan
Rochester High School
February 25, 2009
Benefits of AP as Part of High School Curriculum
• Demonstrated rigor
– Selective colleges and institutions evaluate candidates for
admissions based on rigor of curriculum offered in their
respective high schools.
• Curriculum – Nationally normed AP curriculum
– Assists school districts with limited funding for curriculum
development to provide for students to be challenged in their
areas of academic strength – offers a standard template for
teachers to use in developing their individual curriculum; AP
workshops made available during the summer to enhance
instruction.
– Michigan Virtual High School allows students to enroll in 2 AP
online classes per year – provides academic opportunities for
students from secondary school districts with small
enrollments to take advantage of the AP program.
Advanced Placement Selection and Review Process
– Multiple, Comprehensive, Holistic Admissions Process
– AP scores can help corroborate excellent grades on a
transcript, and weak scores can illuminate potential areas of
concern
• # of AP courses taken and grades received by student
– All courses do not carry an equal weight in the admissions
process. We expect successful applicants to have
attempted the toughest curriculum available to them at their
HS – AP is one way to demonstrate rigor on the transcript
• E.g., College of Engineering – student s advised to enroll
in highest levels of math and science offered - AP
Calculus, AP statistics, AP Chemistry, and/or AP Physics.
– Retention of the Student correlated to Rigor in HS
Use of AP in Application Evaluations
University of Michigan Freshman Undergraduate Admissions
Review Guidelines
From Michigan’s evaluation process guidelines:
“Category: Academic Achievement, Quality, and Potential
Curriculum
The transcript is extremely important in noting the grades the applicant has
achieved as well as the rigor and quality of the curriculum. Given the wide
disparity in high school course selection and offerings, it is imperative that the
choice of strong courses, particularly those courses clearly identified as honors
and AP/IB should be considered in the context of that particular high school.
What is the quality and strength of courses offered? Has the applicant taken
advanced and/or challenging classes? Does the high school have strict
prerequisites for entrance into these courses? What are the applicant’s curricular
interests and strengths? Did the applicant dual enroll? Or, has the applicant
extensively studied a particular subject?
Reviewers will also have the flexibility to give an outstanding rating to applicants
who took college-level courses in academic subjects and received excellent to
outstanding grades. Reviewers may exercise their judgment when giving below
average, average, good, excellent, or outstanding ratings to curriculum, as part of
the overall academic achievement rating.”
http://www.admissions.umich.edu/prospective/prospectivefreshmen/eval_categories.php#Academic
Decision Categories
•
HA = High Admit
• Consistent outstanding evaluation (show strong evidence of taking
challenging courses offered at school)
• Students who would be considered for top merit scholarship programs
•
A = Admit
• Consistent outstanding or excellent evaluation (show evidence of taking
some challenging courses offered at school)
• No deficiencies
•
AR = Admit with Reservation
• Mostly outstanding / excellent evaluations, possibly good in select areas
• A single deficiency, or very few minor deficiencies
• Student is competitive for admission
•
DR = Deny with Reservation
• Consistent good or average evaluation (school offers challenging
courses and no evidence of student having taken any rigor)
• Several deficiencies, or a major deficiency
• Student is qualified for admission
•
D = Deny
• Consistent average or below average ratings
• Student is not qualified for admission
Entering Class of 2008
Freshmen
2008
2007
2006
Applications
29,814
27,774
25,806
Admits
12,566 (42.1%)
Paids
5,881
6198
5,654
Target
5,700
5,600
5,413
Enrollment
5,763
5,998
5,399
13,828 (49.8%) 12,248 (47.4%)
Note: Includes Spring, Summer, and Fall terms.
Profile of 2008 Admitted Freshman Students
(all units – middle 50%)
GPA
3.7-4.0
SAT I
1300-1460
SAT-V
630-710
SAT-M
670-750
ACT
28-32
ACT-E
27-33
ACT-M
27-33
TOP 20%
99%
Policies Regarding Granting College Credit
Who determines credit at post-secondary institutions:
• Typically faculty within a department will determine credit
policy for an AP exam. Strictly a “local” decision – no
national guidelines.
• U-M Office of Undergraduate Admissions requests yearly
updates each spring from faculty in the individual colleges
and departments.
– Provide analysis to the six undergraduate schools/colleges
on enrolling class’s reported examination scores and number
of credits awarded.
Policies Vary at Different Institutions
• No Credit nor any Placement
• No Credit but advanced placement in next level
courses
• A Mix of Credit or Placement
• No Credit below 5
• No Credit below 4
• No Credit below 3
• Different Schools / Colleges / Departments want
different scores
University of Michigan Policy
• 4 or 5 yields course equivalent or departmental credit
• 3 in some departments yields course equivalent or
departmental credit
• Approximately 63% of the enrolling freshman class
for 2008 received credit for their reported scores.
% of Freshman Cohort Granted AP Credits, 1998-2008
Percent of University of Michigan Freshmen Cohort
Granted AP Credits, 1998-2008
80%
70%
50%
40%
30%
20%
10%
C o ho r t Y ear
20
08
20
07
20
06
20
05
20
04
20
03
20
02
20
01
20
00
19
99
0%
19
98
% of Freshmen Cohort
60%
AP at U-M
May 2008 score reports
• U-M received 13,832 AP exam scores
• 81% were a 3 or higher
• 57% were 4 or 5
• 2,748 were for English AP exams – Eng. Lang &
Comp = 1,020 and Eng. Lit. & Comp. = 1,728
• 2,562 were for Calculus AP exams – Calculus AB =
1,684 and Calculus BC = 878
AP at U-M
•
6,265 students reported 13,832 total test scores to U-M in all 37 tests
administered in 22 subjects areas in May 2008
–
–
Majority of students were enrolling freshman Fall 2008
Top 5 tests by number of scores reported
•
•
•
•
•
•
English Language & Literature – 1,728
Calculus AB – 1,684
US Government & Politics – 1,042
English Language & Composition – 1,020
Biology – 953
Highest number of test scores reported
–
Score of 5
•
•
•
•
•
–
Calculus AB – 585
Calculus BC – 494
Biology – 344
Psychology – 318
US Government & Politics – 272
Score of 4
•
•
•
•
•
English Language & Literature – 609
Calculus AB – 446
English Language & Composition – 320
US History – 257
Biology – 247
Average # AP credits, 1998-2008
Average # AP Credits Granted to University of
Michigan, 1998-2008
12
8
6
4
2
Cohort Year
08
20
07
20
06
20
05
20
04
20
03
20
02
20
01
20
00
20
99
19
98
0
19
Average # AP Credits Earned
10
Average # AP Subjects for U-M Freshman, 1998-2008
Average # AP Subjects for University of
Michigan Freshmen, 1998-2008
6
4
3
2
1
Cohort Year
20
08
20
07
20
06
20
05
20
04
20
03
20
02
20
01
20
00
19
99
0
19
98
Average # of AP Subjects
5
Top 5 AP Subjects per Freshmen Cohort Year
•
Test Component
•
•
•
•
•
Cohort Year
# of Freshmen
1998
1998
I
1998
1998
1998
CALSB
NTEN
PHYSM
EH
BY
1409
1201
775
636
608
•
•
•
•
•
1999
1999
1999
1999
1999
CALSB
INTEN
PHYSM
CH
BY
1583
1284
955
823
811
•
•
•
•
•
2000
2000
2000
2000
2000
EL
CALAB
AMHIS
CH
ENGL
1611
1500
1167
1138
881
•
•
•
•
•
2001
2001
2001
2001
2001
EL
CALAB
AMHIS
CH
ENGL
1788
1701
1359
1225
1018
•
•
•
•
•
2002
2002
2002
2002
2002
EL
CALAB
AMHIS
CH
ENGL
1650
1505
1295
1137
1022
Cohort Year
2003
2003
2003
2003
2003
Test Component # of Freshmen
EL
CALAB
AMHIS
CH
ENGL
1617
1580
1415
1221
1077
2004
2004
2004
2004
2004
CALAB
EL
AMHIS
CH
ENGL
1639
1638
1509
1321
1167
2005
2005
2005
2005
2005
EL
CALAB
AMHIS
CH
ENGL
1745
1660
1598
1431
1232
2006
2006
2006
2006
2006
CALAB
EL
CH
AMHIS
ENGL
1558
1522
1435
1411
1182
2007
2007
2007
2007
2007
EL
CALAB
CH
AMHIS
ENGL
1791
1772
1770
1604
1331
2008
2008
2008
2008
2008
CH
CALAB
EL
AMHIS
ENGL
1766
1750
1601
1550
1268
University of Michigan Policy (contd)
Some University of Michigan departments grant credit
and placement for a score of 3 or above. (Subscores
from Calculus and Music Theory are not used.)
Examinations requiring a score of 4 or 5 include:
–
–
–
–
Calculus AB and BC
Computer Science
Economics
English Language &
Composition
– English Literature &
Composition
– Environmental Science
– French Language &
Literature
– American, European, &
World History
– History of Art
– Human Geography
– Latin Vergil and Latin
Literature
– Music Theory
– Psychology
– Spanish Language &
Literature
– Statistics
University of Michigan Policy (contd)
• The amount of credit given for some exams differs. To receive
credit for Chemistry, the College of Engineering requires a score
of 4 or 5. The College of Literature, Science, and the Arts
requires a score of 3 for Chemistry if the student placed into
Chemistry 210 and 211 based on results from placement exam
taken during orientation. Also, students enrolling in some honors
math courses may have credit adjusted after completing the
honors courses.
• Newest AP exams in Chinese Language and Culture and
Japanese Language and Culture – U-M Asian Languages and
Cultures Department opted to follow existing practice:
Orientation placement test to be placed into a Japanese or
Chinese course. Chinese also allowed taking Chinese
proficiency test (HSK) to be placed out of the 4-semester
language requirement.
Chemistry – College of Engineering and College of Literature,
Science, and the Arts
AP Examination
Chemistry
College of
Engineering
Chemistry
College of Literature,
Science, and the Arts
Score
Credit for Course
Credit
Hours
Placement (Eligible to
enroll in)
4
Chemistry 130
3
5
Chemistry 125 (1)/126 (1) &
Chemistry 130(3)
5
3
3 hours for Chemistry 130 and 2
hours for Chemistry 125 (1)/126 (1)
5
Chem 210, 211
3
No credit if not placed into Chem
210, 211 by taking placement exam
during orientation
0
Chem 125/126 (if
prehealth profession)
+ 130
4 or 5
Chemistry 125 (1)/ 126 (1) &
Chemistry 130 (3)
5
All students with an
AP score of 4 or 5
are eligible to elect
Chem 210, 211.
University of Michigan Policy (contd)
• Credit earned through Advance Placement enables students to
take courses at a more challenging level and counts toward
graduation requirements. However, AP credit cannot be used to
fulfill Area Distribution requirements in the College of Literature,
Science, and the Arts (LSA).
• LSA Curriculum committee periodically reviews the overall
transfer credit policies for the college including AP, IB and dual
enrollment courses.
• Students cannot receive credit more than once for the same
course, nor can they receive credit by taking a course at a level
lower than indicated by a placement exam. Courses elected at
U-M must be at a more advanced level (usually a higher
number) than what they would receive through Advanced
Placement.
•
http://www.admissions.umich.edu/academics/apguidelines.html
Concerns/Issues
• Is Advanced Placement rigorous enough?
• Can a high school teacher develop a college level
course that is at least as rigorous as AP?
• Can class discussion in a high school class replicate
class discussion in a college class?
• Can a high school lab experience replicate a college
lab experience?
• Does a score of 3 or 4 or even 5 equate to the
breadth and depth of the subject covered in “our”
college course?
More . . .
•
Will students enter with AP credits and
1. Graduate early?
2. Take light academic load senior year?
3. Be ready for the next course in
the sequence of classes?
Rochester High School
Advanced Placement Program
Christopher Green, Coordinator
“There are no secrets to success: Don’t waste time
looking for them. Success is the result of perfection, hard
work, learning from failure…and persistence.”
- Colin Powell
The Classes




“AP courses are the only ones actually designed by teams of
college professors who work alongside expert secondary school
teachers. Plus, college faculty participate in the scoring of the AP
Exam you’ll take at the end of your course, comparing you to
their own college students, verifying your mastery of the same
level of curriculum.” – College Board
Provides rigor colleges and the business world demands.
Prepares students for the challenges of a college course
Challenges the students to meet or exceed their ability and
potential.
Helps improve your reading and writing skills.
Scheduling





All AP classes are full year (2 semester classes)
Offered in 10th -12th grades.
Are based on the proven ability of the student
and teacher recommendation.
Should be in the area of student career or
academic interest.
The number of AP classes taken each year
should be made with common sense.
Testing





Purpose of taking the course is to prepare
students for taking the AP test.
Occurs in May of each year.
Each test is typically 3 hours and involves
multiple-choice and essays or problems.
All or a portion of test costs can be paid for
based on student financial need.
Earn credit or advanced placement or both at
most Universities with a score of 3 and above.