Name of Teacher:
School:
HCPSS Student Learning Objective
AP Microeconomics/Macroeconomics– Social Studies Content
Component
Student Learning
Objective (SLO)
Population
Learning Content
Instructional Interval
Evidence of Growth
Baseline
Rationale for Student
Learning Objective
Target
Description
100% of students will demonstrate growth toward mastery of analysis of
given economic situations and presenting and evaluating general
microeconomic or macroeconomic principles.
Advance Placement Microeconomics/Macroeconomics; all students
HCPSS Social Studies Essential Curriculum, College Board approved AP
Economics syllabus, CCSS for History and Technical Subjects.
School year 2013-2014 (one year)
1. First quarter administration of baseline free response question.
Student responses will be scored using the district approved
economic analysis rubric.
2. Quarterly administration of AP free response questions. Student
responses will be scored using the district approved economic
analysis rubric.
Summary of score of baseline results:
 Basic - _____ students earned a score of _____ on the baseline
assignment
 Developing - _____ students earned a score of _____ on the baseline
assignment.
 Proficient - _____ students earned a score of _____ on the baseline
assignment.
 Exemplary - _____ students earned a score of _____ on the baseline
assignment.
(Attach class roster to share students’ scores on Beginning-of-the-Year
Assessment.)
Growth in social studies skills, processes, concepts, and content will be
measured by CollegeBoard developed tasks and a common district
approved rubric in order to prepare students for success on the AP exam.
Social studies content, skills, and processes are based on the State Social
Studies Standards. These standards increase in rigor and complexity each
year, and are designed to prepare students for high school social studies
coursework and advanced level classes in history and other social
sciences.
Students will show growth in the application of macroeconomics and
microeconomics skills, processes, concepts, and content on a range of
summative assessments and/or performance tasks. Growth will be
determined by improving scores on the district approved Economic
Analysis Rubric or by maintaining scores on more complex tasks.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
Criteria for Effectiveness
Strategies
*Please note: Students identified by IEP teams as having significant
cognitive disabilities will have individual targets.
Partial
Full Attainment of
Insufficient Attainment of
Attainment of
Target
Target
Target
More than 90% of
Between 75% and Less than 75% of students
students meet
90% of students
meet agreed upon learning
agreed upon
meet agreed upon targets.
learning targets.
learning targets.



Provide opportunities for students to demonstrate their
understanding of social studies skills, processes, and content by
representing knowledge in multiple ways.
Students will analyze and evaluate economic problems which will
then be used to support student free response essays.
Provide opportunities for formative checks on student learning
through performance tasks.
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be
achieved for all students.
Economic Analysis Rubric
Topic is teacher generated
Supports Practices from Common Core Dimensions 1, 3 & 4
Process
Criteria
Exemplary
4
Proficient
3
Developing
2
Claim/Topic
Selection
Succinctly states a manageable
claim/topic that addresses all
aspects of the prompt.
Succinctly states a manageable
claim/topic that addresses
relevant aspects of the prompt.
Evidence/
Background
Research
Analysis of
Evidence and
Reasoning
Synthesizes in-depth
information and data provided
by the stimulus
Presents in-depth information
and data provided by the
stimulus
States a claim/topic that while
manageable, is too narrowly
focused and omits relevant
aspects of the prompt.
Presents information and data
that addresses the stimulus in a
limited capacity.



Product
Conclusions/
Implications

Thoroughly identifies
and explains
appropriate economic
concepts.
Accurately interprets
evidence without any
misconceptions
Cites patterns,
differences, or
similarities related to
the question
The question is fully
answered citing textual
and/or statistical
evidence that skillfully
addresses the stimulus.




Identifies and explains
most appropriate
economic concepts
Interprets evidence
without interfering
misconceptions.
Cites some patterns,
differences, or
similarities related to
the question.

The question is
answered citing textual
and/or statistical
evidence based on
research and plausibly
addresses the claim.




Basic
1
States a claim/topic that is far
too general and wide-ranging
and does not address aspects
Presents information and data
that does not address the
stimulus.
States or briefly
includes more than
one point of view
Interprets evidence
with minimal
misconceptions
Cites limited patterns,
differences, or
similarities related to
the question.

Some attempt is made
to answer the question
citing textual and/or
statistical evidence that
minimally addresses
the claim.
The conclusions
ineffectively address
future imitations or
implications

This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be achieved for all students.



Does not take into
account more than one
point of view
No interpretation due
to significant
misconceptions
Does not cite patterns,
differences, or
similarities related to
the question
Little or no attempt is
made to answer the
question using
textual/statistical
evidence and the claim
is not addressed
The conclusions are
minimal or missing.
AP Econ Assessment Topics
Based on Previous AP Exams
AP Macroeconomic Free Response Questions with links to the *task-specific rubrics can be found at:
http://apcentral.collegeboard.com/apc/members/exam/exam_information/2083.html
*For the purpose of SLOs, teachers should use our locally designed, holistic rubric. This is designed to
assess broad skills as opposed to specific content and ensures consistency across the school system.
1
2011 FRQ /
Rubric
2011 B FRQ /
Rubric
2010 FRQ /
Rubric
2010 B FRQ /
Rubric
2009 FRQ /
Rubric
2009 B
FRQ/Rubric
2
3
Loanable funds market,
Phillips Curve (SR and LR), AD/AS,
investment demand and real RRR, OMO, money multiplier,
fiscal policy, OMO, money market,
interest rates, forex market,
bond market,
SR to LR in AD/AS
determinant of exchange rates
AD/AS, determinants of AD, Phillips
Forex markets, impact of
Calculating GDP, nominal and
Curve (SR and LR), automatic fiscal
exchange rates on AD/AS,
real, price indexes, nominal and
policy, loanable funds market with
monetary policy's effects on real wages, nominal and real
crowding-out, SR to LR in the AD/AS
exchange rates
interest rates
model
AD/AS, fiscal policy, SR to LR in
Forex markets, impact of
Money market, money
AD/AS, loanable funds market with
exchange rates on AD/AS,
demand, bond market, OMO
crowding-out, Investment demand
determinants of exchange rates
OMO, money market, effect of Determinants of AD/AS, impact
AD/AS, Fiscal policy, SR Phillips
monetary policy on exchange of various supply and demand
Curve, crowding-out, PPC
rates
shocks
Forex market, loanable funds
Phillips Curve (SR/LR) OMO, Money
market, determinants of
RRR, money multiplier, OMO
Market, AD/AS
exchange rates
AS/AD, Phillips Curve, Fiscal Policy, Multiple Deposit Expansion,
Long Run Adjustment
Inflation, Money Market
FOREX, Loanable Funds
Phillips Curve, Budget, Multipliers,
Loanable Funds, Growth
Balance of Payments, FOREX Trade
2008 B
FRQ/Rubric
AS/AD, Fiscal policy, Loanable
Funds, FOREX
Trade Barriers, Balance of
Payments
GDP, Inflation
2007
FRQ/Rubric
2007 B
FRQ/Rubric
Money Market, FOREX, AS/AD
Monetary Policy, Multiple
Deposit Expansion, Nominal
v. Real Interest rates
GDP
AS/AD, Money Market, Long run
adjustment
Loanable Funds, Growth
Balance of Payments, FOREX
2006
FRQ/Rubric
AS/AD, FOREX
Money Market, Loanable
Funds, Nominal v. Real
interest rates
Unemployment, Phillips Curve
2008
FRQ/Rubric
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be achieved for all
students.
2006 B
FRQ/Rubric
AS/AD, Long run adjustment,
Loanable Funds, Growth
Multiple Deposit Expansion
FOREX
AS/AD, Monetary Policy, Nominal v.
Loanable Funds, FOREX
Real interest rates
Phillips Curve
2005 B
FRQ/Rubric
Policy Mix, AS/AD, Phillips Curve
Growth
Loanable Funds, FOREX
2004
FRQ/Rubric
AS/AD, Monetary Policy, Long run
adjustment
Interest rates, FOREX
Multiple Deposit Expansion
AS/AD, Phillips Curve, Monetary
Policy, Supply – side
Balance of Payments, FOREX,
Trade
interest rates, investment
AS/AD, Policy Mix
Inflation
Trade
AS/AD, Fiscal Policy, Loanable
Funds, FOREX, Growth
Trade
Phillips Curve
2002
FRQ/Rubric
Policy Mix, AS/AD
Growth
Balance of Payments, FOREX
2002 B
FRQ/Rubric
AS/AD, Policy Mix, FOREX
Consumption & Saving,
Loanable Funds, Growth
Balance of Payments, FOREX
2001
FRQ/Rubric
AS/AD, Fiscal Policy, Supply-side,
Growth
Interest rates, FOREX
Multiple Deposit Expansion
2000
FRQ/Rubric
AS/AD, Fiscal Policy, Investment
FOREX
Money Market, AS/AD
1999
FRQ/Rubric
Interest rates, FOREX, AS/AD, Policy
GDP, Growth
Mix
2005
FRQ/Rubric
2004 B
FRQ/Rubric
2003
FRQ/Rubric
2003 B
FRQ/Rubric
Growth
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be achieved for all
students.
AP Microeconomic Free Response Questions
Year and form
(A or B)
FRQ #1 topic
FRQ #2 topic
FRQ #3 topic
2011 A
Monopoly, profit maximization,
efficiency, elasticity, price
discrimination
Perfect competition, labor market,
marginal cost, PC labor market,
MRC and MRP
Market failure, negative
externalities, lump-sum tax
2011 B
Perfect competition in the shortrun and long-run
Market failure, positive
externalities, price ceiling,
subsidies
Labor market, monopsony, MRC
and MRP, minimum wage
2010 A
Perfect Competition, elasticity,
related goods' prices,
determinants of demand,
Resource markets, derived
demand, MRP=MRC,
Consumer and Producer surplus,
negative exernalities, MSB=MSC,
excise tax
2010 B
Natural Monopoly, allocative
efficiency, accounting profit vs
economic profit, elasticity and
the TR test, effects of increased
competition in a monopolistic
market
Labor market, MRP=MRC, Law of
PED, PES, Excise tax and tax
Diminishing Marginal Returns,
burden, YED
derived demand
2009 B
Monopolistic Competition,
MR=MC, shut-down rule, longrun equilibrium in imperfect
competition, economies of scale
Utility Maximization, XED,
income and substitution effects
Oligopoly, game theory, payoff
matrix, dominant strategy, subsidy
2008 A
Perfect Competition, subsidy,
long-run equilibrium, MR=MC
Utility maximization, PED, excise
tax
Price ceiling, natural monopoly,
allocative efficiency
2008 B
Natural Monopoly, MR=MC,
Price ceiling, allocative
efficiency, consumer surplus
Market failure, positive
externalities, MSC/MPC,
MSB/MPB. Excise tax
Diminishing returns, MRP=MRC,
Resource markest
2007 A
Market models, Monopoly, tax
vs. subsidy
PC Labor market, MRP=MRC,
productivity
Oligopoly, game theory, payoff
matrixes, dominant strategy,
collusion
2007 B
Market models, monopolistic
competition, MR=MC, elasticity,
allocative efficiency
Oligopoly, game theory, payoff
matrixes, dominant strategy,
collusion
ATC vs. AVC, profit maximization
and ATC, shutdown decision
2006 A
Market Models, Monopoly,
MR=MC, elasticity, subsidy
MC, profit maximization,
MR=MC, impact of tax
S&D, determinants of D, subsidies,
determinants of S, externalities,
socially optimal level of output
2006 B
Market models, Monopoly,
MR=MC, shutdown decision
Perfect Competition, S&D,
consumer and produce surplus,
price ceiling
Labor Market, perfect competition,
MRP=MRC
2005 A
Market Models, MR=MC,
Perfect competition, barriers to
entry
S&D, compliments, elasticity,
consumer surplus DWL
Labor Market, Perfect competition,
MRP=MRC, Diminishing marginal
returns
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be achieved for all
students.
2005 B
Market Models, MR=MC, Labor
Markets, Monopoly, MRP=MRC
Market Models, MR=MC, Perfect
competition, cost curves, SR
supply curve
S&D, copmliments, elasticity, TR
test
2004 A
Market Models, externalities,
Monopoly, PC, allocative
efficiency
S&D, trade and tariffs,
consumer/producer surplus
Market Models, MR=MC,
monopolistic competition, LR
changes in fixed costs
2004 B
Market Models, MR=MC,
monopoly, price/MR
relationship, profits, elasticity
Tax incidence, S&D, elasticity
S&D, trade and tariffs,
consumer/producer surplus
2003 A
Market models, externalities,
MR=MC, P=MC
Market Models, MR=MC,
monopoly, consumer surplus and
DWL
Market Models, Labor market,
MRP=MRC, productivity
2003 B
Market Models, MR=MC,
PC/Monopoly, DWL, long-run
profits
S&D, tariffs and trade,
consumer/producer surplus
Labor market in perfect
competition, MRP=MRC, changes
in price and wages
2002 A
Market Models, Labor market,
PC in product and labor markets,
long-run PC
Negative externalities, S&D, free
riders, MSC=MSB
Marginal utility, equimarginal
principal, MU/P = MU/P = 1
2002 B
Market Models, MR=MC, PC,
monopolistic competition,
consumer/producer surplus
Negative externalities, S&D,
MSC=MSB
Labor market, MRP=MRC, S&D,
derived demand, price floor
2001
Perfect competition, MR=MC,
price ceiling, supply curve in PC
Negative externalities, P=MC,
S&D, socially-optimal output level
Labor market, MRP=MRC, PC
2000
Market models, MR=MC,
PC/Monopoly, allocative
efficiency
Labor market, MRP=MRC, costs,
profit
S&D, tariffs and trade, world price,
substitute goods, elasticity
S&D, substitute goods, derived
demand
Comparative and absolute
advantage, PPC, grid for comp.
advantage, terms of trade
Market models, MR=MC,
PC/Monopoly, relationship b/w MR
and P
1999
This SLO is a sample. Targets need to be adjusted based on your students’ data. Student growth should be achieved for all
students.