Professional Documents
Culture Documents
ANNUAL
THE
TABLE OF C O N T E N T S
INTRODUCTION A LOOK AT THE PAST 10 YEARS OF AP CURRENT PICTURE
Participation and Performance Authentic Collaboration 4th Annual Districts of the Year
5 6 9 10 17 22 27 28 30 36 38 40
OPPORTUNITY
Right to Rigor Promoting Equity Low Income Winning Strategies from the 3rd Annual Districts of the Year
APPENDIX
TA B L E O F C O N T E N T S
A P R E P O RT T O T H E N AT I O N
From the moment students step into an AP classroom, they notice the differencein the teachers approach to
the subject, in the attitude of their classmates, in the new way of thinking the curriculum requires. Thats because AP is more than just a class, its a community of students and educators who are passionate, curious, and committed to academic excellence. In AP classrooms, students examine texts, data, and evidence with great care, learning to analyze source material, develop and test hypotheses, and craft effective arguments. They engage in intense discussions, solve problems collaboratively, and learn to write and speak clearly and persuasively. The Advanced Placement Programthe collaborative community of AP teachers and students, states, districts, schools, colleges, and universities committed to the daily work of developing college-level knowledge and skills has grown significantly in the past 10 years. This expansion is built on the deep conviction that all students who are academically prepared no matter their location, background, or socioeconomic statusdeserve the opportunity to access the rigor and benefits of AP .
When compared to their matched peers, research consistently shows that students who score a 3 or higher on an AP Exam typically:
Earn higher GPAs in college. Perform as well or better in subsequent college courses in the discipline than non-AP students who took the introductory class in college. Take morenot lesscollege course work in the discipline. Are more likely to graduate college within five years. Have higher graduation rates.1
When students succeed on AP Exams, it means that their mastery of college-level content and skills has been externally validated by experts in the field. This validation is honored by thousands of colleges and universities around the world, who award credit, placement, or both for the demonstrated accomplishments of these motivated students.
INTRODUCTION
C L AS S O F
C L AS S O F
2003
Total AP Examinees
2013
1,003,430 275,864 395,925 607,505
Increase
489,267 217,375 213,496 275,771
In other words, the expansion of AP has nearly doubled the number of students who have been given access to the opportunity of AP , more than
quadrupled the number of low-income graduates who have been given this opportunity AND the expansion has resulted in a larger increase
in successful AP experiences than not, a tribute to the educators who have worked hard to prepare many more students and to the students who have embraced the opportunity.
A P R E P O RT T O T H E N AT I O N
C L AS S O F
C L AS S O F
2003
Total AP Exams
2013
3,153,014 1,345,988 1,807,026
Increase
1,824,503 824,368 1,000,135
However, there are more academically ready students out there who are not participating. Nearly 300,000 students in the class of 2013 with potential to succeed in AP graduated having never participated in a matched AP course. The next step toward equitable access and responsible expansion is to identify those students with potential, using validated tools, and ensure they have the AP opportunities they have earned. We hope to accomplish two things with this 10th Annual AP Report to the Nation: to celebrate the AP communitys hard work and incredible achievement and to highlight areas for continuous improvement.
A L O O K AT T H E PA S T 1 0 Y E A R S O F A P
A P R E P O RT T O T H E N AT I O N
C UR R EN T PICT URE
The AP Exam results for the class of 2013, highlighted on the following pages, show that students continue to demonstrate college-level skills and knowledge in increasing numbers. Even as AP teachers deliver rigor to an ever-diversifying population of students, participation and performance continue to improve. Behind and within these data are the daily sacrifices of AP students and teachers, including the late nights that students put in diligently studying and the Saturdays that teachers give up to help their students succeed. Their hard work and effort are worth celebrating.
In 2013: 1 in 5
U.S. public high school graduates scored a 3 or higher on an AP Exam during high school
607,505
U.S. public high school graduates scored a 3 or higher on an AP Exam during high school
17 states
had a larger change over the last 10 years, in graduates scoring a 3 or higher on an AP Exam, than the national average
CURRENT PICTURE
1,003,430
U.S. public high school graduates took at least one AP Exam
132,555
U.S. high school teachers taught an AP course last year
23,034
AP Coordinators, counselors and principals used AP data to shape their schools programs
FIGURE 1
331,734
460,785
573,470
607,505
2003
2008
2012
2013
More graduates
are succeeding on AP Exams today than took AP Exams in 2003
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A P R E P O RT T O T H E N AT I O N
FIGURE 2
Percentage of the Class of 2013 Scoring a 3 or Higher on an AP Exam During High School
0% Maryland Connecticut Virginia Massachusetts Florida California New York Utah Colorado New Jersey Maine Wisconsin Illinois Vermont Georgia Washington Minnesota UNITED STATES North Carolina Texas New Hampshire South Carolina Michigan Delaware Nevada Kentucky Indiana Arkansas Pennsylvania Oregon Ohio Alaska Rhode Island Arizona District of Columbia Idaho Montana South Dakota New Mexico Hawaii Iowa Oklahoma Alabama Kansas Tennessee Wyoming Nebraska Missouri West Virginia North Dakota Louisiana Mississippi 29.6 28.8 28.3 27.9 27.3 26.9 25.4 25.4 24.4 23.6 22.3 22.2 21.5 21.4 21.3 20.9 20.3 20.1 19.3 18.5 18.2 17.7 17.2 17.0 16.9 16.3 16.2 16.0 15.9 15.2 14.8 14.6 14.6 14.4 14.0 13.3 13.1 12.4 12.0 11.9 11.1 11.0 10.8 10.5 10.1 10.0 9.9 9.5 9.4 9.1 5.3 4.4 5% 10% 15% 20% 25% 30%
20.1%
of U.S. public high school graduates scored a 3 or higher on an AP Exam during high school
17
29.6%
20.1%
NATIONAL AVERAGE
Raw numbers for this gure are available in the Appendix. Ties are alphabetized by state name.
C U R R E N T P I C T U R E PA RT I C I PAT I O N A N D P E R F O R M A N C E
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FIGURE 3
Percentage of the Classes of 2003 and 2013 Scoring a 3 or Higher on an AP Exam During High School, Ranked by Percentage Point Change What do the data show?
Change 2003 % 15.6 15.3 17.7 16.5 16.8 5.5 10.4 9.9 12.2 14.7 17.3 7.0 12.2 13.5 14.8 7.5 13.0 12.2 13.7 7.3 8.0 7.4 10.1 11.3 10.5 10.3 11.9 3.5 8.4 9.5 19.2 4.7 7.5 7.0 6.7 5.9 8.9 12.7 20.5 5.8 4.9 14.7 8.6 7.5 5.5 6.2 11.0 5.8 2.1 8.1 7.7 2.8 2013 % 28.8 27.3 29.6 28.3 27.9 16.0 20.9 20.3 22.2 24.4 26.9 16.3 21.3 22.3 23.6 16.2 21.5 20.1 21.4 14.6 15.2 14.4 17.0 18.2 17.2 16.9 18.5 9.9 14.8 15.9 25.4 10.8 13.3 12.4 11.9 11.1 14.0 17.7 25.4 10.5 9.5 19.3 13.1 12.0 9.4 10.0 14.6 9.1 5.3 11.0 10.1 4.4
7.9
point increase since 2003 in the percentage of U.S. public high school graduates scoring 3 or higher
17
states had a larger percentage point change over time than the national average
13.2
point increase in the percentage of Connecticuts graduates scoring 3 or higher on an AP Exam over the past 10 years, leading the nation
Connecticut Florida Maryland Virginia Massachusetts Arkansas Washington Minnesota Wisconsin 10% Colorado California Kentucky Georgia Maine New Jersey Indiana Illinois UNITED STATES Vermont Rhode Island Oregon Arizona Delaware New Hampshire Michigan Nevada Texas Nebraska Ohio Pennsylvania Utah Alabama Idaho South Dakota Hawaii Iowa District of Columbia South Carolina 5% New York Kansas Missouri North Carolina Montana New Mexico West Virginia Wyoming Alaska North Dakota Louisiana Oklahoma Tennessee Mississippi
13.2 12.0 11.9 11.8 11.1 10.5 10.5 10.4 10.0 9.7 9.6 9.3 9.1 8.8 8.8 8.7 8.5 7.9 7.7 7.3 7.2 7.0 6.9 6.9 6.7 6.6 6.6 6.4 6.4 6.4 6.2 6.1 5.8 5.4 5.2 5.2 5.1 5.0 4.9 4.7 4.6 4.6 4.5 4.5 3.9 3.8 3.6 3.3 3.2 2.9 2.4 1.6
Data in this gure have been rounded, and raw numbers are available in the Appendix. Ties are alphabetized by state name.
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A P R E P O RT T O T H E N AT I O N
FIGURE 4
Score Distributions of AP Exams Taken by the Class of 2013 During High School
Score of 1 Score of 2 Score of 3 Score of 4 Score of 5
State
No. of Exams 80% 60% 40% 33.5 14.5 20.0 40.0 19.3 17.4
% of Exam Scores* 20% 0% 26.2 23.2 23.8 28.7 21.7 23.1 16.3 23.5 21.5 24.0 23.2 30.2 10.6 16.3 28.9 13.9 17.8 23.6 35.8 15.4 18.3 13.2 13.0 14.4 39.1 16.5 12.9 20.5 25.0 8.5 11.1 33.7 13.7 18.0 10.6 13.3 24.5 16.4 14.5 23.8 18.4 12.9 22.4 30.0 11.3 12.6 17.2 17.6 28.6 11.4 16.4 20.7 21.9 18.1 25.4 21.4 20.2 27.4 25.5 24.4 20.4 17.2 21.2 20.9 27.1 20.5 23.2 24.6 26.9 18.1 15.7 26.0 20.6 22.4 24.9 19.8 28.4 22.5 17.8 21.5 23.9 23.2 23.1 24.0 20.7 20.6 22.4 21.9 29.7 20.5 24.4 22.0 19.9 25.0 28.6 26.7 25.9 26.8 25.0 22.9 26.8 27.4 25.1 21.1 28.8 29.0 25.4 25.0 22.2 28.4 27.6 24.0 19.5 17.7 14.4 20.6 23.5 14.1 22.1 18.3 11.0 15.4 9.5 23.5 22.2 20.6 20.4 12.6 6.9 23.7 19.6 12.0 13.9 16.0 15.7 15.6 14.5 15.1 14.4 19.2 11.8 18.5 21.2 27.2 26.5 24.7 26.9 24.2 24.2 27.2 26.8 18.7 10.0 24.2 28.7 25.5 23.5 29.0 24.1 12.8 7.6 22.8 21.0 21.6 22.9 6.8 13.8 19.3 16.9 13.6 14.3 17.2 25.9 5.0 22.1 21.8 18.9 10.5 15.5 9.1 25.3 25.7 19.2 23.4 16.7 13.4 12.7 7.5 20.2 20.8 24.0 22.6 22.6 13.2 16.3 21.4 16.0 15.3 20% 20.0 24.4 18.1 9.2 23.8 26.5 24.4 21.2 13.5 8.4 21.2 24.0 29.6 23.7 4.7 14.8 8.5 18.5 11.0 22.9 23.7 14.9 9.7 21.6 21.7 15.7 8.5 15.9 13.8 14.9 18.2 27.9 3.9 19.9 20.0 25.7 16.5 11.5 15.3 13.0 22.1 40% 21.4 18.9 60% 13.1 80% 13.0 7.2 12.9
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming UNITED STATES
33,122 4,265 42,436 38,865 524,738 57,314 42,478 7,584 4,886 293,986 112,735 6,850 8,854 139,925 56,684 14,629 13,499 39,736 11,506 12,408 101,915 71,012 74,327 53,397 7,061 24,889 4,404 9,091 21,572 7,583 88,834 12,390 207,106 86,904 1,949 75,460 22,906 21,436 82,500 6,127 33,055 3,914 30,508 343,721 30,723 5,284 131,176 64,238 9,719 51,439 1,874 3,153,014
C U R R E N T P I C T U R E PA RT I C I PAT I O N A N D P E R F O R M A N C E
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FIGURE 5
Number of graduates leaving high school having taken an AP Exam in these disciplines Number of graduates scoring 3+ on an AP Exam in these disciplines during high school
2003 2008 2012 2013
166,582
222,931
268,250
291,946
225,130
337,767
441,669
468,078
76,484
102,044
129,238
139,488
689,652
U.S. public high school graduates reported AP scores to colleges and universities
3,578
colleges and universities receiving AP scores for credit, placement, and/or consideration in the admission process from U.S. public high school students
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A P R E P O RT T O T H E N AT I O N
FIGURE 6
Score Distributions of AP Exams Taken by the Class of 2013 During High School
Score of 1
Total No. of Exams
Score of 2
Score of 3
Subject 60% 40%
Score of 4
% of Exam Scores* 20% 0% 20%
Score of 5
40%
60%
80%
17.8 9.6
18.2 11.5 22.3 12.4 28.1 26.1 13.9 11.1 20.3 10.5 15.2 8.3 15.1 20.3
22.4
19.4 10.6
26.4 13.9 35.1 30.9 32.1 24.8 8.9 29.4 25.3 20.8 35.3 34.3 37.4
21.0 10.8 70.1 24.0 24.3 22.3 14.2 18.9 13.6 38.2 16.2 12.9 17.2 26.5 18.1 24.5 23.8 8.9 30.3 13.2 18.2 10.1 20.1 14.8
3.2 2.2 6.1 7.9 7.5 20.4 18.0 24.5 19.4 8.7 17.0 14.1 13.0 13.4 3.4 6.5 3.2 24.5 25.3 15.2 18.6 18.7 27.8 19.3
Japanese Language and Culture Latin Music Theory Spanish Language Spanish Literature and Culture Studio Art: 2-D Design Studio Art: 3-D Design Studio Art: Drawing
42.6
*Due to rounding, percentages do not always add up to 100.0 **Italian Language and Culture was last administered in May 2009 and was reinstated in the 2011-12 school year.
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A P R E P O RT T O T H E N AT I O N
AUTHENTIC COLLABORATION
How does AP happen?
The collaboration between college faculty and AP teachers lies at the core of AP , ensuring rigor, relevance, and fairness. These groups work together to develop, deliver, and evaluate AP . They collaborate to develop and validate each teachers individual syllabusensuring teachers fully understand the elements required for an AP course to be considered college level. Through high-quality professional development and active teacher participation in the online AP teacher community, successful strategies are shared beyond individual classrooms. Finally, these groups come together to evaluate actual student work allowing themselves to be invested in this process from the beginning to the end.
5,283
college faculty participated in reviewing the syllabi of AP teachers, developing curricula, or scoring AP Exams.
Course Audit
C U R R E N T P I C T U R E A U T H E N T I C C O L L A B O R AT I O N
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11,497
AP teachers and college professors spent
643,832
total hours reading and scoring
Every year I find one small thing that I know that if I went back and changed that, it would have an impact on what my students were able to do. Isnt that worth it? Thats the thing that is going to make a huge impact on student lives. Bill Zeigler AP World History Teacher San Marcos High School, CA
17.8
3.9 million
AP Exams in only
million
Its great the degree that college and high school teachers interact here. I think the college professors get a very worthwhile perspective on whats going on in the students educational lives prior to coming to us in college. These high school teachers are extremely knowledgeable and extremely competent and care very much about
3 weeks.
ON THE SURFACE, THIS IS SIMPLY AN OPERATIONAL AND LOGISTICAL FEAT. AT ITS HEART, IT IS THE STRENGTH OF THE AP PROGRAM.
student learning. Allan Rossman Professor of Statistics, Cal Poly San Luis Obispo Chief Reader, AP Statistics
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A P R E P O RT T O T H E N AT I O N
AP in the high school classroom helps students develop discipline and the ability to follow directions and deadlines. Its great when they get a good score on the exam, but we try to stress curiosity, the ability to experiment and critically think. We use that in the art world: to go out on a limb and try this and try that and AP sets the stage for students to have the opportunity, and yet the structure, to succeed. Herb Weaver Professor of Art, Georgia Gwinnett College Chief Reader, AP Studio Art
The great thing about AP and why it helps people like me with teaching is that you have very well-defined curricular goals. The goals and objectives in all the AP courses are spelled out in great detail and there are great examples of assessment. We [high school teachers and college professors] have a lot to learn from each other. We all learn together about new assessment strategies by working on the [Reading], and then we share pedagogical strategies with each other. Rich Lambert Professor, Department of Educational Leadership and Director, Center for Educational Measurement and Evaluation University of North Carolina at Charlotte Reader, AP Statistics
C U R R E N T P I C T U R E A U T H E N T I C C O L L A B O R AT I O N
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20
A P R E P O RT T O T H E N AT I O N
The involvement of college faculty in the AP Reading helps to ensure that rigorous college-level standards for achievement are maintained in the scoring. The AP Reading offers a unique opportunity for collaboration and professional development among high school and higher education faculty that ultimately benefits students. It is an example of a truly meaningful P163 initiative secondary and postsecondary educators work side by side toward the common goal of scoring exams fairly. In doing so, they achieve several goals of P16 initiatives: raising academic standards, conducting appropriate assessments, improving teacher quality, and generally smoothing student transitions from one level of learning to the next.
When you first go to the Reading and you see whats possible for students to do in this course, it really elevates your thinking every student gets a chance. Their work is graded without prejudice or bias. Since so many people see their portfolio, I think its a really legitimate score. Colleen Harrigan AP Studio Art Teacher Clarkstown South High School, NY
I like the fairness of it. As a teacher, I can go back to my students and constantly reassure them that theres a process thats very interested in whats best for you. Theres no gotcha at all. So, that fairness in giving each child the best opportunity really is here. I always say Each [exam] is a child. Each [exam] is a child. Deborah Hill AP Biology Teacher Norman High School, OK
C U R R E N T P I C T U R E A U T H E N T I C C O L L A B O R AT I O N
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22
A P R E P O RT T O T H E N AT I O N
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24
A P R E P O RT T O T H E N AT I O N
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A P R E P O RT T O T H E N AT I O N
OP P ORT UN IT Y
There is one clear, undeniable benefit awarded to every single student who enrolls in AP: opportunity. When coupled with a students hard work, that opportunity can have myriad outcomes whether it is learning to craft effective arguments, discovering a lifelong passion, building confidence, earning credit for college, or persisting to graduate from college on time. As seen in the Current Picture section, the expansion of AP over the past 10 years has resulted in the growth of student opportunity. However, there is more work to be done. The most immediate, pressing issue that policymakers, educators, and the College Board need to work together to address: Hundreds of thousands of students have earned, through their hard work and natural ability, the opportunity to take AP , but they arent taking the courses. The data outlined on the following pages are thought-provoking and show the complexity of the issue. We hope the numbers inspire a collective response to figure out the why and to tackle the how.
286,403
students are not taking the matched AP course for which they show potential4
Only 1
state has closed the performance equity gap for black/African American students
48.1%
of K12 U.S. public school students qualify for the free or reduced-price lunch program, compared to 27 .5% of AP Exam takers in the graduating class
OPPORTUNITY
27
RIGHT TO RIGOR
All students who are academically ready for the rigor of APno matter their location, background, or socioeconomic statushave the right to fulfill that potential. Last year, however, hundreds of thousands of prepared students in this country either did not take a course in an available AP subject for which they had the potential to succeed or attended a school that did not offer a course in the subject. The graphic on the following page examines this phenomenon for the sciences, and it illustrates that black/African American, Hispanic/Latino, and American Indian/Alaska Native students who have the same AP readiness as their Asian/Asian American/Pacific Islander peers are significantly less likely to experience AP-level course work. How can educators determine readiness for AP? Many schools use a students previous GPA or letter grade in a prerequisite course to determine admission to an AP course. Currently, the strongest predictor of success in many AP courses is a students performance on particular Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT ) sections
that are highly correlated to success in AP.6 From these PSAT/NMSQT results, the AP Potential tool can identify students with a 60 percent or higher likelihood of succeeding in particular AP subjects. So what can schools and teachers do? Use AP Potential or other data to identify students who are prepared for college-level courses and exams at your schools. If you have a critical mass of students with high potential for success on an AP Exam, consider adding a new AP course or a new section for an existing course. Providing an AP course for these students can help your school or district increase access to AP while maintaining or improving performance on AP Exams. Hosting recruiting events for potential students and their parents can also provide the encouragement needed to convince students to enroll.
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A P R E P O RT T O T H E N AT I O N
FIGURE 7
hundreds of thousands
demonstrate high potential for success in AP science course work.
participate in a are not participating in any of the AP science recommended AP science course courses for which they have high potential
60% 40%
6 out of 10
Asian/Asian American/ Pacic Islander students
4 out of 10
white students
4 out of 10
Hispanic/Latino students
3 out of 10
black/African American students
3 out of 10
American Indian/ Alaska Native students
PROMOTING EQUITY
Since its inception, AP Report to the Nation has highlighted the equity gap in AP participation and performance for traditionally underserved minority students. These students remain underrepresented not only in the AP classroom and in the population of successful AP students but also among Americans with a college degree.
FIGURE 8
60%
58.3%
61.3% 55.9%
Percentage of Population
40%
16.9%
Hispanic/Latino
White
Black/African American
students in the graduating class of 2013 were the most underrepresented group in AP classrooms and in the population of successful AP Exam takers
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A P R E P O RT T O T H E N AT I O N
that the percentage of either AP Exam takers or successful AP Exam takers in the class of 2013 of a particular race/ethnicity is greater than or equal to the percentage of the overall graduating class who are of that race/ethnicity. The Progress Since Last Year columns compare the size of the equity gaps in the classes of 2012 and 2013 and are computed using unrounded calculations. States making progress in decreasing these gaps are displayed as , while states in which the gap increased in size are displayed as . States with no change are indicated with a dash. You can find the data used in these calculations in Appendix D, available at apreport.collegeboard.org.
32 | A P R E P O RT T O T H E N AT I O N
FIGURE 9a
Equity Gaps Among Traditionally Underserved Students in the Class of 2013: Black/African American
PA RT I C I PAT I O N % of Graduating Class % of AP Equity Gap Exam Takers Eliminated 67.0 31.2 27.9 22.0 25.9 15.7 24.3 16.8 13.1 17.1 13.6 14.6 14.1 5.9 9.3 11.1 10.3 6.3 9.2 7.9 7.2 9.0 6.0 6.0 6.5 7.4 5.4 5.7 6.5 3.1 5.2 3.6 3.7 3.8 4.0 2.2 3.9 3.3 2.8 2.7 2.0 1.0 2.0 1.7 2.5 0.5 1.1 1.5 0.8 1.0 0.7 0.2 Progress Since Last Year SUCCESS % of AP Exam Takers Equity Gap Scoring 3+ Eliminated During High School 33.7 13.6 12.2 11.7 13.3 9.3 11.0 10.2 7.7 8.1 7.7 7.3 4.9 2.7 5.1 4.6 3.8 3.6 4.6 2.9 3.7 4.8 3.2 3.4 3.0 4.0 3.1 3.2 2.1 1.2 2.7 2.2 2.4 3.0 2.6 1.6 2.2 1.9 1.8 1.8 1.7 0.9 1.3 1.4 2.8 0.5 0.6 1.1 0.6 0.8 0.2 0.3 Progress Since Last Year
80% 40%
30%
20%
10%
5%
District of Columbia Mississippi Louisiana Maryland Georgia South Carolina Alabama Delaware North Carolina Tennessee Virginia Florida Arkansas Michigan New York Illinois Missouri New Jersey UNITED STATES Pennsylvania Ohio Texas Connecticut Kentucky Indiana Oklahoma Nevada Massachusetts Rhode Island Wisconsin Kansas Minnesota California Arizona Nebraska West Virginia Colorado Washington Iowa Alaska South Dakota New Hampshire New Mexico Oregon Hawaii North Dakota Vermont Maine Utah Idaho Wyoming Montana
81.8 49.7 40.0 35.7 35.6 34.7 31.9 31.1 26.2 22.7 22.6 20.6 20.3 17.6 16.6 16.4 15.5 15.3 14.5 13.3 12.9 12.2 12.0 10.4 10.2 10.1 8.5 8.3 8.0 7.7 6.8 6.3 6.2 5.9 5.4 5.3 4.7 4.5 4.1 3.5 2.8 2.6 2.4 2.4 2.3 2.3 2.3 1.7 1.1 1.0 0.9 0.7
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FIGURE 9b
Equity Gaps Among Traditionally Underserved Students in the Class of 2013: Hispanic/Latino
PA RT I C I PAT I O N % of Graduating Class 53.3 44.7 43.8 36.8 29.3 25.1 23.1 18.8 18.4 18.2 17.8 17.5 16.6 13.5 13.4 13.2 11.7 11.6 11.3 10.1 9.8 9.7 9.3 9.2 9.0 9.0 8.6 8.3 8.0 6.8 6.6 6.4 6.3 5.9 4.6 4.2 4.2 4.1 3.6 3.6 2.9 2.9 2.8 2.7 2.4 2.4 1.8 1.7 1.7 1.6 1.1 1.1 % of AP Equity Gap Exam Takers Eliminated 46.7 42.5 38.3 30.4 26.7 27.9 15.3 18.8 19.8 15.4 13.8 16.0 10.3 7.3 9.8 9.7 7.9 7.9 10.1 7.0 9.1 6.6 8.6 8.7 16.1 8.2 6.8 8.5 8.4 4.4 4.4 4.5 5.8 5.3 4.7 3.4 3.0 5.0 4.3 3.6 3.0 1.7 3.2 2.7 4.2 2.4 2.5 2.2 1.6 1.4 1.4 1.6 Progress Since Last Year SUCCESS % of AP Exam Takers Equity Gap Scoring 3+ Eliminated During High School 43.0 36.9 35.2 26.1 23.7 31.0 12.2 16.9 16.1 13.5 11.8 10.0 8.4 5.5 7.8 7.6 6.0 6.5 6.3 6.1 8.8 5.6 8.8 8.4 26.1 7.8 6.0 8.6 8.9 3.3 4.0 3.8 5.3 5.4 4.8 3.1 2.3 4.5 4.6 3.2 3.2 1.7 3.5 2.5 4.7 2.1 1.9 2.1 1.3 1.4 1.6 2.0 Progress Since Last Year
State
20%
New Mexico Texas California Arizona Nevada Florida Colorado UNITED STATES Illinois New York New Jersey Rhode Island
Oregon Idaho Connecticut Washington Massachusetts Nebraska Kansas Utah 10% Oklahoma Wyoming Maryland Delaware District of Columbia Virginia North Carolina Georgia Arkansas Pennsylvania Wisconsin Iowa Indiana Alaska 5% South Carolina Michigan Minnesota Tennessee Hawaii Missouri Alabama Montana Kentucky South Dakota Louisiana Ohio Mississippi New Hampshire North Dakota Maine Vermont West Virginia
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FIGURE 9c
Equity Gaps Among Traditionally Underserved Students in the Class of 2013: American Indian/Alaska Native
PA RT I C I PAT I O N % of Graduating Class Progress % of AP Equity Gap Since Last Exam Takers Eliminated Year 5.7 9.4 5.9 3.0 1.9 0.8 2.3 1.1 0.5 0.9 0.9 1.0 1.1 0.4 0.9 1.0 0.7 0.5 0.5 0.6 0.9 1.3 0.5 0.7 0.5 0.9 0.6 0.4 0.6 0.6 0.4 0.4 0.2 0.2 0.5 0.4 0.5 0.2 0.3 0.3 0.4 0.3 0.5 0.3 0.5 0.4 0.4 0.2 0.3 0.2 0.3 0.5 * * SUCCESS % of AP Exam Takers Equity Gap Scoring 3+ Eliminated During High School 4.6 8.9 1.8 0.8 1.2 0.8 1.2 0.9 0.4 0.6 0.8 0.7 0.8 0.3 0.9 1.0 0.6 0.3 0.3 0.5 0.5 1.2 0.4 0.6 0.4 0.5 0.6 0.4 0.4 0.4 0.3 0.3 0.2 0.3 0.5 0.3 0.5 0.3 0.3 0.3 0.3 0.2 0.4 0.3 0.4 0.3 0.2 0.1 0.2 0.2 0.4 0.7 * Progress Since Last Year *
Alaska Oklahoma New Mexico 10% Montana South Dakota North Dakota 5% Arizona Oregon Wyoming North Carolina Idaho Kansas Washington Minnesota Alabama Nevada Utah Wisconsin Nebraska UNITED STATES 1% Louisiana Arkansas California Colorado Michigan Maine Texas Florida Hawaii Missouri Rhode Island Connecticut Illinois Iowa Maryland New York Virginia Delaware Indiana Georgia Kentucky Massachusetts Mississippi New Hampshire South Carolina Tennessee Vermont New Jersey Ohio Pennsylvania West Virginia District of Columbia
18.8 18.3 10.2 8.3 6.6 6.3 4.4 1.8 1.8 1.4 1.3 1.3 1.3 1.2 1.1 1.1 1.1 1.1 1.0 1.0 0.9 0.8 0.8 0.8 0.8 0.6 0.6 0.5 0.5 0.5 0.5 0.4 0.4 0.4 0.4 0.4 0.4 0.3 0.3 0.2 0.2 0.2 0.2 0.2 0.2 0.2 0.2 0.1 0.1 0.1 0.1 *
*Precise number of American Indian/Alaska Native graduates for the District of Columbia is not available.
OPPORTUNITY PROMOTING EQUITY | 35
LOW INCOME
In light of recent studies showing that parental income and educational level are the best predictors of high school success, we felt it imperative
8
275,864
low-income public school graduates took at least one AP Exam
to also begin a conversation that will examine the equity gap in AP participation and success for low-income students. Figure 9d on page 37 shows these data. As there is no national data source on high school graduates low-income status, we used that of the National Center for Education Statistics (NCES), based upon free or reduced-price lunch eligibility. AP fee reductions are based on this eligibility as well. We acknowledge that NCES estimates reflect all K12 public school students from the 2010-11 school year. Therefore, a degree of caution is warranted as they may not accurately reflect the graduating class. However, we felt this story was too important to tell to wait for a perfect data source. The gaps and opportunities shown in Figure 9d require our immediate attention.
131,911
low-income public school graduates scored 3 or higher on an AP Exam during high school
36
A P R E P O RT T O T H E N AT I O N
FIGURE 9d
Equity Gaps Among Traditionally Underserved Students in the Class of 2013: Low Income
9
PA RT I C I PAT I O N % of K12 Students Eligible for Free % of AP Exam or Reduced-Price Takers Lunch 73.0 48.5 District of Columbia Equity Gap Eliminated
SUCCESS % of AP Exam Takers Scoring 3+ During High School 36.4 20.9 39.3 15.4 23.6 21.3 22.9 18.7 31.0 12.8 15.1 15.8 37.8 13.6 18.3 27.5 11.9 43.9 20.3 21.7 14.5 11.5 22.8 12.2 19.8 11.4 25.2 17.2 9.4 13.9 16.3 9.8 6.9 9.4 14.4 17.1 12.5 8.4 9.0 10.4 7.0 9.1 9.5 3.5 8.5 7.6 8.7 13.4 9.7 4.2 5.8 * Equity Gap Eliminated
70%
60%
50%
40%
30%
Mississippi New Mexico Louisiana Arkansas Oklahoma Georgia Kentucky Florida Alabama Tennessee South Carolina California West Virginia Oregon Nevada North Carolina Texas New York UNITED STATES Delaware Kansas Hawaii Indiana Illinois Michigan Arizona Idaho Missouri Maine Rhode Island Nebraska Ohio Montana Maryland Washington Colorado Pennsylvania Wisconsin Iowa Alaska Utah South Dakota Wyoming Vermont Virginia Connecticut Massachusetts New Jersey North Dakota New Hampshire Minnesota
70.6 67.6 66.2 60.5 60.5 57.4 56.6 56.0 55.1 55.0 54.7 54.1 51.5 50.6 50.3 50.3 50.3 48.3 48.1 48.0 47.7 46.8 46.8 46.7 46.4 45.2 45.0 45.0 43.0 42.9 42.6 42.6 41.2 40.1 40.1 39.9 39.4 39.3 38.9 38.4 38.2 37.1 37.1 36.8 36.7 34.5 34.2 32.8 31.7 25.2 36.5
32.7 45.9 28.2 32.9 27.4 31.7 26.1 35.2 23.8 23.7 20.0 42.3 15.9 21.7 33.0 16.6 49.9 25.6 27.5 21.8 18.6 28.7 16.0 29.3 15.8 29.8 19.2 16.5 16.0 26.2 13.3 10.9 12.1 19.1 22.5 16.5 14.2 11.5 14.1 8.4 10.1 9.5 3.8 10.2 11.3 13.5 19.0 13.3 5.2 6.3 *
37
might have been inaccessible. So, the financial component, we tried to remove. And I dont think thats inconsequential. It sends an implicit message to students that this is something for them and we believe in you so much that were willing to pay the entrance fee. I think its a cornerstone of our culture. Jonathan Parker AP U.S. History Teacher Medium District Winner: Glendale Union High School District, AZ
Appendix
Participation Total Number of Graduates Number of Graduates Who Took an AP Exam During High School Percentage of Graduates Who Took an AP Exam During High School
2003 Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming
36,741 7,297 49,986 27,555 341,097 42,379 33,667 6,817 2,725 127,484 66,890 10,013 15,858 117,507 57,897 34,860 29,963 37,654 37,610 12,947 51,864 55,987 100,301 59,432 23,810 56,925 10,657 20,161 16,378 13,210 81,391 16,923 143,818 69,696 8,169 115,762 36,694 32,587 119,933 9,318 32,482 8,999 44,113 238,111 29,527 6,970 72,943 60,435 17,287 63,272 5,845
2008
41,346 7,855 61,667 28,725 374,561 46,082 38,419 7,388 3,352 149,046 83,505 11,613 16,567 135,143 61,901 34,573 30,737 39,339 34,401 14,350 59,171 65,197 115,183 60,409 24,795 61,717 10,396 20,035 18,815 14,982 94,994 18,264 176,310 83,307 6,999 120,758 37,630 34,949 130,298 10,347 35,303 8,582 57,486 252,121 28,167 7,392 77,369 61,625 17,489 65,183 5,494
2012
44,317 7,813 61,958 27,990 384,080 50,176 36,836 8,395 3,194 149,219 84,813 10,990 17,043 135,636 63,354 32,833 30,428 41,038 35,501 13,468 58,009 63,701 107,956 57,486 25,756 61,471 9,466 19,656 25,710 13,917 93,211 18,141 181,454 88,421 6,785 119,318 37,792 34,662 127,773 9,809 39,496 8,345 60,444 279,291 30,229 6,827 80,354 64,002 17,017 62,111 5,538
2013
44,044 7,289 60,799 27,492 376,369 49,641 36,267 8,192 3,185 150,854 87,151 10,647 16,774 135,204 63,524 31,882 30,231 40,528 36,391 13,115 57,742 63,166 105,971 56,534 25,741 60,432 9,083 19,210 23,097 13,789 92,978 18,040 176,819 88,338 6,769 117,354 37,260 34,659 125,264 9,445 38,712 8,226 59,479 282,244 31,049 6,604 79,206 63,354 17,280 60,254 5,201
2003
3,123 1,191 5,719 2,955 86,303 9,526 7,177 1,201 605 32,566 14,274 1,306 1,836 20,968 8,115 2,993 2,535 5,136 1,542 2,743 13,315 13,051 16,183 9,256 1,547 4,256 1,357 1,189 2,678 2,168 16,586 2,767 44,095 16,671 673 15,428 5,855 4,012 16,594 1,061 6,873 1,046 5,658 48,500 7,941 1,371 18,765 9,688 1,943 11,209 613 514,163
2008
5,290 1,621 10,572 9,682 119,338 14,777 10,626 1,943 1,392 53,816 24,490 1,849 2,432 30,529 12,393 4,446 4,070 7,864 2,505 4,223 21,963 18,326 22,495 13,473 3,157 6,560 1,635 2,228 4,950 3,068 23,810 3,769 57,334 23,629 737 21,308 7,519 6,912 23,700 1,555 8,182 1,339 8,505 72,896 8,914 2,049 27,460 16,268 2,656 15,644 809 756,708
2012
9,852 1,621 14,407 12,175 144,801 18,358 13,332 2,417 1,512 76,128 33,647 2,905 3,150 40,653 21,260 5,542 5,167 12,218 3,931 4,576 26,640 22,808 26,822 16,780 3,615 9,235 1,913 2,886 6,890 3,238 27,433 4,815 64,946 26,633 882 25,170 8,140 8,059 28,750 2,176 10,564 1,543 10,743 96,166 10,439 2,151 33,626 20,581 3,722 18,076 974
2013
11,086 1,645 14,980 12,670 152,647 19,446 14,019 2,516 1,774 80,175 34,515 3,095 3,378 43,835 22,256 5,707 5,231 12,824 5,516 4,658 27,370 24,610 27,843 17,842 3,268 9,541 1,873 3,264 7,299 3,309 29,497 5,092 67,034 27,527 1,007 26,670 8,228 8,382 30,105 2,494 11,332 1,666 11,308 101,271 11,269 2,037 34,901 21,593 3,804 19,137 884
2003
8.5 16.3 11.4 10.7 25.3 22.5 21.3 17.6 22.2 25.5 21.3 13.0 11.6 17.8 14.0 8.6 8.5 13.6 4.1 21.2 25.7 23.3 16.1 15.6 6.5 7.5 12.7 5.9 16.4 16.4 20.4 16.4 30.7 23.9 8.2 13.3 16.0 12.3 13.8 11.4 21.2 11.6 12.8 20.4 26.9 19.7 25.7 16.0 11.2 17.7 10.5 18.9
2008
12.8 20.6 17.1 33.7 31.9 32.1 27.7 26.3 41.5 36.1 29.3 15.9 14.7 22.6 20.0 12.9 13.2 20.0 7.3 29.4 37.1 28.1 19.5 22.3 12.7 10.6 15.7 11.1 26.3 20.5 25.1 20.6 32.5 28.4 10.5 17.6 20.0 19.8 18.2 15.0 23.2 15.6 14.8 28.9 31.6 27.7 35.5 26.4 15.2 24.0 14.7 25.2
2012
22.2 20.7 23.3 43.5 37.7 36.6 36.2 28.8 47.3 51.0 39.7 26.4 18.5 30.0 33.6 16.9 17.0 29.8 11.1 34.0 45.9 35.8 24.8 29.2 14.0 15.0 20.2 14.7 26.8 23.3 29.4 26.5 35.8 30.1 13.0 21.1 21.5 23.3 22.5 22.2 26.7 18.5 17.8 34.4 34.5 31.5 41.8 32.2 21.9 29.1 17.6 31.2
2013
25.2 22.6 24.6 46.1 40.6 39.2 38.7 30.7 55.7 53.1 39.6 29.1 20.1 32.4 35.0 17.9 17.3 31.6 15.2 35.5 47.4 39.0 26.3 31.6 12.7 15.8 20.6 17.0 31.6 24.0 31.7 28.2 37.9 31.2 14.9 22.7 22.1 24.2 24.0 26.4 29.3 20.3 19.0 35.9 36.3 30.8 44.1 34.1 22.0 31.8 17.0 33.2
954,068 1,003,430
40
A P R E P O RT T O T H E N AT I O N
Success Number of Graduates Who Scored 3+ on an AP Exam During High School Percentage of Graduates Who Scored 3+ on an AP Exam During High School
2003
1,723 803 3,715 1,509 58,907 6,220 5,238 690 243 19,452 8,141 675 1,188 15,237 4,352 2,041 1,727 2,639 807 1,746 9,184 9,419 10,507 5,882 669 2,766 917 715 1,688 1,491 12,027 1,273 29,479 10,266 473 9,764 2,972 2,619 11,421 677 4,112 627 3,401 28,311 5,665 957 12,039 6,306 959 7,734 361 331,734
2008
2,689 1063 5,985 3,081 78,342 9,185 7,658 1000 295 28,667 13,149 892 1,596 20,293 6,283 2,932 2,562 3,967 1116 2,554 13,768 13,121 14,461 8,549 976 3,927 1088 1346 2,716 2,259 16,999 1,740 37,788 14,484 491 13,102 3,632 4,260 15,722 991 4,881 812 4,768 38,526 6,085 1,401 17,199 10,073 1,199 10,704 408 460,785
2012
4,258 1,062 8,307 4,227 95,695 11,442 9,685 1,257 389 39,306 17,767 1,200 2,115 26,461 9,634 3,481 3,117 6,067 1,531 2,933 16,327 16,251 17,262 11,067 1,145 5,554 1,205 1,724 3,607 2,430 20,283 2,108 42,627 16,558 553 16,201 4,023 5,025 18,665 1,302 6,231 1003 5,790 49,062 7,298 1,425 21,524 12,542 1,631 12,590 523 573,470
2013
4,773 1,063 8,769 4,390 101,415 12,113 10,432 1,389 445 41,149 18,535 1,270 2,238 29,016 10,298 3,551 3,177 6,595 1,911 2,929 17,111 17,616 18,231 11,497 1,132 5,767 1,186 1,903 3,901 2,503 21,947 2,173 44,909 17,013 616 17,343 4,111 5,270 19,965 1,383 6,838 1,016 5,994 52,167 7,872 1,416 22,426 13,214 1,616 13,392 519 607,505
2003
4.7 11.0 7.4 5.5 17.3 14.7 15.6 10.1 8.9 15.3 12.2 6.7 7.5 13.0 7.5 5.9 5.8 7.0 2.1 13.5 17.7 16.8 10.5 9.9 2.8 4.9 8.6 3.5 10.3 11.3 14.8 7.5 20.5 14.7 5.8 8.4 8.1 8.0 9.5 7.3 12.7 7.0 7.7 11.9 19.2 13.7 16.5 10.4 5.5 12.2 6.2 12.2
2008
6.5 13.5 9.7 10.7 20.9 19.9 19.9 13.5 8.8 19.2 15.7 7.7 9.6 15.0 10.2 8.5 8.3 10.1 3.2 17.8 23.3 20.1 12.6 14.2 3.9 6.4 10.5 6.7 14.4 15.1 17.9 9.5 21.4 17.4 7.0 10.8 9.7 12.2 12.1 9.6 13.8 9.5 8.3 15.3 21.6 19.0 22.2 16.3 6.9 16.4 7.4 15.4
2012
9.6 13.6 13.4 15.1 24.9 22.8 26.3 15.0 12.2 26.3 20.9 10.9 12.4 19.5 15.2 10.6 10.2 14.8 4.3 21.8 28.1 25.5 16.0 19.3 4.4 9.0 12.7 8.8 14.0 17.5 21.8 11.6 23.5 18.7 8.2 13.6 10.6 14.5 14.6 13.3 15.8 12.0 9.6 17.6 24.1 20.9 26.8 19.6 9.6 20.3 9.4 18.8
2013
10.8 14.6 14.4 16.0 26.9 24.4 28.8 17.0 14.0 27.3 21.3 11.9 13.3 21.5 16.2 11.1 10.5 16.3 5.3 22.3 29.6 27.9 17.2 20.3 4.4 9.5 13.1 9.9 16.9 18.2 23.6 12.0 25.4 19.3 9.1 14.8 11.0 15.2 15.9 14.6 17.7 12.4 10.1 18.5 25.4 21.4 28.3 20.9 9.4 22.2 10.0 20.1
Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming UNITED STATES
APPENDIX
41
Notes
1. For more information on the research supporting these claims, see http://bit.ly/WnOQBn and http://bit.ly/YWbtTg and http://bit.ly/13MGkl1 and http://bit.ly/VRyzFK. 2. The redesigned courses, Biology, Latin, and Spanish Literature and Culture, began in fall 2012, and the rst AP Exams based on those redesigned courses was administered in May 2013. As a result, the data in this report reect a blend of the old and redesigned exam results. 3. What Is P16 Education? A Primer for Legislators A Practical Introduction to the Concept, Language and Policy Issues of an Integrated System of Public Education, By Gordon (Spud) Van de Water and Terese Rainwater, Education Commission of the States, http://www.ecs.org/clearinghouse/24/28/2428.htm. 4. AP Potential is a free, Web-based tool that uses PSAT/NMSQT results to nd students who are likely to succeed in AP. For more information, visit appotential. collegeboard.org. 5. SOURCE: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), Public Elementary/Secondary School Universe Survey 2010-11, as cited in the Digest of Education Statistics, 2012, Table 46. These estimates reect all K12 public school students in the state. Therefore, a degree of caution is warranted as they may not accurately reect the graduating class. 6. Average correlations between grades in relevant course work and AP Exam performance and between high school GPA and AP Exam performance were only .25 and .28 respectively. Maureen Ewing, Wayne J. Camara, and Roger E. Milsap: The Relationship Between PSAT/NMSQT Scores and AP Examination Grades: A Follow-Up Study (http:// research.collegeboard.org) The College Board, 2006. 7. Because some AP Exam takers identify themselves as Other or do not provide race/ethnicity, the AP Exam Taker population in this gure only represents a total of 95.2% of AP Exam takers in the class of 2013. 8. The Widening Academic Achievement Gap Between the Rich and the Poor: New Evidence and Possible Explanations Sean F. Reardon, Stanford University, July 2011, and Gains and Gaps: Changing Inequality in U.S. College Entry and Completion by Martha J. Bailey, Susan M. Dynarski. 9. See note 5, left.
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A P R E P O RT T O T H E N AT I O N
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