Whos Right For AP PSAT and AP Potential

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Whos Right For AP?  PSAT and AP Potential

• Nancy S. Potter
• K-12 Outreach Educational Manager
• Western Regional Office
• The College Board

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• Nancy Potter
• Outreach
• Educational Manager
• Western Regional
• Office

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• The College Boards mission is to connect
  students to college success and opportunity. We
  are a not-for-profit membership organization
  committed to excellence and equity in education.

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Showcase AP PotentialWhos right for AP and WHY

• AP means All Pupils
• Why All Pupils should take AP
• How AP Potential works
• Why sophomores should take the PSAT/NMSQT
• What about the PSSS, since its too late for the
  2005 PSAT/NMSQT

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College Board Supportfor Hurricane Katrina
Victims

• The College Board is making arrangements to
  ensure that students wishing to participate in
  College Board programs will be able to do so.
• We will provide additional fee waivers for SAT
  and PSAT/NMSQT assessments to students displaced
  by Hurricane Katrina.
• We will waive CSS/PROFILE fees for freshman
  applicants who lived in effected zip codes on
  August 29, 2005.
• We will provide regular updates on
  www.collegeboard.com to inform students, parents,
  and educators about additional support the
  College Board and other education organizations
  might be able to make available in coming weeks.

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The College Board Connecting Students to College
Success

• The College Board is a not-for-profit membership
  association whose mission is to connect students
  to college success and opportunity. Founded in
  1900, the association is composed of more than
  5,000 schools, colleges, universities, and other
  educational organizations. Each year, the College
  Board serves seven million students and their
  parents, 23,000 high schools, and 3,500 colleges
  through major programs and services in college
  admissions, guidance, assessment, financial aid,
  enrollment, and teaching and learning. Among its
  best-known programs are the SAT, the
  PSAT/NMSQT, and the Advanced Placement Program
  (AP). The College Board is committed to the
  principles of excellence and equity, and that
  commitment is embodied in all of its programs,
  services, activities, and concerns.
• For further information, visit www.collegeboard.co
  m.

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At its founding in 1900, the College Board was
organized to help high school students make a
successful transition to higher education.

• With the College Board's revolutionary
  development of common entrance examinationsthe
  SAT.
• The membership association developed additional
  assessments to provide assistance in placement
  and the awarding of college credit, such as the
  Advanced Placement Program and the College-Level
  Examination Program. Resources to help students
  conduct successful college searches were
  compiled, printed, and eventually made available
  electronically in software products and on the
  Internet. The College Scholarship Service.
• At the beginning of the twenty-first century, the
  College Board is the nation's recognized leader
  in assisting students in the transition to higher
  education.

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AP Equity Policy Statement

• The College Board and the Advanced Placement
  Program encourage teachers, AP Coordinators, and
  school administrators to make equitable access a
  guiding principle for their AP programs. The
  College Board is committed to the principle that
  all students deserve an opportunity to
  participate in rigorous and academically
  challenging courses and programs. (continued)

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AP Equity Policy Statement

• All students who are willing to accept the
  challenge of a rigorous academic curriculum
  should be considered for admission to AP courses.
  The Board encourages the elimination of barriers
  that restrict access to AP courses for students
  from ethnic, racial, and socioeconomic groups
  that have been traditionally underrepresented in
  the AP Program. Schools should make every effort
  to ensure that their AP classes reflect the
  diversity of their student population.

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The ImperativeWhos right for AP?

• As an individuals education and skills increase
  the income gap closes
• Young adults with a high school diploma earn
  2,000 more annually than those without
• 6,000 more annually with an associates degree
• 20,000 more annually with a BA
• Over a million dollars over the course of a
  lifetime, and thats just the monetary incentives

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CollegeBoard

• Publications
• And
• Research

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• Statistical
• Proof for the
• Value of
• Education

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Education Pays. The higher the level of education

• Greater earnings and tax contributions
• Lifetime earnings
• Unemployment
• Higher perceptions of excellent health
• Less smokers
• More volunteerism
• Lower incarceration rates
• Higher school readiness for children
• Greater voting
• More blood donations
• Savings on social programs
• And the list of benefits continues.

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Get the entire report 2004, and the update 2005
just released

• Education Pays
• http//www.collegeboard.com/prod_downloads/press/c
  ost04/EducationPays2004.pdf
• Its on your CD filed under PUBLICATIONS

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Economic implications

• In todays information economy, a college
  education has become a necessity in many
  communities where previously students had other
  options for post-secondary careers. According to
  U.S. Census Bureau figures, median annual
  earnings for year-round, full-time workers with
  bachelors degrees are about 60 percent higher
  than those with only a high school diploma. Over
  a lifetime, the gap in earnings between the two
  groups can exceed 1 million.

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The Challenge Helping More Low-Income Students
Prepare for College

• High-achieving students from low-income families
  are still five times as likely not to attend
  college as their high-achieving, more
  economically advantaged peers.
• Research has shown that dropout rates tend to be
  higher for children who live in poverty. In 2000,
  young adults living in families with incomes in
  the lowest 20 percent of all family incomes were
  six times more likely than their peers from
  families in the top 20 percent of income
  distribution to drop out of high school (U.S.
  Department of Education, 2000c )

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The Challenge Helping More Low-Income Students
Prepare for College

• Limited opportunity for low-income students to
  prepare for and go on to college results from
• Low expectations and motivation
• Lack of appropriate curriculum, instruction, and
  support
• Absence of information that clearly introduces
  available educational options and opportunity

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I saw the angel in the marble and carved until I
set him free. Michelangelo
Michelangelo
67 of young adults said they could have worked
harder in high school NEA Journal Sept. 2005
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What is the AP Program?

• Curriculum-based assessment programAP Exam
• College-level work in high school
• College credit or placement for high school
  students
• Rigorous academic experience in high school
• Sets the standard for integrated curriculum and
  teacher professional development

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What do we know?

• A lack of congruence between students and
  teachers college-going expectations is
  especially problematic for underserved students
  because
• 71 of students plan to attend college, and
• 32 of teachers expect their students to attend.
• 51 of parents believe their children will attend
  college.
• From report done by Pathways to College Network
  Citing research by Metropolitan Life (2000)
  MetLife Survey of the American Teacher 2000.

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Teachers Perspectives on their Students Plans
(MetLife Survey, 2000)

• Secondary school teachers think that one-third of
  their students plan to attend a four-year
  college.
• Three in ten of their students plan to work
  full-time.
• Two in ten of their students plan to attend a
  two-year community college.
• 14 plan to attend a technical or vocational
  school.
• 7 plan to do something else.

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College Enrollment Gap

• 76 percent of high-income high school graduates
  enroll in college or trade school immediately
  whereas only 49 percent of low-income graduates,
  42 percent of Hispanic graduates, and 59 percent
  of black high school graduates do so.

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Factors InfluencingCollege Admission Decisions
NACAC Admission Trends Survey, 2001
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Susan Inman, Lead Admissions Counselor, Office of
Admissions University of Washington

• At a dual enrollment convention held Oct. 28,
  when asked if a student would be better served to
  take AP in high school
• high school is a better environment to support
  these students.

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College Awareness A Summary

• Of the 2,201 high school students surveyed
• 83 felt a college degree was important to obtain
  a successful career
• 47 said they heard about college in school
• 27 felt they could afford college
• 22 identified their teachers parents as
  helpful with college information
• 9 identified their school counselor as helpful
  with college information
• The BERC Research Group, LLC Early College
  Awareness Summary Report 2003

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Percentage of Students Who Knew All Curricular
Requirements for Admission by Type of College
Source Venezia, Andrea, Michael Kirst, and
Anthony Antonio (2003) Betraying the College
Dream How Disconnected K-12 and Postsecondary
Education Systems Undermine Student Aspirations.
Stanford University Bridge Project. Stanford
Stanford University
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Students Misconceptions About Preparing For and
Attending College
Source Venezia, Andrea, Michael Kirst, and
Anthony Antonio. Betraying the College Dream How
Disconnected K-12 and Postsecondary Education
Systems Undermine Student Aspirations. Stanford
University Bridge Project. 2003.
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The Excellence Challenge
Forty percent of college-bound students are not
taking enough core courses. Half need remedial
English or math when they get to campus. A third
of freshman dont make it to sophomore year.
Less than half get their degrees. The New York
Times, Education Life, Page 23, November 10, 2002
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Impact of AP on 5-Year College Graduation Rates
Comparisons made among students with the same
abilities and backgrounds (test scores, family
income, school poverty index)
Source Chrys Dougherty, Lynn Mellor, and Shuling
Jian, The Relationship Between Advanced Placement
and College Graduation (National Center for
Educational Accountability, 2005)
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How can we best help our students?

• David Conelys landmark research, based on an
  extensive three-year project sponsored by the
  Association of American Universities in
  partnership with The Pew Charitable Trusts,
  identifies the cognitive skills and subject area
  knowledge necessary to succeed in entry-level
  university courses. Although more students have
  the test scores and transcripts to get into
  college, far too many are struggling once they
  get there. They find that college coursework
  demands so much more of them than high school.
  For the first time, they are asked to think
  deeply, write extensively, document assertions,
  solve non-routine problems, apply concepts, and
  accept unvarnished critiques of their work.
  College Knowledge confronts the disconnect
  between what high schools do and what colleges
  expect and proposes a solution by identifying
  what students need to know and be able to do in
  order to succeed.

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The Bridge Project

• A study of six states conducted from 1996 to 2002
  at Stanford Institute for Higher Education
  Research reflects trends found elsewhere
• Most students gain information about college from
  teachers or parents
• Most students unaware how to be successful in
  college
• David Conley College Knowledge p. 17-23

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The Bridge Project recommends schools

• Simplify high school curriculum so students
  cannot make bad choices. Courses should be
  designed to meet college requirements
• High schools should offer access to information
  about college admission, especially to first
  generation college goers
• All students should be signed up automatically
  for the PSAT and SAT. School time should be
  allowed during which they can fill out the forms
  and eligible students can apply for fee waivers.
  (page 23)
• Volunteer staffed career centers create access to
  college information for cash strapped districts.
  Build career planning units into the curriculum.
• Conley, David. College Knowledge. San
  Francisco Jossey-Bass, 2005. p. 17-23 ISBN 0
  7879 7397 1

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Newsweek, June 2, 2003

• The Science Academy of South Texas, a public
  school that draws students from three rural
  counties in the Rio Grande Valley, has sent
  several migrant workers children to high-tech
  colleges by exposing them to difficult AP
  assignments.
• (continued)

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Newsweek, June 2, 2003
Norma Flores, a senior, says she often started
school late in the fall because her
migrant-laborer family needed her in the
cornfields. I had to work twice as hard to catch
up, she says. But next fall, fortified by
college-level courses, she will study aerospace
engineering at the University of Texas Pan
American campus.
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According to a student

• It is made clear to students by teachers,
  counselors, and parents that taking an A.P. class
  is more then just taking an A.P. class and
  passing an A.P. test is more then just passing an
  A.P. test. Shaun Zubair
• Students who participate in AP are ultimately
  given the responsibility to reason, analyze, and
  understand for themselves. Such intellectual
  training inevitably helps them succeed in
  college, where these skills are essential.

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According to an AP Teacher and Administrator

• AP pushes me to discover new ways to improve
  as a teacher.
• Michael Hicks AP U.S. History Teacher
  Abraham Lincoln High School, San Jose,
  California
• AP is by far the best college preparatory
  program available. As the principal of a small
  school of about 225 students, I especially
  value the teacher training, curricular materials,
  and data analysis AP offers. These systems of
  support ensure schools have the capacity to build
  successful AP programs.
• Mike Brown Principal Prosper
  High School, Prosper, TX

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Why AP helps colleges and universities

• AP Serves Underrepresented Minority and Low
  Income Students
• AP Policies attract motivated students
• AP Students are well prepared for success in
  college
• AP Students pursue disciplinary interests
  cultivated in AP
• Read the entire report with statistical
  evidence
• http//apcentral.collegeboard.com/article/0,3045,1
  54-179-0-36726,00.html

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• "I have always found students with AP background
  easy to identify in a college classroom. They
  usually have a better understanding of historical
  evidence and how to evaluate various types to
  form organized, coherent arguments. They have had
  good experience working with document types and
  have a sense of historical interpretations as
  well as how to read critically."Michael
  Galgano, Chair, AP European History Development
  CommitteeProfessor of HistoryJames Madison
  University

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Why should a student takethe AP Exam?

• Colleges and universities give credit for
  qualifying AP Exam grades, not AP course grades.
• The confirmation that college-level learning
  took place is in the published results. The AP
  Exam grade is a national standard that I can
  understand and rely upon.
• Joellen L. Silberman, Dean of EnrollmentKalamazo
  o College
• 5 very well qualified
• 4 well qualified
• 3 qualified
• 2 possibly qualified
• 1 no recommendation

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AP forms a WIN/Win Scenario

• Most of the nations colleges and universities,
  (over 90) plus colleges and universities in 24
  other countries, grant students admission,
  credit, and/or placement for qualifying AP Exam
  grades.
• For example, at Princeton, students can use
  qualifyingAP Exam grades to
• Graduate in three or three-and-a-half years
• Enter upper-level courses
• Fulfill a foreign language requirement
• Some 50 percent of U.S. colleges and universities
  offer sophomore standing to students who have a
  sufficient number of qualifying grades.

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No Reason exists not to take an AP exam.The only
way to fail an AP exam is not to try.Recent
research shows the POWER OF A TWO!The rigor of
taking an AP course and sitting for a
comprehensive examination helps students succeed.
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"Do What Works How Proven Practices Can Improve
America's Public Schools," by Tom Luce and Lee
Thompson (available at www.communitiesjust4kids.or
g). Fig. 17 page 143.
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Barbara G. Dodd, Steven J. Fitzpatrick, RJ.
DeAyala, and Judith A Jennings, "An Investigation
of the Validity of AP Grades of 3 and a
Comparison of AP and Non-AP Student Groups,"
College Board Research Report No. 2002-9 (2002)

• A 2002 study by the University of Texas at Austin
  shows that among students with the same academic
  abilities (same SAT/ACT scores same class rank),
  AP students scoring 3 or higher perform better in
  advanced college courses than students who
  participated in concurrent enrollment or students
  who did not skip any college courses.

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The exam fee has not risen in the past three
years.

• There is an 82 fee for each AP Exam, which the
  College Board uses to
• 1) develop, print, ship, and score the exams
• 2) subsidize teacher training
• 3) develop classroom resources
• 4) support educational initiatives
• In Washington additional federal and/or state
  funding provide these additional fee subsidies
• The school determines the need, reducing the cost
  to 5.

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APs Examinations provide direction

• One of the best standard predictors of academic
  success at Harvard is performance on Advanced
  Placement Examinations.
• William R. FitzsimmonsDean of Admissions,
  Harvard University
• AP Exams affirm the rigor of a students course
  work. Though admissions policies vary, if I were
  a student, I wouldnt assume that the college of
  my dreams didnt care about AP Exams in the
  admissions process.
• Bruce Walker, Director of Admissions University
  of Texas at Austin

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AP increases Rigor in the entire school

• A 1999 U.S. Department of Education study found
  that the strongest predictor of college
  graduation is something students do before they
  ever go to college
• Participate in rigorous, college-level courses in
  high schooland AP courses in particular.
• Clifford Adelman, Answers in the Tool Box
  Academic Intensity, Attendance Patterns, and
  Bachelors Degree Attainment (1999), U.S.
  Department of Education.

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AP and College Success
Students who take AP courses and exams are much
more likely than their peers to complete a
bachelors degree in four years or less. Source
Camara, Wayne (2003). College Persistence,
Graduation, and Remediation. College Board
Research Notes (RN-19). New York, NY College
Board.
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Saul Geiser and Veronica Santelices, "The Role of
Advanced Placement and Honors Courses in College
Admissions," Center for Studies in Higher
Education. Paper CSHE-4-04 (July 1, 2004).

• New research conducted by the University of
  California Berkeley-which looked at a pool of
  "similar" students created by removing
  differences of GPA. school quality, parental
  education level, and family income-"emphatically
  supports" many earlier studies' findings that an
  AP Exam grade of 3 or higher is "a remarkably
  strong predictor of performance in college." This
  study concludes "The subject-specific,
  curriculum-intensive AP Exams are the epitome of
  'achievement tests,' and their validity in
  predicting college performance should not be
  surprising."

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AP Potential reveals diamonds in the rough

• Identify students who will succeed in AP
• Obtain a roster and letters
• Increase the rigor at your school

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Collegeboard.com connects your students to
college success
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AP Potential can indicate courses to offer
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Start AP with courses designed for success

• Those with no pre-requisites Psychology,
  Economics
• Those with high success rates Spanish Language
• Those that all students must take English, US
  History
• Those that feature a talent Studio Art, Music
  Theory

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• A Great Test ---
• An Even Greater Tool for students and staff!

Only offered twice in October Wednesday and
Saturday
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2005 PSAT/NMSQT Its not just for juniors

• 3,997,360 tests from 22,085 schools. 
• This is 264,150 more tests from 334 more schools
  than in 2004
• Five states paid for their 10th graders to take
  the PSAT
• Los Angeles Unified tested all 9th graders

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All high schools students who take the PSAT get
MyRoad free. Available as a site license
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and more. NEW IN 2005Free DVD - Destination
College Planning with the PSAT/NMSQT

• In 2005, each school will receive this 22-minute
  DVD, free of charge, with its Score Report
  shipment in December
• The video will
• Go through the student Score Report,
  section-by-section
• Discuss the free online resources available to
  students to get the most out of their PSAT/NMSQT
  results
• Contain interviews with students and counselors
  about using their PSAT/NMSQT results to get ready
  for the SAT and plan for college
• Includes both an English version and a Spanish
  version

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and more. PSAT/NMSQT Extra www.collegeboard.com/
psatextra

• Contains answer explanations for every test
  question, sample SAT higher-level math questions,
  and student-written sample SAT essays
• Available in December, after Score Reports arrive
  in schools
• Free access for every student who takes the
  PSAT/NMSQT

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• If they didnt take the PSAT/NMSQT,
• Students can still take a non secure PSAT
• Students and school benefit.

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• A Students critical reading, math, and writing
  scores
• B Score Ranges
• C Percentiles
• D Expected SAT score ranges
• E Overview of Answers
• F Personalized improve your skills section
• G Educational Plans
• H Instructions to access explanations to test
  questions

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Summary of Skills and Answers

• The Summary of Answers Workshop demystifies the
  test and reveals much about your curriculums
  strengths and weaknesses.  Your students
  achievement is compared with students who have
  the same test taking ability.

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Examines correct responses where performance was
better than the performance of comparable
students.
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Did better than expected comprehending and
recognizing connections between ideas in a
scientific long sentence.

• Engineer Oliver Johnson has developed a process
  that converts contaminated, even---, water into
  drinkable water many experts believe that this
  groundbreaking discovery will---water treatment
• A. toxicrevolutionize
• B. rarefiedunmask
• C. poisonousstagnate
• D. pristinereform
• E. harmfultraumatize

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Difficulty level 1 of 1098 correct compared to
96 WA, 94 nation, 89 comparable students

• Engineer Oliver Johnson has developed a process
  that converts contaminated, even---, water into
  drinkable water many experts believe that this
  groundbreaking discovery will---water treatment
• A. toxicrevolutionize
• B. rarefiedunmask
• C. poisonousstagnate
• D. pristinereform
• E. harmfultraumatize

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• Looking
• At
• Wrong
• Answers
• Provides
• insights

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Yet, they did worse on a vocabulary question
requiring them to understand negatives,
definitions within sentences and abstract ideas

• The professor argued that every grassroots
  movement needs ---- without his public
  declaration of motives, there can be no cohesive
  organization.
• An invocation B. a prospectus C. a manifesto D.
  an arbitration E. a mandate

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Difficulty level 8 of 1021 correct compared to
21 WA, 25 nation, 28 comparable students

• The professor argued that every grassroots
  movement needs ---- without his public
  declaration of motives, there can be no cohesive
  organization.
• An invocation B. a prospectus C. a manifesto D.
  an arbitration E. a mandate

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• Line is nation X indicates state z shows
  school

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• Math Skills as well
• Line is nation X indicates state z shows
  school

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Writing A special WASL helper
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Students deserve a choice Individuals who by
an accident of geography or the blessings of
God, have been able to use education to escape
poverty. Jeff Livingston

• Jeff Livingston attended Spring Valley High
  School in 1989. His AP exams were paid for by
  the state of South Carolina.
• The most important thing I could talk to you
  about today is that I was not designed to be
  hereI grew up on the wrong side of a high fence
  separating my black broken class neighborhood
  from one of the most exclusive subdivisions in
  South Carolina.
• And by a mistake of geography or as my mother
  would say a blessing from God, I got to go to
  their school. My little brothers and I always
  joked that our dog lived in a different school
  district because the line quite literally went
  through our back yard. Now, the tragedy of the
  matter is the people who lived on the next street
  over, the people who were born into exactly the
  same circumstances as I, born with exactly the
  same aptitude as I, who were not challenged in
  the way as I was, who were not able to pursue the
  things I was able to pursue. I am here as much
  as a representative for them.

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Free Resources for Starting or Strengthening an
AP Program

• http//apcentral.collegeboard.com/freepubs
• AP Report to the Nation
• The Value of an AP Courses and Exams
• Bulletin for AP Students and parents
• Get the with Program
• Among other publications

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Questions?

• 866-392-4078
• (Toll free)
• Nancy Potter
• 425-643 7989
• Cell
• 917-207 1735
• npotter_at_collegeboard.org

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2005 Washington AP Counts

• Total AP Exams 35,704
• Total Candidates 22,573
• of Grades 3 or above 61.9
• Overall Percent of Growth in Exams Compared to
  Last Year- 12.22
• Overall Percent of Growth in Candidates Compared
  to Last Year - 11.24

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Compare Washington to the Nation

• Washington National
• Total AP Exams 35,704
  2,065,045
• Total Candidates 22,573 1,197,439
• of Grades 3 or above 61.9 59.4
• Overall Percent of Growth in Exams Compared to
  Last Year- 12.22 Nationally 11.46
• Overall Percent of Growth in Candidates Compared
  to Last Year - 11.24 Nationally 10.76

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Washington State is one of the national success
stories

• Washington has been making strides to improve
  the quality of education for all students.
• Between 1996 and 2003, African American
  eighth-graders made a bigger jump on the National
  Assessment of Educational Progress math test (19
  points) than African American students in any
  other state
• AP participation rates for students of color have
  increased between 70 and 170 percent
• Four times as many Washington students are taking
  Advanced Placement exams as they did 10 years
  ago

Source Bergeson, Terry (2004) By the Numbers
Rising Student Achievement in Washington State.
New Horizons for Learning.
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Students Participating in the AP (Washington
State)
Source Bergeson, Terry (Aug. 27, 2002) Advanced
Placement, SAT numbers up for Washington
students. Office of the Superintendent of Public
Instruction.
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AP Credit Policy Info Tool

• Searchable by institution
• Find credit and placement information for over
  1,000 colleges and universities
• A link to the institutions own Web page that
  details its AP credit and placement policies
• A statement by the college or university about
  their AP policy

http//www.collegeboard.com/ap/creditpolicy
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The Advanced Placement Audit, as well as the
entire program, promotes a positively challenging
curricular rigor, connecting all children to
collegiate success and opportunities. As a
registered trademark, AP requires an instrument
to delineate each course, differentiating it from
other classes.
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http//apcentral.collegeboard.com/article/0,3045,1
51-165-0-46361,00.html

• We welcome your feedback as you review the
  authorization requirements for your 2007-08
  academic year AP courses. Thank you for your
  support and best wishes for a successful year.
  Sincerely, Trevor Packer Executive
  DirectorAdvanced Placement Program

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Drafts of the audit existfor each of the 33 AP
exam subjects
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Classroom Textbooks

• AP courses are designed to provide students with
  a learning experience equivalent to that of a
  college course. Whenever applicable,
  college-level texts must be used to engage
  students in the curriculum. For those courses
  that require a textbook, an approved,
  non-exhaustive list of appropriate level
  textbooks will be released on AP Central in
  February 2006. If you would like the College
  Board to review the textbook that you currently
  use or plan to used in your AP class, use the
  form below to submit it for approval. The College
  Board will evaluate and assess your submission to
  ensure that you are using college-level texts in
  your AP classroom. If your text is approved it
  will be added to the list. Please note that your
  text will only be approved if it is determined to
  be of college level. The College Board does not
  endorse any particular text. For additional texts
  and resources for your subject, please consult
  the AP Course Description, Teachers Guide, and
  Teachers Resources section on AP Central. You
  may submit up to two textbooks per subject area
  at once. If you teach multiple AP subjects,
  please submit your textbooks for each subject
  separately. The College Board will only review
  textbook submissions. Other classroom resources,
  such as literary works primary sources such as
  newspapers, journals, videos, etc. calculators
  and software will not be reviewed. Completing
  this form is strictly optional.

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AP Report to the Nation

• Three themes
• A wider segment of students than ever before are
  scoring 3 on an AP Exam during high school
• Gap remains in preparation for college many
  more students going off to college than are
  prepared to succeed
• AP classrooms increasingly diverse, but
  participation and performance among traditionally
  underserved students continues to be low in AP
  courses
• The 2005 AP Report to the Nation
• Visit http//apcentral.collegeboard.com
• PDF can be found at /apreport
• Hard copies can be ordered at /freepubs
• AP Report to the Nation 2006 to be released
• February 7, 2006

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Washington Schools SHINE in AP report.Schools
which led the world in helping the widest segment
of their total school population attain college
level mastery of AP

• Spring Street School, Friday Harbor, Psychology
• Newport High School, Bellevue, World History

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Who designs the AP courses and exams?

• AP committee members currently teach at dozens of
  the nations top colleges and universities,
  including
• Dartmouth College UCLA
• Hamilton College University of Texas at Austin
• Michigan State University University of
  Virginia
• Princeton University Yale University
• Spelman College