CCISD AP Diagnostic Report

Corpus Christi Independent School DistrictAP Diagnostic Final Report

The College Board

The College Board has developed the AP Diagnostic (APD),

which provides districts and schools with strategies that they

can implement to increase AP participation and performance.

This report is designed to assist districts and schools as they

evaluate their AP programs.

The College Board 4339 Gaines Ranch Loop

Suite 200 Austin, Texas 78735

(512) 7211800

Debbie Shepard, Executive Director

Jill Schott-Moorhead, Director

Ismael Rodriguez, Jr., Assoc. Director

February 5, 2015 131

February 5, 2015

AP Diagnostic Executive Summary

The items listed below are specific items from the final report, which should minimally be completed to

begin the process of enhancing Corpus Christi Independent School Districts current AP Program:

Action Item Expected Outcome Academic and Learning Environment Develop and implement a district and campus wide vision statement and strategic plan for AP that includes goals, metrics and clear accountability in both performance and participation.

The district and schools will have a published AP vision statement and goals with metrics for student AP participation and performance over a multiyear cycle with a built in accountability for all stakeholders.

AP Foundation Design and implement a system for Pre-AP and AP vertical and horizontal teaming; provide opportunities for collaboration with clear team performance goals.

Establish a strongly articulated system that includes Pre and AP teachers, administrators, instructional specialist, and counselors to discuss and implement rigorous content, sills, and habits of mind across the curriculum to support student achievement.

Data That Informs Develop a system for effective use and training of the AP Online Scores, AP Instructional Planning Reports, and AP Potential at the district and campus levels.

Use of College Board data will assist administrators make informed decisions about professional development, expand content areas, and provide teachers data that will inform their instruction for student success and support needed for students.

Instructional Support for Teachers Design a multiyear, targeted plan for supporting administrators, Pre-AP, and AP teachers that includes teacher mentoring, effective use of data, identifying rigor in the classroom, and collaboration.

Professional development for administrators will support classroom observations and use of data to support teachers. Administrators will have knowledge to set clear expectations and support for teachers. Training for teachers with follow-up will help to support implementation of new strategies in the classroom.

Support for Students and Families Generous district support has removed financial barriers for low income student participation, but cost is still a major obstacle for middle income students and a reason for students not taking the exam.

Removing financial barriers for middle income students will support an increase in exam participation and allow them to earn potential AP credit which they have worked hard for during the course.

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Corpus Christi Independent School

District AP Diagnostic Report Delivery

Date: February 5, 2015 Time: 3:00 pm

Agenda

1. Welcome and Introductions

2. Review Purpose of the AP DiagnosticThe College Board has developed the AP Diagnostic, which provides district and schools with

strategies that they can implement to increase AP participation and performance. This report

is designed to assist districts and schools as they evaluate their AP programs.

3. Site visits

a. Mary Carroll High School

b. Foy H. Moody High School

c. W.B Ray High School

4. AP Diagnostic Report

5. Corpus Christi ISD Data Review

6. College Board Support

7. Next Steps

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Corpus Christi Independent School District AP Diagnostic Final Report

Introduction

AP enables students to pursue college-level studies while still in high school. Through more than 30 college-level courses, each culminating in a rigorous exam, AP provides willing and academically prepared students with the opportunity to earn college credit and/or advanced placement. Taking AP courses also demonstrates to college admission officers that students have sought out the most rigorous curriculum available to them.

Performing well on an AP Exam means more than just the successful completion of a course; it is the gateway to success in college. Research consistently shows that students who score a 3 or higher typically experience greater academic success in college and have higher graduation rates than their non-AP student peers.

Recognizing AP as the gold standard for rigorous academic curriculum, the College Board has developed the

AP Diagnostic (APD), which provides districts and schools with strategies that they can implement to

increase AP participation and performance. This report is designed to assist districts and schools as they

evaluate their AP programs.

Successful AP programs in schools and districts share the following essential components:

They have learning environments that are academic

They have and use data that informs and instructs

They offer support for teachers, students and families

They provide continuous AP professional development for all stakeholders

Using these fundamental factors, a team of College Board staff conducted a district initiated APD, a review of

Corpus Christi Independent School Districts AP program. This APD review included district and school staff

interviews, AP classroom observations, and AP documents review. The outcomes included a rating sharing

feedback session and report. These activities classified whether the school districts AP program was

defined as Basic, Intermediate, Emerging Advanced, or Advanced in each of the essential components of a

successful AP program: Academic & Learning Environment, AP Foundation, Data That Informs, Instructional

Support for Teachers, and Support for Students and Families. A Basic program demonstrates strength in

selected components of a successful AP program. An Intermediate program shows strength in some of the

core components of a successful AP program. An Advanced program exemplifies strength in all core

components of a successful AP program.

Key Findings

test

Corpus Christi ISDs AP program is defined as Intermediate.

Corpus Christi ISD has demonstrated open access to AP Courses for students.

Both the district and campus leadership express a belief in the benefits of AP; however, a clearly stated AP

vision or measureable goals could not be identified.

A lack of vertical teams and inconsistent connections/expectations between pre-AP and AP exist.

Administrators lack the familiarity with AP that is needed to establish clear expectations and support AP

teachers.

Generous district support has removed financial barriers for low-income student participation.

Basic Intermediate Emerging Advanced

Advanced

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Components Findings Recommendations

Academic & Learning Environment

District and campus leadership support the AP program but lack aformal vision for AP.

There are no communicated district objectives to expand ormeasure AP enrollment, exam participation, or performance.

Campuses take every step to ensure that students can participatein multiple AP courses.

All campuses offer at least 10 or more AP courses to supportstudent needs.

The district works on having an open access culture for studentswho desire to take AP courses.

Administrators value equity and access.

Publish district and campus AP visionstatements supported by measurable goals.

Develop and disseminate a district andcampus strategic plan for AP growth inparticipation and performance that is alignedto the *College Boards Equity and AccessPolicy. (Located on page 13 of this report)

Administrators need access to training onestablishing AP goals and using College Boardtools in helping meet their goals.

AP Foundation There is indication that classes leading into AP courses areinconsistent in preparing students for the rigor of AP.

87% of AP teachers surveyed report that vertical and horizontalteams do not exist or exist with no formal training. Observationsalso indicate that any form of vertical or horizontal teams haveno specifications or follow-up.

Recent district horizontal team meetings provided an effectiveopportunity for collaboration.

Recent district coordinator collaboration with the campuses wasseen as beneficial. The district Advanced Academics departmentand campuses should continue to coordinate in this way.

A lack in scope and sequence for grades 6-12 was identified as anarea needed for support.

Administrators & Administrators for Academics & Accountability(AAA) need support in identifying the rigor and expectations for AP or Pre-AP to provide support to teachers.

Teachers reported a need for more support as they hold studentsto higher expectations. Some feel pressure to water downmaterial to improve the success rate for the course.

Include Pre-AP strategies and content indistrict curriculum planning.

Design and implement a system for Pre-APand AP vertical/horizontal teaming; provideopportunities within high schools and withfeeder middle schools for collaboration withclear team performance goals.

Administration should set expectations forvertical/horizontal teams outcome. Set afollow-up to review findings orrecommendations.

Develop a Pre-AP and AP scope and sequencefrom grades 6-12; AAAs and contentspecialist should provide support as deemednecessary.

Administrators should seek training that willgive them a stronger sense of expectationsfor AP and how to support their program andteachers.

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Data that Inform The district administers ReadiStep to 8th graders andPSAT/NMSQT to 10th and 11th graders. The data provided willcontinue to generate valuable information.

The AP Instructional Planning Report (APIPR) is not used to its fullpotential and both teachers and administrators at the campuslack familiarity on the use of the report. 53% of teacherssurveyed reported they are either unaware of APIPR oruniformed about how to use it.

AP Potential does not appear to be used strategically to increaseAP participation or inform AP course offerings. 77% of teacherssurveyed report that AP Potential is either not used or used withno strategy or focus.

While administrators expressed a desire to increase the numberof AP students, the percent of students taking exams and thenumber scoring a 3+, campuses and the district lacked specificmeasurable goals for identifying success in participation andperformance.

Continuing to offer assessments will bevaluable for inclusive data of all students thatwill assist in making informed decisions aboutAP.

Expand awareness at both the district andcampuses of AP results and usage of APOnline Score Reports, including APIPR, toinform overall AP strategies.

Provide training to counselors, teachers, andadministrators on the use of AP Potential andthe AP Right to Rigor Report to supportparticipation and course offerings.

Order the AP Exam Free-Response Bookletsto identify areas of excellence and need.

Consider having administrators analyze APscores with AP course grades to evaluatecourse alignment to AP expectations. Provideteacher support that will address anyimprovements needed.

Instructional Support for Teachers

Professional development is made available to teachers but is notrequired, leading to inconsistent training across the district.

50% of teachers surveyed indicate they attend an AP trainingevery 2-3 years. However, there is no policy that indicates whenteachers should attend to remain relevant.

83% of teachers surveyed reported that a mentor program doesnot exist on their campus.

Administrators for Academics & Accountability indicate that professional development would be beneficial to support teachers.

A disconnect between the district and campus view of AP lookfors and what actually occurs at the campus.

63% of teachers surveyed reported they have the resourcesrequired to teach AP, but some teachers report outdated orinsufficient number of books.

Create a policy for teachers attending APSummer Institute or other professionaldevelopment to support AP. Monitor teacherattendance.

Establish a mentor program that will supportnew teachers and create a pipeline tosupport future AP teachers.

The Administrator for Academics & Accountability should attend professional development that will support their knowledge of AP and look fors.

Evaluate resource needs of teachers (textbooks and equipment).

Provide administrators the ability to createan observation form to provide teachers

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Campuses do not have a formalized plan to build a pipeline ofPre-AP and AP teachers.

Administrators lack a formalized process for viewing AP classesand providing feedback from observation forms.

feedback in Pre-AP and AP courses. This should be created jointly with the campus and district office.

Support for Students & Families

Campuses offer an AP parent night to inform students and theirparents about the AP program.

While the district provides a weighted GPA for the AP course, noother type of incentive was identified to support or drivestudents to AP.

A district or campus plan for tutoring was not identified. Teacherssurveyed indicate that tutoring is offered; however tutoringschedules were not visible.

It was noted that funding is a barrier for middle income studentsand a reason why students may choose not to take the AP examat the end of the year.

Resources available to students and parents about AP were notvisible in various key areas.

A limited amount of AP exam reviews/mock exams days areavailable.

Continue to offer the AP parent night andincorporate the use of free tools from theCollege Board to expand the interest for AP.

Create opportunities to celebrate APparticipation and performance such asawards ceremonies, graduation cords, displayrecognition board, and other forms ofengagement.

Create a comprehensive schedule that isavailable in the counseling office, campuswebsite, and in hallways. Teachers shouldpost individual tutoring outside/inside theirclassroom.

Consider expanding funding to middleincome students to assist in the cost of theAP exam.

Make use of free AP flyers, AP brochure forstudents and parents (English and Spanish),and resources for preparing students for AP.Place materials in public areas for studentsand their families.

Continue to offer and consider expanding themock exams and review sessions.

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AP Equity & Excellence Index The AP Program encourages educators to make equitable access a guiding principle for their AP courses by giving all willing

and academically prepared students the opportunity to succeed in rigorous, college level experiences and the advantages they bring. In the long term, an

increase in the number of students participating in AP is typically accompanied by an increase in the number of successful AP students. It is therefore only

through a commitment to equitable access to AP that excellence can be achieved.

Table 1: Shows the percentage of graduating seniors who scored

a 3 or higher on at least one AP Exam.

*Note that Campus and district data is for 2014 while the state and U.S. is for 2013

5.5% 6.0%

10.0%

7.1%

18.5%

20.1%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

Mary Carroll Moody HighSchool

Ray High School Corpus Christi ISD Texas 2013 U.S. 2013

Equity & Excellence Index

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Role Spring Summer Fall Spring

Administrator Establish clear district Advanced Placement level roles, expectations, accountability practices to ensure consistent teacher and student support.

Ensure district staff, campus administration and AP teachers receive access, training, and design protocol for College Board tools and reports, including AP Potential, AP Online Score Reports, Instructional Planning Reports (IPRs).

Advise teachers to create plans to provide varied types of support for students as they prepare for the AP exam.

Carry-out mid-year evaluations with AP teachers to establish course fidelity, differentiation, student progress, and exam readiness.

Implement a plan to recruit qualified students for AP courses by using AP Potential.

Attend College Board Regional Forum February 25-27, 2015 in Dallas, TX.

Engage teachers and administrators to create a district written strategic plan with a roadmap to attain their AP goals.

Help administrators gain a better understanding of how to identify rigor in AP by providing PD Workshop for Administrators.

Recommend administrators formulate AP Walkthroughs with specific look fors.

Identify teachers/staff to lead vertical teams and develop grade appropriate rigor.

Meet with College Board Educational Manager to walk through the Instructional Planning Report and coordinate next steps.

Evaluate the relationship between AP exam scores and course grades.

Support staff in the creation of summer support tools for students.

Attend AP Annual Conference July 22-26, 2015 in Austin, TX

Attend AP Summer Institute for Administrators in Florida.

Provide training for campus administrators and AP teachers in the use of the IPRs to support and improve current campus evaluations.

Continue PSAT/NMSQT testing at

both sophomore and junior level to

increase the pool of students in the

AP Potential tool.

Identify best practices to utilize in

cross-district mentoring specific to

AP and Pre-AP teachers, holding all

participants accountable.

Establish district AP leadership

teams (subject-specific teachers,

administrators, counselors, and

possibly student representatives) to

strengthen support in the

classroom.

Encourage teachers to apply as an

AP reader and consultant.

Engage with vertical/horizontal

teams.

Approve updated syllabi as needed.

Attend College Board National Forum November 4-6, 2015 in Washington, DC.

Implement teacher plans that provide support in the last quarter for AP students as they prepare for the exam.

Carry-out mid-year evaluations with AP teachers to establish course fidelity, differentiation, student progress, and exam readiness.

AP Course Audit administrator begins to finalize electronic Course Audit forms submitted for new courses or those transferred to their schools by new teachers.

Engage with vertical/horizontal teams.

Attend College Board Regional Forum.

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Counselor Highlight AP by placing or restocking informational pieces and marketing in visible areas, which include guidance office, College and Career Center, and public spaces. Utilize the AP student website for resources.

Create a strategic plan for the

counseling program that helps to

support engagement, growth, and

value in AP.

Counselors should utilize AP

Potential (APP) when working

with students on registration to

help grow courses and identify

potential candidates for AP.

Establish middle school and high

school collaboration to introduce

incoming students to Pre-AP and

AP.

Establish means of publicly

recognizing student performance.

Join the College Boards Counselor

Community for professional

development and networking

opportunities.

Provide teachers with an informational presentation and engage them in conversation about AP.

Attend College Board Regional Forum in Dallas, TX.

Re-evaluate AP participation contract that lists steps to support students and provides them guidance for reaching out.

Look over schedules for any potential students who did not sign-up for or indicate potential for AP.

Work to create and begin parent newsletters to assist parents in staying informed about activities, recognitions, and supports for pre-AP and AP.

Encourage counselors to attend

professional development as the

Fall Counselor Workshop, APP,

and Summary of Answers and

Skills (SOAS).

Highlight AP by placing or

restocking informational pieces

and marketing in visible areas,

which include guidance office,

College and Career Centers, and

public spaces.

Work with teachers and

administration to create a

tutoring, mock test, and prep

session flyer to support all

students.

Participate in Vertical Teams to

help provide feedback from a

student perspective.

Continue to encourage inclusive

PSAT/NMSQT testing at the

sophomore level to increase the

pool of students in the AP

Potential tool.

Continue to provide AP Parent night

and work with campus staff to

increase attendance.

Review strategic plan for the

counseling program that helps to

support engagement, support,

growth, and value in AP.

Counselors should utilize APP

when working with students on

registration to help grow courses

and identify potential candidates

for AP.

Continue middle school and high

school collaboration to introduce

upcoming students to Pre-AP and

AP.

Evaluate and reinforce

recognition for student

performance in AP.

Provide an informational presentation and outreach with teachers that engages conversation about AP.

Attend College Board Regional Forum.

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AP Coordinator (Administrator for Academics & Accountability)

Join AP Coordinator online

community.

Create student incentives for AP.

Provide teacher training on how to use the APIPR effectively.

Introduce AP Potential and provide access to teachers.

Provide training on SOAS results, particularly as they relate to campus goals.

Set goals and action plans for student support.

Set expectation and provide communications on the benefits of taking the AP exam.

Meet with College Board Educational Manager to walk through the Instructional Planning Report and coordinate next steps.

Conduct a follow up APIPR training with teachers to ensure use of data.

Work with counselors to evaluate AP participation contract that lists steps to support students and provides them guidance for reaching out.

Work with teachers and counselors

to create AP Flyers to advertise

student support opportunities.

Engage teachers and administrators to create a district written strategic plan, with a roadmap to attain their AP goals.

Help administrators gain a better understanding of how to identify rigor in AP by attending a PD Workshop for Administrators.

Recommend administrators formulate AP Walkthroughs with specific look fors.

Identify teachers/staff to lead vertical teams and develop grade appropriate content rigor.


Attend AP Summer Institute for Administrators in Florida.

Monitor the AP Audit to

encourage teachers to revisit and

revise AP syllabi.

Attend a free AP Coordinator

Workshop.

Facilitate subject area meetings at a District level to explore new ideas and information.

Engage with vertical/horizontal

teams.

Support implementation of student

safety nets and parent information.

Attend College Board National Forum November 4-6, 2015 in Washington, DC.

Provide teacher training aligned

with APIPR results and campus

goals.

Monitor needs of teachers and

campus in preparation for 2016

exam administration.

Evaluate AP goals and

accountability plans.

Provide AP Potential access for

teachers.

Provide training on SOAS results, particularly as they relate to campus goals.

Monitor the AP Audit and

encourage teachers to revisit and

revise AP syllabi.

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Teacher Create performance expectations related to AP growth and college

readiness activities to professional

goals for upcoming school year.

Actively Recruit Pre-AP and AP

students for next academic year.

Engage students to take AP exams

and provide the value for earning

AP credit.

Work with administration for

financial support to encourage

more students to take the AP

Exam.

Access AP Potential to identify

highly qualified students.

Join AP teacher community in subject area.

Attend APIPR workshop.

Utilize APIPR to evaluate

instructional strategies and to

adjust instruction and course

content so that all are aligned to

meet campus and individual goals.

Complete self-evaluation of

accountability plan based on

student performance on AP

exams.

Work with department team to plan how to make AP and Pre-AP support (after school/Saturdays) available on a regular basis during the school year.

Attend an APSI or other AP professional development as needed or based on district policy.

Evaluate the relationship between AP exam scores and course grades.


Apply to become an AP Reader or AP consultant.

Submit updated audit syllabi as

needed.

Participate in vertical/horizontal

teaming efforts.

Identify personal role in District

and campus AP goals and

accountability.

In July, review the AP instructional

Planning Report and identify areas

of success and opportunities for

growth.

Use identified areas as you

determine professional

development opportunities.

Create student study groups and

differentiated opportunities for

learning.

Display AP flyers prominently in the classroom to advertise support opportunities.

Use the information and resources on the Share AP website to help students understand the value of the AP course exam.

Evaluate personal goals in District

and campus AP goals and

accountability.

Create goals after reviewing AP

scores and AP Instructional

Planning Reports.

Attend a professional

development workshop based on

goals.

Analyze PSAT/NMSQT data using

SOAS and connect those strengths

and weaknesses to the

expectations in AP and Pre-AP

classes.

Access AP Potential to identify

and recruit Pre-AP and AP

students for the next academic

year.

Access AP Central for teacher

resources.

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APPENDIX

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College Board's Equity and Access Policy Statement

The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage educators to:

Eliminate barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionallyunderserved.

Make every effort to ensure their AP classes reflect the diversity of their student population.

Provide all students with access to academically challenging coursework before they enroll in AP classes

Only through a commitment to equitable preparation and access can true equity and excellence be achieved.

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OVERVIEW: Percent of Test-Takers Self-Reported as Minority Students

District Integrated Summary 2013-2014

Corpus Christi ISD

79%

57%

72%

81% 80%

67%

0%

20%

40%

60%

80%

100%

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SAT Graduating Seniors SAT Subject Tests Graduating SeniorsAP All Students PSAT/NMSQT SophomoresPSAT/NMSQT Juniors ReadiStep - 8th and 9th Grades

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OVERVIEW: Fee Waivers/Fee Reduction for SAT, AP and PSAT/NMSQT

Corpus Christi ISD

Note: SAT and AP fee reduction allocation numbers are not available. The number of PSAT/NMSQT fee waivers reported reflects those students whose test fees were covered by a fee waiver or an agreement with the state or district designed to support students underrepresented in college-going populations. As part of such an agreement, the state or districts paid the test fees for juniors at a reduced cost.

0

500

1000

1500

2000

2500

SAT PSAT/NMSQT APNumber Allocated 2,095

Number of StudentsUsing Fee Waivers 550 2,095 450

Fee Waiver/Fee Reduction Usage

52%

100%

42%

0%

20%

40%

60%

80%

100%

SAT PSAT/NMSQT AP

Percentof Test-TakersThat UsedFee Waivers

N/AN/A

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# of Test-Takers

% of Total# of Exams

Taken# of Grades

3-5# of Test-

Takers% of Total

# of Exams Taken

# of Grades 3-5

# of Test-Takers

% of Total# of Exams

Taken# of Grades

3-5

Total 1,068 100.0% 1,570 522 225,627 100.0% 410,788 195,009 2,032,637 100.0% 3,595,705 2,053,009Change from last year +8.8% +1.8% -0.6% +9.2% +9.1% +11.6% +5.8% +6.2% +6.6%

Female 597 55.9% 913 300 124,947 55.4% 221,450 100,031 1,144,973 56.3% 1,976,955 1,072,346Change from last year +8.7% +7.5% +4.5% +8.8% +9.0% +11.9% +6.2% +6.9% +7.8%

Male 471 44.1% 657 222 100,680 44.6% 189,338 94,978 887,664 43.7% 1,618,750 980,663Change from last year +8.8% -5.2% -6.7% +9.7% +9.3% +11.3% +5.4% +5.5% +5.3%

American Indian 9 0.8% 17 6 1,258 0.6% 2,233 1,019 11,826 0.6% 19,344 8,578Change from last year -18.2% +6.3% 0.0% +5.7% +6.4% +15.7% +7.6% +9.2% +9.3%

Asian 107 10.0% 165 93 24,425 10.8% 56,492 38,007 253,243 12.5% 541,718 368,074Change from last year +28.9% +4.4% +4.5% +9.4% +9.6% +12.8% +5.7% +6.2% +7.1%

Black 33 3.1% 48 17 18,436 8.2% 30,440 8,029 172,583 8.5% 269,968 77,890Change from last year -17.5% -14.3% -10.5% +11.9% +12.6% +17.8% +8.2% +8.8% +12.0%

Hispanic Overall 603 56.5% 862 187 92,772 41.1% 157,048 52,845 380,399 18.7% 641,947 268,572Change from last year +9.8% +6.0% -1.1% +9.6% +10.5% +16.4% +9.1% +10.0% +12.5%

Mexican American 187 17.5% 284 92 49,144 21.8% 83,865 30,631 185,079 9.1% 312,523 127,016Change from last year +12.7% +17.8% +17.9% +6.9% +7.7% +13.7% +8.2% +9.1% +12.4%

Puerto Rican 3 0.3% 6 - 1,192 0.5% 2,069 1,011 21,691 1.1% 35,314 15,632Change from last year -50.0% -25.0% - +8.1% +7.4% +20.4% +7.7% +9.0% +11.0%

Other Hispanic 413 38.7% 572 94 42,436 18.8% 71,114 21,203 173,629 8.5% 294,110 125,924Change from last year +9.5% +1.4% -13.8% +12.8% +14.2% +20.3% +10.1% +11.2% +12.7%

White 281 26.3% 438 206 81,328 36.0% 152,023 89,220 1,113,785 54.8% 1,954,232 1,239,701Change from last year +1.1% -7.2% -4.2% +7.8% +6.7% +7.9% +4.5% +4.7% +4.8%

Other 20 1.9% 25 10 4,810 2.1% 9,080 4,711 67,235 3.3% 122,657 69,957Change from last year +42.9% +38.9% +66.7% +6.9% +7.8% +11.2% +3.5% +4.1% +5.2%

No Response 15 1.4% 15 3 2,598 1.2% 3,472 1,178 33,566 1.7% 45,839 20,237Change from last year +114.3% +66.7% +200.0% +24.5% +23.7% +21.7% +9.7% +11.6% +15.2%

Note: Scores are reported when there are five or more exams taken by five or more test-takers.


Corpus Christi ISD

Total Group - Public SchoolsTexas- Public Schools

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AP: Participation and Performance Overview

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# of Exams % of TotalScore of

1Score of

2Score of

3Score of

4Score of

5# of Exams % of Total

Score of 1

Score of 2

Score of 3

Score of 4

Score of 5

Total # of Exams 1,542 100% 615 402 276 170 79 1,570 100% 682 366 276 161 85

Art History 5 0% 2 2 0 1 0 4 0% % of Total 40% 40% 0% 20% 0%

Art: Studio 2D-Design 12 1% 0 3 4 4 1 8 1% 0 2 5 1 0 % of Total 0% 25% 33% 33% 8% 0% 25% 63% 13% 0%

Art: Studio 3D-Design 0 0 0 0 0 0 3 0% % of Total

Art: Studio Drawing 0 0 0 0 0 0 4 0% % of Total

Biology 51 3% 4 29 17 1 0 40 3% 6 21 10 3 0 % of Total 8% 57% 33% 2% 0% 15% 53% 25% 8% 0%

Chemistry* 26 2% 14 2 4 5 1 30 2% 14 10 5 0 1 % of Total 54% 8% 15% 19% 4% 47% 33% 17% 0% 3%

Chinese Language and Culture 0 0 0 0 0 0 0 0 0 0 0 0 % of Total

Computer Science A 5 0% 1 1 0 0 3 0 0 0 0 0 0 % of Total 20% 20% 0% 0% 60%

Economics: Macroeconomics 93 6% 42 24 10 11 6 70 4% 28 14 9 11 8 % of Total 45% 26% 11% 12% 6% 40% 20% 13% 16% 11%

Economics: Microeconomics 4 0% 6 0% 3 2 0 1 0 % of Total 50% 33% 0% 17% 0%

English Language & Composition 220 14% 62 97 35 21 5 151 10% 43 53 31 15 9 % of Total 28% 44% 16% 10% 2% 28% 35% 21% 10% 6%

English Literature & Composition 96 6% 10 39 27 19 1 88 6% 16 34 20 15 3 % of Total 10% 41% 28% 20% 1% 18% 39% 23% 17% 3%

Environmental Science 31 2% 6 9 9 6 1 67 4% 32 14 5 10 6 % of Total 19% 29% 29% 19% 3% 48% 21% 7% 15% 9%

French Language 0 0 0 0 0 0 1 0% % of Total

Note: Scores are reported when there are five or more exams.

* A revised exam in this subject with new exam standards was given in 2014. It is not possible to make valid comparisons of the 2014 score distribution with those from prior years.

'12-'13 '13-'14


Corpus Christi ISD

AP: Exam Participation and Performance (Part 1 of 3)

10/17/2014 17

48

# of Exams% of Total

Score of 1

Score of 2

Score of 3

Score of 4

Score of 5


Score of 1

Score of 2

Score of 3

Score of 4

Score of 5

German Language 3 0% 2 0% % of Total

Government & Politics: Comparative 0 0 0 0 0 0 0 0 0 0 0 0 % of Total

Government & Politics: United States 120 8% 52 32 24 7 5 87 6% 31 28 19 4 5 % of Total 43% 27% 20% 6% 4% 36% 32% 22% 5% 6%

History: European 12 1% 4 0 3 5 0 0 0 0 0 0 0 % of Total 33% 0% 25% 42% 0%

History: United States 152 10% 67 43 22 19 1 196 12% 101 62 11 18 4 % of Total 44% 28% 14% 13% 1% 52% 32% 6% 9% 2%

History: World 180 12% 69 59 32 18 2 254 16% 114 54 57 24 5 % of Total 38% 33% 18% 10% 1% 45% 21% 22% 9% 2%

Human Geography 275 18% 167 34 41 21 12 315 20% 191 39 52 29 4 % of Total 61% 12% 15% 8% 4% 61% 12% 17% 9% 1%

Italian 0 0 0 0 0 0 0 0 0 0 0 0 % of Total

Japanese Language and Culture 0 0 0 0 0 0 0 0 0 0 0 0 % of Total

Latin 0 - 0 0 0 0 0 0 0 0 0 0 0 % of Total

Mathematics: Calculus AB 107 7% 36 7 21 16 27 109 7% 39 11 20 18 21 % of Total 34% 7% 20% 15% 25% 36% 10% 18% 17% 19%

Mathematics: Calculus BC 21 1% 5 2 3 1 10 23 1% 2 1 2 4 14 % of Total 24% 10% 14% 5% 48% 9% 4% 9% 17% 61%

Music: Theory 0 0 0 0 0 0 1 0% % of Total

Physics B 26 2% 16 5 4 1 0 12 1% 6 1 4 0 1 % of Total 62% 19% 15% 4% 0% 50% 8% 33% 0% 8%

Physics C: Electricity & Magnetism 0 0 0 0 0 0 2 0% % of Total



'12-'13 '13-'14


Corpus Christi ISD


10/17/2014 18

49


Score of 1

Score of 2

Score of 3

Score of 4

Score of 5


Score of 1

Score of 2

Score of 3

Score of 4

Score of 5

Physics C: Mechanics 0 0 0 0 0 0 10 1% 1 5 2 2 0 % of Total 10% 50% 20% 20% 0%

Psychology 28 2% 17 2 6 3 0 20 1% 12 3 2 2 1 % of Total 61% 7% 21% 11% 0% 60% 15% 10% 10% 5%

Spanish Language* 29 2% 9 5 4 8 3 16 1% 0 1 10 4 1 % of Total 31% 17% 14% 28% 10% 0% 6% 63% 25% 6%

Spanish Literature and Culture 3 0% 2 0% % of Total

Statistics 43 3% 31 3 6 3 0 49 3% 42 5 2 0 0 % of Total 72% 7% 14% 7% 0% 86% 10% 4% 0% 0%



'12-'13 '13-'14


Corpus Christi ISD


10/17/2014 19

50


Corpus Christi ISD

AP: Number of Examinations and Number of Examinations with Grades of 3, 4 or 5

1,615

1,951

1,537 1,542 1,570

534612

560 525 522

0

500

1,000

1,500

2,000

2,500

'09-'10 '10-'11 '11-'12 '12-'13 '13-'14

N

u

m

b

e

r

o

f

A

P

E

x

a

m

i

n

a

t

i

o

n

s

Total Examinations Taken Examinations with Grades of 3, 4 or 5

10/17/2014 20

51

American Indian 8 9 9Asian 76 71 107Black 39 29 33Hispanic 669 514 603White 359 281 281Other 28 24 20No Response 31 89 15Total 1,210 1,017 1,068

547

1,055 982

118340

339

6

2644

549278147

29


Corpus Christi ISD

AP: Participation by Ethnic Groups Taking One or More Exam

Number of Students Taking One or More AP Exam:

64

0%

20%

40%

60%

80%

100%

'09-'10 '10-'11 '11-'12 '12-'13 '13-'14

Percent of Test-Takers

10/17/2014 21

52

American Indian 5 4 4Asian 51 39 64Black 4 7 11Hispanic 144 130 130White 157 153 134Other 13 9 9No Response 6 39 3Total 380 381 355


Corpus Christi ISD

AP: Participation by Ethnic Groups with Grades 3, 4 or 5

Number of Students With Grades 3, 4 or 5 on an AP Exam:1354

148

3431413413061

331

1431118360

0%

20%

40%

60%

80%

100%

'09-'10 '10-'11 '11-'12 '12-'13 '13-'14

Percent of Test-Takers

10/17/2014 22

53

Corpus Christi ISD

Summary by High School: SAT, SAT Subject Tests, AP , PSAT/NMSQT

2014

High SchoolTest

Takers

Critical Reading

MeanMathematics

MeanWriting Mean

Test Takers

Total Tests Taken

Test Takers

Total Exams Taken

Number of Exams with Scores 3, 4

or 5Test

Takers

Critical Reading

MeanMathematics

Mean

Writing Skills Mean

Test Takers

Critical Reading

MeanMathematics

Mean

Writing Skills Mean

Coles High School and Education Center 441513 1 - - - 0 0 0 0 0 17 29.9 29.9 31.6 28 34.3 34.4 32.4Collegiate High School 441529 98 478 478 458 - - 0 0 0 98 42.3 42.2 40.5 94 46.1 45.3 44.6Foy H Moody Science and Health Center High School 441501 182 419 424 408 - - 235 349 46 384 36.3 35.5 35.0 315 37.2 37.2 36.7Harold T Branch Academy Career & Tech Edu 441522 0 - - - 0 0 0 0 0 29 33.3 37.8 32.9 36 39.9 38.7 38.1Mary Carroll High School 441491 208 455 463 440 3 10 118 160 57 504 38.2 37.3 37.5 495 40.3 39.9 40.0Richard King High School 441509 243 494 497 476 14 41 314 528 266 551 39.7 38.0 38.0 509 42.3 41.6 41.4Roy Miller High School 441510 96 373 390 360 - - 66 94 5 279 33.9 34.7 33.3 239 35.3 36.3 34.0W B Ray High School 441530 226 468 476 449 13 31 335 439 148 422 37.9 38.5 37.6 379 40.2 41.1 39.8

AI Code

PSAT/NMSQT Juniors 2013-14SAT Subject Tests 2014 AP 2014 PSAT/NMSQT Sophomores 2013-14SAT 2014

23

54

Summary by School: ReadiStep2014

SchoolTest

Takers

Critical Reading

Mean

Mathe-matics Mean

Writing Skills Mean

Test Takers

Critical Reading

Mean

Mathe-matics Mean

Writing Skills Mean

Test Takers

Critical Reading

Mean

Mathe-matics Mean

Writing Skills Mean

Cullen Place Middle School 135680 0 - - - 154 3.3 3.2 3.2 0 - - -Cunningham Middle School 132025 0 - - - 152 3.2 3.1 3.1 0 - - -Elliott Grant Middle School 132206 0 - - - 351 3.6 3.4 3.5 0 - - -Haas Middle School 132436 0 - - - 169 3.2 3 3.1 0 - - -Harold C Kaffie Middle School 213442 0 - - - 337 3.7 3.5 3.5 0 - - -Martin Special Emphasis School 236348 0 - - - 162 2.9 2.9 2.9 0 - - -Marvin P Baker Middle School 135409 0 - - - 323 3.7 3.6 3.7 0 - - -Robert Driscoll Middle School 135038 0 - - - 225 2.9 2.9 2.9 0 - - -Roy Miller High School 126118 0 - - - 83 3.3 3.1 3.1 0 - - -South Park Middle School 135047 0 - - - 144 2.9 2.7 2.9 0 - - -Student Learning and Guidance Center 126120 0 - - - 11 2.7 2.4 2.5 0 - - -Tom Browne Middle School 132191 0 - - - 156 3 2.9 2.9 0 - - -

Corpus Christi ISD

EODBID

7th Graders 2013-14 8th Graders 2013-14 9th Graders 2013-14

24

55

What is AP Potential? AP Potential is a free, Web-based tool that allows schools to generate rosters of students who are likely to score a 3 or higher on a given AP Exam. Based on research that shows moderate to strong correlations between PSAT/NMSQT scores and AP Exam results, AP Potential is designed to help you increase access to AP and to ensure that no student who has the chance of succeeding in AP is overlooked.

Who can access AP Potential? Counselors, Teachers, High School Principals, District Officials and State Department of Education Officials.

How to Access AP Potential Enter your user name and password under Sign In to View Reports. First-time visitors are asked to create an educational professional account, and enter their AP Potential access code. Access codes are emailed in early December to principals and AP Coordinators at 2014-15 participating AP schools, and also appear on the PSAT/NMSQT Roster of Scores. District AP Potential access codes are emailed to the attention of district officials in early December.

Accessing Prior Years' Results Schools, districts and states can generate rosters of students based on prior years' PSAT/NMSQT or PSSS results. After logging in and entering your access code, you can choose whether to generate reports based on the 2012, 2013, or 2014 PSAT/NMSQT administration.

Guidelines for Proper Use According to College Board research, PSAT/NMSQT scores are useful in identifying students who may be successful on AP Exams. These studies show that PSAT/NMSQT scores are stronger predictors of students' AP Exam scores than the more traditional factors such as high school grades and grades in same-discipline course work.

AP Potential should never be used to discourage a motivated student from registering for an AP course, since the AP Potential results only account for some of the factors that contribute to the students' exam results, and do not take into account the power of an individual student's motivation, parental support, and teacher efficacy.

25

56

AP Potential Score Correlations

The table below shows the number of students that participated in the study, the section(s) of the PSAT/NMSQT that were used to predict performance, and the correlation between PSAT/NMSQT performance and AP performance for each AP Exam. A correlation measures the strength and direction of the relationship between two variables, in this case, PSAT/NMSQT scores and AP exam scores. Correlation values range from -1 to +1 with absolute values of approximately 0.1 considered to represent a small relationship, absolute values of approximately 0.3 considered to represent a moderate relationship, and absolute values of 0.5 or higher considered to represent a strong relationship. A positive correlation, like those seen between PSAT/NMSQT scores and AP exam scores, indicates PSAT/NMSQT scores are useful for identifying students who are likely to do well in AP courses and exams.

AP Exam Sample Size

PSAT/NMSQT Section Used

PSAT/NMSQT Correlation

Art History 27,679 CR + W .563

Biology 205,036 CR + M .647

Calculus AB 341,698 Math .539

Chemistry 139,600 CR + M .611

Computer Science A 21,607 CR + M .594

English Language 445,235 CR + W .762

English Literature 500,972 CR + W .754

Environmental Science 109,290 CR + M .668

European History 80,532 CR + M + W .621

Government & Politics: Comparative

22,037 CR + M + W .598

Government & Politics: United States

271,889 CR + M + W .648

Human Geography 25,017 CR + M + W .644

Macroeconomics 112,839 CR + M .595

Microeconomics 68,095 CR + M .633

Music Theory 19,842 Math .465

Physics B 90,807 CR + M .583

Physics C: Mechanics 48,928 CR + M .566

Physics C: Elec. & Mag. 21,847 Math .465

Psychology 212,402 CR + M + W .618

Statistics 171,871 CR + M .651

U.S. History 419,099 CR + M + W .661

World History 84,942 CR + M + W .664

26

57

2014 PSAT/NMSQT Intended Majors Compared to AP Participation/Performance

Major Categories Number of Students PercentHealth Professions and Related Clinical services 849 21%Engineering 578 14%Undecided 435 11%Visual and Performing Arts 379 9%Security and Protective Services 252 6%Business Management, Marketing, and Related Support Services 222 5%Other 208 5%Biological and Biomedical Sciences 195 5%Psychology 124 3%Computer and Information Sciences and Support Services 106 3%Legal Professions and Studies 79 2%Engineering Technologies/Technicians 79 2%Education 77 2%Architecture and Related Services 71 2%Parks, Recreation, Leisure and Fitness Studies 55 1%Physical Sciences 53 1%Social Sciences 42 1%Communication, Journalism and Related Programs 38 1%Military Technologies and Applied Sciences 38 1%Agriculture, Agriculture Operations, and Related Sciences 36 1%English Language and Literature/Letters 31 1%Natural Resources and Conservation 22 1%Personal and Culinary Services 21 1%Multi/Interdisciplinary studies 19 0%Mathematics and Statistics 18 0%Foreign Languages, Literatures, and Linguistics 17 0%Family and Consumer Sciences/Human Sciences 16 0%History 15 0%Public Administration and Social Services Professions 10 0%Liberal Arts and Sciences, General Studies, and Humanities 8 0%Theology and Religious Vocations 8 0%Philosophy and Religious Studies 6 0%Area, Ethnic, Cultural and Gender Studies 2 0%

16

93

266

82

4918

APExamsScoring3+

Arts

English

SocialStudies

Math

Science

WorldLanguages

20

239

951

182

162

22

APExamsTaken

Arts

English

SocialStudies

Math

Science

WorldLanguages

27

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Texas Public SchoolsAP Participation by District: Class of 2013

Sources:201112 NCES 12thgrade district enrollment, 2013 CollegeBoard AP Cohort Data, and 201112 Proximity School DistrictBoundary Files.

Notes:The most recent enrollment data available were for the 201112school year. A degree of caution should be exercised when reviewingparticipation estimates, as data may not reflect district enrollments forthe 201213 school year. AP cohort data represent public school studentsfrom a given graduating class who took an AP Exam during high school.

Inset F

LasaraRaymondville/

Lyford

La Joya

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Edinburg

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Don

na

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llen

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Raymondville

Brooks

APg. 1 B

Pg. 1

CPg. 1

Inset D

Inset E

DPg. 2

EPg. 2

FPg. 2

GPg. 3

HPg. 3

JPg. 3I

Pg. 3

Percentage of 12thgraders whotook an AP Exam in high school:

30% or greater

Less than 1%

No 12thgrade enrollment data

1%9%

10%19%

20%29%

28

59

Lasara

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Westphalia

MarlinChilto

n

Leveretts Chapel

W

e

s

t

R

u

s

k

O

v

e

r

t

o

n

MountEnterprise

Lanevill

eHenderson

Kilgore

Sealy

Bellville

ShallowaterRoosevelt

New Deal

LubbockIdalou

Lubbock-Cooper

L

o

r

e

n

z

o

Roxton

ParisChisum

Iola Anderson-

ShiroNavasota

Madisonville

Stockdale

Poth

City

View

WichitaFalls

E

l

e

c

t

r

a

Iowa

Park

Holliday

Silverton

Newcastle

Poteet Pleasanton

J

o

u

r

d

a

n

t

o

n

Cha

rlotte

Lytle

WhitneyPenelope

Malone

Itasca

Hillsboro

CovingtonBlum

Aquill

aAbbott

MorganMeridian

TempleSalado

Rog

ers

Holland

Belton

Academy

Troy

Canadian

Kopperl

Aransas

Rosebud-

Lott

SanIsidro

Roma

RioGrande

S

t

r

a

w

nPaloPinto

M

i

n

e

r

a

l

W

e

l

l

s

Millsap

N

a

t

a

l

i

a

Hondo

DevineD'H

anis

Ralls

P

a

n

h

a

n

d

l

e

CarrizoSprings

Higgins

Follett

D

a

r

r

o

u

z

e

t

t

San PerlitaRaymondville

Haskell

Rul

eAspermont

Archer

Jayton-Girard

Paradise

Decatur

Chico

Brid

gepo

rt

Boyd

SpringtownPoolville

W

e

a

t

h

e

r

f

o

r

d

Peaster

Documents

CCISD AP Diagnostic Report