Leadership in Increasing and Supporting AP Participation ... · participation and performance of underrepresented student groups in the Advanced Placement (AP) Program. Through easy

National Office for School Counselor Advocacy (NOSCA)

Leadership in Increasing and

Supporting AP Participation and

Success for Underserved Populations

Developed by the National Office for School Counselor Advocacy


Session Description

In this session school counselors will gain the skills

and knowledge necessary for promoting equitable

participation and performance of underrepresented

student groups in the Advanced Placement (AP)

Program.

Through easy to use tools, school counselors will

learn to examine participants’ capacity to examine

AP data, and apply problem-solving strategies to

generate best practice interventions.


I. Learn how to examine and debunk AP beliefs that

thwart underserved populations aspirations for

participation in AP.

II. Learn how to apply problem solving skills to

generate best practice interventions to close

achievement gaps and inequities in AP

participation and performance.

Learning Outcomes


Using the

Transformative Process

to Implement

NOSCA’s Eight

Components

of College and Career

Readiness Counseling


NOSCA’s Eight Components of College and Career Counseling

“Systemic K-12 Approach”


Component #2:

Academic Planning for

College and Career Readiness

Goal: Advance students’ planning, preparation,

participation and performance in a rigorous academic

program that connects to their college and career

aspirations and goals.


If Students Do Not Get Adequate Preparation

Source: Beyond the Rhetoric Improve College Readiness Through Coherent

State Policy Southern on Regional Education Board


College Board’s Equity Statement

“College Board is committed to the principle that all students

deserve an opportunity to participate in rigorous and

academically challenging courses and programs. All students

who are willing to accept the challenge of a rigorous academic

curriculum should be considered for admission to AP courses.

The College 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.”

Source: Copyright © 2002 by College Entrance Examination Board. All rights reserved. College Board,

Advanced Placement Program, AP, and the acorn logo are registered trademarks of the

College Entrance Examination Board.


What is the Advanced Placement Program?

1. AP® enables students to pursue college-level studies while still in

high school.

2. More than 30 college-level courses, each culminating in a rigorous

exam.

3. AP® provides willing and academically prepared students with the

opportunity to earn college credit and/or take advanced placement

courses.

4. More than 90 percent of four-year colleges and universities in the

United States grant students credit, placement or both on the basis of

successful AP Exam scores.

5. 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.


K-8th

Grade

9-12th Grade

College Admission

College Completion

Strengthening the Academic Pipeline

for Participation and Performance for

Underserved Populations


Example of Academic Projection in Mathematics


Source: College Board AP Report to the Nation, 2010

The Results of Building an AP Pipeline



A National Look at the AP Pipeline


What Steps Did These States Take to Expand AP

Participation and Performance?



What Does Increase in Participation and Performance

Look Like for Different Subgroups?



AP students who scored a 1 on AP Exams outperformed students who had taken neither AP nor dual enrollment.

AP students who scored a 2 or higher on AP Exams outperformed all students.

Source: Hargrove, Godin and Dodd, 2007

College Grade Point Averages

Can the AP Experience Benefit Students?


Learning Outcome #1

Learn how to examine and

debunk AP beliefs that thwart

underserved populations

aspirations for

participation in AP.


Debunking AP Beliefs

1. There are not enough AP

teachers/sections.

2. You are asking me to water

down my curriculum.

3. I am not the leader in my

building.

4. These students can’t/won’t do

the work.

5. AP is for students going to

college, not the rest.

6. Parents of these students don’t

care about rigor.

Activity A

Have you heard these AP beliefs at your school?

How would you change these beliefs?

What is your role and responsibility as the school counselor to

promote AP aspirations, especial in underserved populations?


Learning Outcome #2

Learn how to apply problem

solving skills to generate best

practice interventions to close

achievement gaps and inequities

in AP participation and

performance.


AP Scenarios to Generate Best Practices

Activity B


■ Information about AP courses and exams:

www.apcentral.collegeboard.com/coursehomepages

■ Curricular and resource requirements for AP courses:

www.collegeboard.com/apcourseaudit

■ College and university AP credit and placement policies:

www.collegeboard.com/ap/creditpolicy

■ Administering AP Exams:

www.collegeboard.com/ap/testing

■ Universities outside the United States that recognize AP:

www.collegeboard.com/apintl

Visit the College Board’s

website for more information:

http://www.apcentral.collegeboard.com/coursehomepages

http://www.collegeboard.com/apcourseaudit

http://www.collegeboard.com/ap/creditpolicy

http://www.collegeboard.com/ap/testing

http://www.collegeboard.com/apintl


Workshop Presentation and Handouts developed by

Jennifer Reed, Director Counselor Advocacy

202-741-4715

[email protected]

National Office for School Counselor Advocacy

(NOSCA)

mailto:[email protected]

Documents

Leadership in Increasing and Supporting AP Participation ... · participation and performance of underrepresented student groups in the Advanced Placement (AP) Program. Through easy