Innovative Strategies to Improve APStudent Participation and Performance 2010 College Board Forum Baltimore County Public Schools Dr. Joe A. Hairston, Superintendent October 28, 2010
Your AP QuestionsPlease write questions you have relativeto this workshop.Place the questions on the Parking LotCharts on the wall.
Objectives To present system and school-based strategies relative to socio-economic, gender, and ethnic factors to improve Advanced Placement (AP) participation and performance. To provide opportunities for participants to share effective AP strategies.
About Baltimore County Public Schools. . .BCPS wraps around but does notinclude Baltimore City. With almost800,000 residents, Baltimore County isdiverse with residents living in suburban,rural, and urban neighborhoodsreflecting the nation’s blend of culturesand backgrounds.
About Baltimore County Public Schools - An Overview 27th largest school system in the U.S. 103, 832 students 39.3% eligible for free/reduced meals 52.2% minority enrollment 3.5% English Language Learners 173 schools, and programs, and centers
About Baltimore County Public Schools-An Overview More than 7,400 graduates 88% of graduates immediately pursue higher education 88.4 million in scholarships reported by 2010 graduates
Blueprint for Progress Performance Goal 1Improving achievement for all
Blueprint for Progress Performance Indicators All high schools will meet or exceed the national average of 7.0% participation rate on the AP examinations. (1.13) All high schools will have at least 70% of their students who take AP exams achieve passing scores. (1.14)
Challenges to Access and Rigor Changing demographics Cultural differences Gender issues Varied learning styles and preferences
BCPS’ Systemic Approaches Begin with systemwide standards and high expectations (Blueprint for Progress). Align standards with rigorous curriculum. Develop English and math SAT readiness course Sequence.
BCPS’ Systemic Approaches Eliminate low level courses. Establish partnership with College Board (2000) Use College Board standards to update rigorous curriculum.
BCPS’ Systemic Approaches Align disaggregated data to instructional skills (PSAT/SOAS). Use BCPS’ Cognos Data Warehouse Collaborate with curriculum and instruction; research, accountability, and assessment; professional development; and AVID/College Board office staffs.
BCPS’ Systemic Approaches Set a minimum number of AP courses each high school is expected to offer. (BCPS’ standard, 12 AP courses). Identify highly qualified AP teachers. Empower AP school coordinators’ leadership at school sites.
BCPS’ Systemic Approaches Coordinate annual 5-day College Board AP Summer Institute-Goucher College. Schedule parallel AP courses with gifted and talented (GT) courses.
BCPS’ Systemic Approaches Establish AP review course six weeks before AP exam. Plan AP Summer Bridge Programs. Use AP Potential Roster-early identification.
BCPS’ Systemic Approaches Provide customized support to targeted schools. Facilitate continuous systemic professional development.(2010-2011 BCPS and College Board Professional Development Calendar)
AP Results Multi - year continuous improved AP participation and performance (See Chart.) 2009-2010 8.1% participation increase with a total of 9,750 students 4.9 % performance increase with a total of 6, 475 students having AP scores of 3-5.
AP Results Average of 17 AP courses at each high school One-third of all high schools offer 20 or more AP courses
AP Mathematics Strategies Overlea High School BCPS’ mathematics curriculum Classroom instructional support
AP Mathematics Strategies Overlea High School Progress from standard to AP courses Coordinate Saturday AP instructional support Facilitate AP teacher network groups
AP Mathematics Strategies Overlea High School Student Cohort Technology Infusion-Wikis Ed-Line
Changing the Culture-One School’s Story Chesapeake High School Shift to student driven course offerings. Eliminate class size as AP enrollment factor. Change from school counselor as AP coordinator to content specific teacher. Adjust limits on AP exam participation to inviting all students who are academically ready to participate.
Changing the Culture-One School’s Story Chesapeake High School Set high expectations for teachers. Involve department chairpersons and leadership team members in the planning and delivery of the professional development process.
Changing the Culture-One School’s Story Chesapeake High SchoolParticipation 2006-20 2007-200 2008-200 2009-201 2010-201 07 8 9 0 1 Total Students enrolled 20 84 151 184 232 in AP Courses Total possible AP 44 123 240 292 415 Exams Taken
Changing the Culture-One School’s Story Chesapeake High School Achievement School Year 2006-2007 2007-2008 2008-2009 2009-2010 Grades of 3, 4 or 5 10 8 25 42
Changing the Culture-One School’s Story Chesapeake High SchoolCourse Offerings 2006-2 2007-2 2008-2 2009-2 2010-2 007 008 009 010 011Total APCourses 6 9 13 16 19Offered
Changing the Culture-One School’s Story Chesapeake High School At Chesapeake High School, all really means ALL: • ALL students • ALL faculty Change is a total school effort.
Pause-Initiating Your AP PlanIn the table group, share some APstrategies you learned and/or effectivestrategies your school or school systemuses. (10 minutes)
Pause-Initiating Your AP Plan Review sample school and teacher AP Improvement Plans. Agree upon 2 unique and effective AP strategies you shared in your table group. Write the strategies on the AP Improvement Template. One person reports for the table group.
Increasing AP Access Strategies Dulaney High SchoolSchool Goal: Access for all in rigorous courses All students taking one AP by Grade 12 Data shows 30.3% of total school population took one or more AP exams. Only 10.3% African American students took one or more AP exams.
Increasing AP Access Strategies Dulaney High School Target Populations AfricanAmericans Grade 9 Students
Strategies for Creating a Rigorous Learning Environment for All Organize a One Academic Environment for Grade 9 & 10 English and social studies classes. Register students for standard or honors and assign to the same class. Offer AP courses to Grade 9 and 10 students: AP Biology, AP World History, and AP Psychology.
One Academic Environment Dulaney High School Promote diversity within each class. Encourage teachers to learn and use differentiated instruction.
One Academic Environment Dulaney High SchoolImplementation Locate Grade 9 and 10 content specific classes in a designated hall. Provide a common lunch time for planning. Conference with parents to determine students’ academic levels.
Providing Student Support Write-Accel/Excel Grants. Hire college student tutors. Recruit retired teachers as volunteers. Organize parent committees to support academics.
Preparing Grade 8 Students for AP Biology How do students become eligible? Maryland State Assessments Scores and teachers’ recommendations Interviews with middle school students
Preparing Grade 8 Students for AP Biology How are students and families prepared? Schedule a parent informational meeting during Grade 8 students’ second semester Notify students and parents of acceptance. Begin one week Bridge Course during the summer.
Student Success with AP Biology in Grade 9 AP pass rates over 4 years. . . . . Fifty-four students scored 5’s Seven students scored 4’s
Improving AP Success for AfricanAmerican Males-Woodlawn High School Initiate in 2009-2010, Advancement via Individual Determination (AVID) African American Male Initiative, Grade 9 class.
Improving AP Success for African American MalesImplement AVID curriculum. Writing skills Time management skills Organizational skills Study skills Speaking skills
Improving AP Success for African American MalesInfuse “culturally relevantteaching” components in the lesson Establishinginclusion Developing a positive attitude Enhancing meaning Engendering competence Ginsberg, M., Wlodkowski, R.J. (2000). A motivational framework for culturally responsive teaching: Creating highly motivational classrooms for all students (Chapter 4) . John Wiley & Sons, Inc.
Improving AP Success for African American MalesSupport Systems African American male AVID teacher: academic coach and mentor College tutors College visits Parent meetings Business and community speakers and role models
Improving AP Success for African American Males - Data Results
Improving AP Success forAfrican American Males-Data Results GPA 2.3 Attendance 97.6% AAMI Grade 10 Enrollment 23
References and Resources www.collegeboard.com http://professionals.collegeboard.com/k-12/as (Building your AP program) http://professionals.collegeboard.com/k-12/as Ensuring equity access to AP at your school)
References and Resources http://professionals.collegeboard.com/k-12/as (How to get students excited about AP courses and exams) AP Release Exams
AP Presenters Please contact us! Janine Holmes, email@example.com, Chesapeake High School Nancy Brajevich, firstname.lastname@example.org, Overlea High School Kelly Smith, email@example.com, Dulaney High School Scott Audlin, firstname.lastname@example.org, Dulaney High School James Martin, email@example.com, Woodlawn High School Timothy Hayden, firstname.lastname@example.org, Office of School Counseling Dr. Jessie Douglas, email@example.com, AVID/College Board office