Developed by the National Office for School Counselor Advocacy National Office for School Counselor Advocacy (NOSCA)

Transcription

1 Leadership in Increasing and Supporting AP Participation and Success for Underserved Populations Developed by the National Office for School Counselor Advocacy

2 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.

3 Learning Outcomes 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.

4 Using the Transformative Process to Implement NOSCA s Eight Components of College and Career Readiness Counseling

5 NOSCA s Eight Components of College and Career Counseling Systemic K-12 Approach

6 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.

7 If Students Do Not Get Adequate Preparation Source: Beyond the Rhetoric Improve College Readiness Through Coherent State Policy Southern on Regional Education Board

8 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.

9 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.

10 Strengthening the Academic Pipeline for Participation and Performance for Underserved Populations 9-12th Grade College Admission College Completion K-8 th Grade

11 Example of Academic Projection in Mathematics

12 The Results of Building an AP Pipeline Source: College Board AP Report to the Nation, 2010

13 A National Look at the AP Pipeline Source: College Board AP Report to the Nation, 2010

14 What Steps Did These States Take to Expand AP Participation and Performance? Source: College Board AP Report to the Nation, 2010

15 What Does Increase in Participation and Performance Look Like for Different Subgroups? Source: College Board AP Report to the Nation, 2010

16 College Grade Point Averages Can the AP Experience Benefit Students? 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

17 Learning Outcome #1 Learn how to examine and debunk AP beliefs that thwart underserved populations aspirations for participation in AP.

18 Activity A 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. 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?

19 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.

20 Activity B AP Scenarios to Generate Best Practices

21 Visit the College Board s website for more information: Information about AP courses and exams: Curricular and resource requirements for AP courses: College and university AP credit and placement policies: Administering AP Exams: Universities outside the United States that recognize AP:

22 Workshop Presentation and Handouts developed by Jennifer Reed, Director Counselor Advocacy National Office for School Counselor Advocacy (NOSCA)