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Apr. 2013
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Annual AP® Report Shows Growth in Participation, Performance; Access Remains a Concern
Found in Membership Matters
Feb. 2013
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While more public high school students are participating and succeeding in Advanced Placement® courses than ever before, hundreds of thousands of students who have the academic potential to succeed in AP still lack access to the Program.
Succeeding in AP is defined as achieving a score of 3 or higher on the 5-point AP Exam scale, which is the score needed to receive credit, advanced placement or both at the majority of colleges and universities across the country.
In the class of 2012, more than 954,000 public school students took at least one AP Exam during high school, and nearly 1 in 5 public high school graduates scored a 3 or higher on at least one AP Exam during high school.
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“By exposing students to college-level work while still in high school, Advanced Placement dramatically improves college completion rates,” said David Coleman, president of the College Board. “Today we applaud those educators who have worked tirelessly to bring the power of AP to more communities and more students than ever before. But we must not forget the hundreds of thousands of students with the potential to succeed in Advanced Placement who don’t even have access to its course work. If we hope to achieve our long-term college completion goals, we must ensure that every student has access to a rigorous education.”
Among the class of 2012:
- The number of high school graduates taking AP Exams increased to 954,070, (32.4%), up from 904,794 (30.2%) among the class of 2011 and 471,404 (18.0%) in 2002 among the class of 2002.
- The number of high school graduates scoring a 3 or higher increased to 573,472 (19.5%), up from 541,000 (18.1%) among the class of 2011 and 305,098 (11.6%) among the class of 2002.
Current research on AP course work confirms AP’s comparability to introductory college courses in content, skills and learning outcomes. Research consistently shows that students earning placement into advanced courses based on AP Exam scores perform as well as — or better than — students who have completed the introductory course at a college or university. In fact, students who succeed on an AP Exam during high school typically experience greater overall academic success in college, and are more likely than their non-AP peers to graduate from college and to graduate on time, experiencing lower college costs than the majority of American college students.
Data from The 9th Annual AP Report to the Nation also indicate that hundreds of thousands of academically prepared students with the potential to succeed in AP — including a disproportionately large percentage of underserved minority students — are graduating from high school without having participated in AP.
Among the class of 2012, more than 300,000 students identified as having a high likelihood of success in AP did not take any recommended AP Exams. Such “AP potential” is defined as a 60 percent or greater probability of scoring a 3 or higher on an AP Exam based on a student’s performance on specific sections of the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®). These data revealed significant inequities in AP participation along racial/ethnic lines, with underserved minority students who demonstrated readiness for AP much less likely than their similarly prepared white and Asian/Asian American/Pacific Islander peers to experience AP course work.
A significant cause for this disparity, among other contributing factors, is the lower availability of a variety of AP courses in schools with higher numbers of low-income and traditionally underserved minority students.
“Several states have implemented policies to ensure AP course availability in every public high school,” said Trevor Packer, senior vice president responsible for the Advanced Placement Program. “We encourage continued efforts across the nation to ensure that students have equal access to AP courses, regardless of their socioeconomic, geographic or racial/ethnic background.”
Supporting 3 Goals Critical to College Readiness
At its core, AP is a collaboration among college faculty and administrators, states, districts, schools, and teachers working together to provide academically ready students with the access to the rigor they deserve. The 9th Annual AP Report to the Nation shows that success stories exist and can be brought to scale. Three critical areas for addressing challenges to access are increasing rigor, promoting equity, and developing critical knowledge and skills.
- Increasing Rigor
In order for more students to succeed in college, they need preparation for and access to demanding college-level work while still in high school. Since 2002, there has been a 7.9 point increase in the percentage of U.S. public high school graduates scoring a 3 or higher on an AP Exam. Once again, Maryland led all other states in the percentage of its public high school graduates scoring a 3 or higher on an AP Exam.
Following Maryland , the other top 10 states in percentage of high school graduates scoring a 3 or higher on AP Exam were New York (28.0%), Massachusetts (27.9%), Florida (27.3%), Virginia (27.2%), Connecticut (26.9%), Maine (24.8%), California (24.7%), Colorado (24.2%) and Vermont (22.8%).
- Promoting Equity
The AP Program is committed to increasing student diversity in AP classrooms while simultaneously increasing AP success, to ensure that the demographics of both AP participation and success reflect the demographics of the overall student population. Though challenges remain, progress is being made to close equity gaps in AP participation and success among underserved minority and low-income students. Consider the following:
- 30 states made progress over the past year in closing both AP participation and success gaps among black/African American students.
- 17 states and the District of Columbia made progress over the past year in closing both AP participation and success gaps among Hispanic/Latino students.
College Board Forum Hosts Election 2012: A Special Event with The Atlantic
Found in Membership Matters
Sept. 2012
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James Bennet, editor-in-chief, The Atlantic magazine |
The College Board's incoming president, David Coleman, as well as other leading voices in education, will take part in colloquia and presentations at the 2012 College Board Forum, being held Oct. 24–26 in Miami.
On Thursday, Oct. 25, the College Board Forum will be holding a special event: "Investing in the Future: Election 2012." Hosted by The Atlantic magazine and moderated by editor-in-chief James Bennet, this crucial conversation will feature panelists on both sides of the aisle, including The Washington Post’s Jonathan Capehart, Bloomberg View’s Margaret Carlson, The New York Times’ Helene Cooper and CNN contributor David Frum. Especially in an election year, educators’ voices are critical to any discussion on the future of our nation. Take part by registering for the Forum.
This year's theme, "Investing in Education," informs discussions about the future of education across K–12 and higher education throughout the country.
During the opening plenary session, Coleman will discuss his vision for the organization's future and how it can best serve educators and their students. Throughout the conference, participants will have the opportunity to engage in sessions and special events on timely and relevant topics, including equal access to college, implementing the Common Core State Standards, improving affordability, admission after Fisher v. University of Texas, supporting teachers and counselors, and promoting diversity and equity in our schools.
One particular highlight will be "Investing in the Future: Election 2012," a conversation hosted by The Atlantic magazine and moderated by editor-in-chief James Bennet.
These conversations are especially important in an election year. Don't miss the opportunity to enrich the conversation and add your insights to help unravel the complex challenges of major national concern that face education in America.
Other featured speakers are Alberto Carvalho, superintendent of Miami-Dade County Public Schools; Eduardo Padrón, president of Miami Dade College; Donna Shalala, president of the University of Miami; and Shirley Tilghman, president of Princeton University.
In other sessions and workshops, leaders from K–12 and secondary education will present crucial information and share critical skills. Highlights include discussions on:
- The implementation of the Common Core State Standards
- The skyrocketing cost of higher education
- The problem of undermatching
- How to engage politicians at all levels
- Admission after Fisher v. University of Texas
- Attracting and retaining international students
- Best practices for English language learners
Don't miss this outstanding opportunity for educators across all areas. Register here.
Register Now for the College Board Forum
Found in Membership Matters
Aug. 2012
The College Board’s incoming president, David Coleman, as well as other leading voices in education, will take part in colloquia and presentations at the 2012 College Board Forum, being held Oct.24–26 in Miami.
This year’s theme, “Investing in Education,” informs discussions about the future of education across K–12 and higher education throughout the country.
During the opening plenary session, Coleman will discuss his vision for the organization’s future and how it can best serve educators and their students.
Other featured speakers are Alberto Carvalho, superintendent of Miami-Dade County Public Schools; Eduardo Padrón, president of Miami Dade College; Donna Shalala, president of the University of Miami; and Shirley Tilghman, president of Princeton University.
In other sessions and workshops, leaders from K–12 and secondary education will present crucial information and share critical skills. Highlights include discussions on:
- Implementation of the Common Core Standards
- The skyrocketing cost of higher education
- The problem of undermatching
- How to engage politicians at all levels
- Admission after Fisher v. the University of Texas
- Attracting and retaining international students
- Best practices for English language learners
Don’t miss this outstanding opportunity for educators across all areas. Register here before Sept. 14.
David Coleman Named Next President of the College Board
Found in Membership Matters
May 2012
David Coleman will become the College Board’s ninth president and CEO later this year, succeeding Gov. Gaston Caperton, who is stepping down after 13 years as president. The appointment is effective Oct. 15.
“We are proud to introduce David Coleman as the next president of the College Board,” said Paul W. Sechrist, chair of the Board of Trustees. “David is one of the nation’s most dynamic and engaging leaders in education, and we are confident he has the energy and expertise to lead the College Board’s efforts to expand access and equity in education.”
Coleman, 42, was an architect of the Common Core State Standards, which have been adopted by 45 states and the District of Columbia. He is a founding partner of Student Achievement Partners, a nonprofit organization devoted to the successful implementation of those standards, where he leads the organization’s work with teachers and policymakers to achieve the promise of the Common Core to improve education.
“I am honored to be given the opportunity to lead this great organization,” said Coleman. “We live in a time when the importance of postsecondary education and training has never been greater — both for individual success and for the strength of the nation. The College Board was founded with a deep commitment to equity and must play a critical role in helping all students achieve high academic standards to thrive intellectually and to compete in a global economy.”
The Board of Trustees’ Presidential Search Committee — chaired by Lester Monts, former Chair of the Board of Trustees and senior vice provost for Academic Affairs at the University of Michigan — conducted a comprehensive search for the next president, with assistance from executive search firm Isaacson, Miller, focusing on candidates with extensive backgrounds in education who shared the College Board’s commitment to educational equity.
“Through his work in Common Core State Standards, David Coleman has worked closely with educators in colleges and universities. The success of the Common Core has been due in large part to the shared commitment to college readiness both among higher education and K-12, and the understanding of the need to deliver rigor to students to prepare them for success in college and career,” Monts said.
During the 12-month search process, the Committee interviewed educational leaders in policy, advocacy and K–12 and higher education administration, as well as select business leaders in the education sector. Coleman was approved by a vote of the full Board of Trustees on March 29.
“Finding a successor to build on Gaston’s extraordinary legacy was a tremendous responsibility. The Trustees conducted an exhaustive search, and we are delighted that David has accepted the position,” said Sechrist. “The College Board has played an active role in the development of the Common Core, and we are confident the Standards will make a profound contribution to equity and excellence and serve to level the playing field for all students to have access to college and career readiness.”
During Caperton’s tenure, the organization’s membership has grown from 3,664 educational institutions to more than 6,000; the number of students the College Board serves each year has increased from 3 million to 7 million; and the number of students succeeding in Advanced Placement® has doubled.
“I am deeply grateful for the opportunity to have led this outstanding organization through a time of profound change,” said Caperton. “David embodies the College Board’s guiding principles and shares our commitment to equity and excellence. I am confident that under his leadership, the College Board will continue to play an integral role in connecting students to college and career success for years to come.”
Coleman added, “Gaston Caperton’s leadership has built a platform with extraordinary potential to help many more students from diverse backgrounds achieve college and career readiness. The College Board is not just about measuring academic excellence but providing all students with equal access to the tools and resources – including rigorous coursework – they need to achieve academic excellence.”
The announcement has been affirmed by national leaders in education, government and nonprofits.
U.S. Secretary of Education Arne Duncan said, “I am delighted by this bold appointment on the part of the College Board. David brings a remarkable track record of success in our field, including founding an innovative company and playing a central role in the states’ wildly successful effort to develop high shared standards for college and career readiness. David has always put his unusual talents in the service of a clear principle: that an excellent education is not just for some students but for all students.”
Coleman grew up in a family of educators and has followed them into this field. Coleman went to public school in New York City until college. At Yale, he taught reading to secondary students in the Ulysses S. Grant program for low-income New Haven students and started Branch — an innovative community service program that worked with students at an inner-city New Haven high school. Based on the success of Branch, Coleman received a Rhodes Scholarship, which he used to study English literature at Oxford and classical educational philosophy at Cambridge. He returned to work at McKinsey & Company for five years, where he led much of the firm's pro bono work in education.
Together with a team of educators, Coleman then founded the Grow Network, an organization committed to making assessment results truly useful for teachers, parents and students. The Grow Network delivered breakthrough quality reports for parents and teachers as well as individualized learning guides for students. Based on the success of Grow Network, McGraw-Hill acquired the organization in 2005.
Coleman left McGraw-Hill in 2007 and cofounded Student Achievement Partners, a nonprofit that assembles educators and researchers to design actions based on evidence to improve student outcomes. Student Achievement Partners played a leading role in developing the Common Core State Standards in math and literacy, a process that drew on the input of teachers, states, higher education, business leaders and researchers from across the country. As a founding partner, Coleman now helps lead Student Achievement Partners' work with teachers and policymakers to achieve the promise of the Common Core State Standards.
Coleman has been recognized as one of Time magazine’s “11 Education Activists for 2011” and was recently named one of the NewSchools Venture Fund Change Agents of the Year for 2012.
Registration Is Open for Forum 2012 in Miami
Found in Membership Matters
Apr. 2012
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Registration has begun for the College Board’s Forum 2012: Investing in Education, being held in Miami Oct. 24–26.
This annual event draws thousands of education professionals from across the country. It is an unparalleled opportunity to network with K–12 and higher education colleagues and hear from leaders in education. Additionally, participants may choose from more than 100 professional development sessions.
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