This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education.
By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.
National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. https://doi.org/10.17226/10129.
|2. Context of Advanced Study||28-63|
|3. The Advanced Placement Program||64-82|
|4. The International Baccalaureate Programme||83-102|
|5. Other Opportunities and Approaches to Advanced Study||103-116|
|6. Learning With Understanding: Seven Principles||117-133|
|7. Designing Curriculum, Instruction, Assessment, and Professional Development||134-153|
|8. Analysis of the AP and IB Programs Based on Learning Research||154-175|
|9. Analysis of AP and IB Curriculum, Instruction, Assessment, and Professional Development||176-184|
|10. Uses, Misuses, and Unintended Consequences of AP and IB||185-196|
|Appendix A: Overview of Panel Findings and Recommendations||229-252|
|Appendix B: Biographical Sketches of Committee Members||253-258|
|Appendix C: Statement of Task||259-260|
|Content Panel Report: Biology||273-338|
|Content Panel Report: Chemistry||339-396|
|Content Panel Report: Physics||397-490|
|Content Panel Report: Mathematics||491-564|
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