Learning and Understanding Improving Advanced Study of Mathematics and Science in U.S. High Schools (2002) / Chapter Skim
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1. Introduction
1. Introduction
Pages 17-27
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From page 17... ...
. explore the current status of high school mathematics and science education by means of an in-depth look at programs designed for advanced students, such as the AP and IB programs." The study focuses on AP and IB because these are the only advanced secondary science and mathematics programs of national scope.
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assessments, and opportunities for teacher preparation and professional development. Another factor contributing to the urgency of this study is the rapid growth of the AP and IB programs.
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As the United States becomes more diverse, racial and socioeconomic gaps persist in high school students' access to and success in advanced study. While minority participation in advanced mathematics and science courses has increased substantially during the past 20 years (National Science Foundation [NSF]
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. BRllIF OVERVIEW OF THE PROGRAMS The AP program was launched in 1955 by the College Entrance Examination Board, commonly referred to as the College Board,3 to provide college-level courses for advanced high school students.
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Department of Education Secretary Richard Riley called for at least one AP course in even school by 2002 and an additional course incorporated into a school's AP offerings each year for the remainder of the decade.6 While Governor of Texas, George W Bush said, "Making Advanced Placement available to students across Texas is one of the best ways to challenge students academically" (Callahan, 2000, [from AP Program 1999, p.
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Some have tended to equate advanced study with accelerated or college-level learnin;,. However, the committee finds this definition insufficient because as discussed in detail later in this report, the inclusion of too much accelerated content can prevent students from realizing the important goal of attaining deep conceptual understanding.8 Furthermore, introductory courses at colleges and universities often do not take advantage of the greatly improved understanding of the conditions for successful teachings and learning mentioned earlier.
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Exceptional learners sometimes require opportunities that differ significantly from what is needed or effective for other able and well-motivated students; they may need earlier access to advanced material and a faster pace (see Annex 6-11. While it is important to provide challenging opportunities for the most talented students, the primary concern of this study is with programs available to a broader group of highly motivated students with solid academic preparation.
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3. To what extent do AP and IB programs encourage teaching approaches that are consistent with current research on effective instructional practices?
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Systematic data about the AP and IB examinations are also scarce, as is information about the longterm effects of AP and IB participation on student learning and achievement. Because neither independent researchers nor the AP or IB programs have gathered and published much of the data the committee sought for this study, it was necessary to use instead available program materials and expert testimony from program officials and experienced AP and IB teachers.
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High school teachers should be interested in the analysis, which they can use both to develop useful teaching ideas and to press for changes in their schools that will enhance advanced study opportunities and make the programs effective for more of their students. It is hoped that university faculty members will see the importance of interacting, with their secondary school colleagues and of encouraging deep conceptual understanding among their students, especially those who might become teachers.
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From page 27... ...
The report next turns to a detailed analysis of programs for advanced study, an analysis that is influenced strongly by the panel reports in the four individual disciplines. Chapter 8 presents an analysis of the programs from the perspective of research on learning, while Chapter 9 considers them from the perspective of curriculum, instruction, assessment, and professional development of teachers.
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