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Pages 261-272

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From page 261...
... program, 1, 20-21, 64-82. See also AP and IB programs assessment, 75-79 Calculus Development Committee, 67 college credit and placement in, 192-194 course descriptions and teacher s guides, 72-74 curriculum, 66-71 instruction, 71-75 professional development, 79-89 role in college admission decisions, 55-57 Technical Manual, 181 using for placement or exemption from required courses, 58-59 components of, 3-4 connections between advanced study and higher education, 51-63 context of, 2-S, 28-63 defining, In, 22 disparities in opportunities tO pursue and succeed in, 47-51 educational context, 36-47 financing programs at the local level, 33 as a link between high school and college, 52-57 opportunities and approaches to, 103-116 overview of, S-6, 22-23 policy context, 29-36 primary goal of, In role in college admission decisions, 53-57 secondary-postsecondary interface, 4-S unequal access tO, 4 urgent need to transform, 153 AERA.
From page 262...
... See Advanced Placement program AP and IB effects on schools, 187-188 evaluating school quality by the numbers, 188 ranking schools by the number of AP or IB tests taken, 187-188 AP and IB programs, 8-11, 154-184, 259-260 assessment, 10, 180-183 context and consequences, 260 differences among learners, 9, 166-168 examination grades and the admission process, 57 instruction, 10, 178-180 learning, 259 learning communities 9, 170-172 learning in context, 172-174 limited access to, 191-192 metacognition, 8, 164-166 motivation, 9, 168-170 principled conceptual knowledge, 8, 156159 prior knowledge, 8, 160-164 professional development, 10-11, 183-184 situated learning, 9 teaching, 259-260 APA. See American Psychological Association APEX Learning Systems, 11 In, 112 Assessment, 7-8,20 findings, 235,243,247 formative, 163-164 internal, 92 recommendations, 13,201,237-238,245, 249 for understanding, 8,144,147 Assessment in AP and IB programs, 10, 180183 consequential validity of AP and IB assessments, 182-183 examination design and development, 180 support for inferences drawn from assessment results, 181-182 Assessment in the AP program, 75-79 College Board determinations about AP examinations and their purpose, 7879 College Board recommendations about granting college credit for AP examinations, 77 developing examinations, 75-77 reporting examinations, 78 scoring examinations, 77 Assessment in the educational system, 141146 reliability, validity, and fairness, 143 Assessment in the IB programme, 94-100 criteria for IB experimental sciences courses, 90 developing assessments, 95-96 reporting assessments, 98-100 scoring assessments, 96-98 Association of American Colleges and Universities, 106 "Average" defined, 177 B Benchmarks for Science Literacy, 31 Biology panel, 233-238 principal findings, 233-235 recommendations, 236-238 Boredom, of high-ability learners, 131-132 Boston University, Program in Mathematics for Young Scientists, 114 Breadth versus depth, of principled conceptual knowledge, 156-157 Bush, George W., 21 C Calculus findings of the mathematics panel on impact of, 248
From page 263...
... with Amenca's Best Public High Schools, 185 Class.com, 111n CLEP. See College-Level Examination Program Clinton, William, 111n Collaborative programs, providing collegelevel learning in high school, 104-105 College admission decisions process of, 53-~5 recommendations, 203 role of advanced study in, 53-57 role of AP and IB in, 55-57 College and university scientists and mathematicians, modifying their introductory courses, 14, 203 College Board, 1, 9-10, 15n, 18n assessment practice, 14, 203-204 Commission on the Future of the Advanced Placement Program, 22, 65, 81-82, 154 determining whether AP examinations accomplish their purpose, 78-79 developing research in the implementation of its programs, 15, 204-205 Equity 2000, 168 exercising quality control over the AP trademark, 14-15, 204 granting students college credit for AP examinations, 77 membership in, 20n Pathways Programs, 168 practice in designing AP courses, 14, 53, 203 providing assistance to schools, 15, 204 providing guidance in the use of examination scores, 15, 61, 204 recommendations concerning assessment practice, 14, 203-204 recommendations concerning assistance to schools, 15, 204 recommendations concerning guidance in the use of examination scores, 15, 204 recommendations concerning research in the implementation of their programs, 15, 204-205 recommendations concerning responsibility for appropriate instructional approaches, 14, 204 responsibility for appropriate instructional approaches, 14, 204 support from the Educational Testing Service, 64 Vertical Teams initiative, 38n, 82n, 168 College courses taught in high school, 105 College credit and placement, 192-196 AP program, 192-194 263 1
From page 264...
... , 22, 65, 81-82, 154 Committee on Education Finance, 33n Components of advanced study, 3-4 coordination, 3 curricular differentiation, 3 sequencing, 3 standards, 34 students, 4 teachers, 3 Computer-based multimedia courses, 112-113 Concept maps, 124-12' in assessment, 144 Conceptual knowledge, principled, 118-120 Conceptual learning, in principled conceptual knowledge, 158-159 Concurrent enrollment, providing college level learning in high school, 106-108 Connections among disparate bodies of knowledge, high-ability learners' capacity to make easily, 132-133 Consequential validity, of AP and IB assessments, 182-183 "Constrained" curriculum model, 41 Content of AP courses, 67-68 of IB courses, 87-89 Content panels, 250-252 biology panel, 233-238 charge to, 250 chemistry panel, 239-241 curricular and conceptual frameworks for learning, 250-251 emphases, 252 mathematics panel, 246-249 physics panel,-242-245 preparation for further study, 252 role of assessment, 251 of advanced study, 3 of courses, 161-162 Core curriculum approach, 41 Council of Chief State School Officers (CCSSO) , 33, 37, 44 Course content, evolution of, 232 Creative thinking skills, high-ability learners advanced in, 132 Critical thinking skills, high-ability learners advanced in, 132 Curricular differentiation, in advanced study, 3 Curriculum, 7-8 in the educational system, 135-137 findings, 233-234,242,246 preparing for advanced study in high school, 40-42 recommendations, 13,199-200,236-237, 239-240,244-245 for understanding, 135,138 Curriculum compression, and quality control for AP and IB, 189-190 Curriculum in AP and IB programs, 9-10, 176-178,260 curriculum development, 177-178 depth versus breadth, 176-177 variability, 178 Curriculum in the AP program, 66-71 content of AP courses, 67-68 development of AP courses, 66-67 guidance provided to teachers about curriculum development, 69-71 laboratory requirement for AP science courses, 68-69 Curriculum in the IB programme, 86-91 assessment criteria for experimental sciences courses, 90 content of IB courses, 87-89 development of IB courses, 87 expectations of students to meet assessment criteria for experimental sciences courses, 91 laboratory requirement for IB experimental sciences courses, 89-91
From page 265...
... , 64, 76 End-of-course examinations, 145 Energy transfer theme, applications to three main subject areas, 70-71 Enrichment activities for advanced study, expectations when working with others of similar ability, 133 of IB assessments, 95-96 of IB courses, 87 Differences among learners, 9, 166-168 a principle of human learning, 123, 126 using differences among reamers in assessment, 166-168 Disparate bodies of knowledge, high-ability learners making connections easily among, 132-133 Disparities in opportunities to pursue and succeed in advanced study, 47-jl in outcome, 49-51 in participation, 48-49 racial/ethnic disparities in advanced placement scores by subject, 50 school racial/ethnic disparities in mathematics and science offerings, 49-51 Distance learning, providing college-level learning in high school, 109-110 Dual-enrollment, providing college-level learning in high school, 105-106 113-116 academic and research competitions, 115 alternative curricular and instructional approaches, 115-116 internships, 114 mentorships, 114 Enrollment in an advanced course, 169 EPGY. See Education Program for Gifted Youth Equity, 182, 191-192 Equity 2000, 168 ETS.
From page 266...
... See Secondary-postsecondary interface High school mathematics and science early mastery by high-ability learners, 131 preparing for advanced study, 42-44 High school preparation for advanced study, 40-47 curriculum, 40-42 students, 4647 teaching challenges, 44-46 High stakes for AP and IB, 185-188 effects on schools, 187-188 effects on students, 186 effects on teachers, 187 effects on teaching and learning, 186-187 Higher-level mathematics and science courses, percentage of all high school students taking, 43-44 How People Learn: Brain, Mind, Experience, and School, 18, 116, 118n Human learning, seven principles of, 118129 IB. See International Baccalaureate Programme IB Diploma Programme Guide, 87 IBCA.
From page 267...
... Programme, 1, 83-102. See also AP and IB programs assessment, 94-100 college credit and placement in, 194-196 curriculum, 86-91 guides and teaching notes, 92-93 instruction, 92-94 professional development, 100-102 role in college admission decisions, 55-57 using for placement or exemption from required courses, 58-59 Internships, for enrichment, 114 Johns Hopkins University, The, Center for Talented Youth, 108n Jones, Lee.
From page 268...
... See also Calculus changes in, 19 Mathematics and science courses hierarchical nature of, 19-20 high school, 42-44, 131 higher-level, 43-44 middle school, 37-38 school racial/ethnic disparities in, 49-51 Mathematics courses, ability grouping in, 3940 Mathematics panel, 246-249 principal findings, 246-248 recommendations, 248-249 Mentorships for enrichment, 114 high-ability learners' propensity to be influenced by, 133 Messages about instruction as conveyed by AP examinations, 74-75 as conveyed by IB examinations, 93-94 Metacognition, 8, 164-166 a principle of human learning, 122-123 Middle school mathematics and science, 3738 Middle school preparation for advanced study, 36-40 ability grouping in mathematics, 39-40 teaching challenges, 38 Misconceptions, 136 and formative assessment, 163-164 Moderation Report on the Internal Assessment, 100 Motivation, 9, 168-170 believing in the possibility of success, 168 deciding to enroll in an advanced course, 169 the final examination, 170 investing effort for success, 169-170 low in high-ability learners, 131-132 a principle of human learning, 126-127 Multimedia courses, computer-based, 112113 N NAEP. See National Assessment of Educational Progress NASSP.
From page 269...
... See National Science Teachers Association o Office of Educational Research and Improvement (OERI) , 41 Ohio State University, 114 Online courses, and quality control for AP and IB, 190-191 Organization of complex content, in principled conceptual knowledge, 157-158 Outcome of advanced study, disparities in, 49-51 Overview of panel findings and recommendations, 229 of the programs, 5-6, 20-22 Paige, Rod, 30 Participation in advanced study, disparities in, 48-49 Pathways Programs, 168 Physics panel, 242-245 principal findings, 242-243 recommendations, 243-245 Policy context of advanced study, 29-36 financing advanced study programs at the local level, 33 role and influence of standards and accountability, 31-32 teacher qualifications, certification, and challenges, 33-36 Practical Scheme of Work (PSOW)
From page 270...
... 202 professional development, 240-241, 245, 249 program developers, 199-200, 203 program staff, 201
From page 271...
... See Summer High School Apprenticeship Research Program Shortages of teachers, 20, 35-36 Situated learning, 9 a principle of human learning, 127-128 Solving problems by alternate means, by high-ability learners, 131 Southern Regional Education Board, 42 Specialized schools, providing college-level reaming in high school, 108-109 Standards for advanced study, 3-4 and qualify control for AP and IB, 189 role and influence of, 31-32 Standards for Educational and Psychological Testing, 186 Stanford University, Education Program for Success Gifted Youth, 113 State Higher Education Executive Officers, 106-107 Student clientele for advanced study, 23-24 Students in advanced study, 4 effects of AP and IB on, 186 preparing for advanced study in high school, 46-47 recommendations for preparation of, 232, 244,248-249 believing in the possibility of, 168 investing effort for, 169-170 Summer High School Apprenticeship Research Program (SHARP) , 108n Survey of mathematics and biology departments, regarding credit and placement decisions, 61-63 271 l
From page 272...
... See Instruction Tech Prep, 106 Televised courses, 110 Top 10 Percent Law, 53 Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology, 241 2+2 programs, 106 U Understanding, learning with, 119 Unequal access, to advanced study, 4 University of California, Early Outreach Program, 114 Unstructured problems, preference of highability learners for, 132 U.S. Department of Education, 18, 21, 29-30, 46 Uses, misuses, and unintended consequences of AP and IB, 11-12, 185-196 access and equity, 191-192 college credit and placement, 192-196 high stakes, 185-188 quality control, 188-191 V Lade Mecum: Procedures Mat alfor IB Coordinators and Teachers, 89 Validity, 76n, 78, 143, 182 consequential, of AP and IB assessments, 182-183 Variability of credit and placement decisions, 61-63, 75n survey of mathematics and biology departments, 61-63 Vertical Teams Initiative, 38n, 82 Virginia Polytechnic Institute and State University, 182 W Washington Post, 185 Web-based courses, 111-113 computer-based multimedia courses, 112113 Web-Based Education Commission, 111 Weighted system of GPAs, 40n Workshops, 80-81


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