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Executive Summary
Pages 1-16

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From page 1...
... In approaching its charge, the committee considered advances in the cognitive and learning, sciences. The committee also examined research about the AP and IB programs using information provided by the College Board and the .~ International Baccalaureate Organisation (IBO)
From page 2...
... This report is intended for many audiences concerned with high school science and mathematics education in general and advanced study in particular, including program developers, high school and higher education faculty, university and high school administrators, policymakers, and parents. CONTEXT OF ADVANCED STUDY Advanced study has wide-ranging effects on curricula, teachers, and students, therefore, advanced courses must be considered within a broader context that includes the schools where the courses are offered, preceding grade levels, and higher education.
From page 3...
... In science, standards developed by the American Association for the Advancement of Science and the National Research Council call for increased emphasis on inquiry and in-depth study of fewer topics. In mathematics, the standards from the National Council of Teachers of Mathematics emphasize learning, of concepts and helping students understand mathematics more deeply.
From page 4...
... Effective strategies for improving student participation in advanced study include eliminating low-level courses with reduced academic expectations, enhancing professional development for teachers, hiring qualified teachers for rural and inner-city schools, providing information to parents about longterm benefits of participating in such programs, and increasing student access to skilled counselors and mentors. High Schoo~CoBege Interface To understand the role AP and IB play in college admission decisions, the committee surveyed deans of admission.
From page 5...
... Eleven separate courses are available in eight mathematics and science subjects. The College Board provides topic outlines for AP courses, generated largely by surveying colleges and universities.
From page 6...
... Many programs award college credit to high school students, but less is known about transferability of credits earned in these alternate programs compared with qualifying scores on AP or IB examinations. DESIGNING PROGRAMS BASED ON RESEARCH ON IMPALING AND PEDAGOGY The goal of advanced study is to promote development of deep conceptual understanding and the ability to apply knowledge appropriately.
From page 7...
... Design Principles: Curriculum, Instruction, Assessment, and Professional Development The committee's framework for appraising, advanced study programs encompasses the intentional and systematic design of curriculum, instruction, assessment, and professional development within the context of advanced study. Consideration of these program elements is based on the principles of learning and on theory and research on instructional programs.
From page 8...
... Successful implementation of advanced study that promotes learning with understanding also depends upon creating, opportunities for teachers' continual learning, and requires sufficient resources to support professional development. Effective professional development for mathematics and science teachers emphasizes deep understanding of content and disciplinebased methods of inquiry, provides multiple perspectives on students as learners, and develops teachers' subject-specific pedagogical knowledge.
From page 9...
... The resulting transformations are likely to make the programs more successful in enhancing deep conceptual learning and make them more accessible to additional students. ANALYSIS OF AP AND IB PROGRAMS W1l'D REGARD TO CURRICULUM, INSTRUCTION, ASSESSMENT, AND PROFESSIONAL DEVELOPMENT Curriculum Students can study topics in depth and develop conceptual understanding only if curricula do not present excessive numbers of topics.
From page 10...
... Assessments in some AP and IB courses are relatively predictable. Professional Development At present, neither the College Board nor the IBO supports systematic and continuing professional development for teachers.
From page 11...
... The College Board and the IBO have made progress in providing, Web-based resources, workshops, and mentorships, but many teachers still lack access to such resources and opportunities. Accepting greater responsibility for teacher professional development is a daunting challenge for the College Board and the IBO, whose missions historically have been much more limited in focus.
From page 12...
... For example, students who take an AP science course online and earn a qualifying score on the examination may earn college credit or placement without having had any advanced laboratory experience. Decisions about awarding college credit or advanced placement for qualifying scores on AP and IB examinations are best made on an individual basis, using multiple sources of information.
From page 13...
... Both types of assessment should include content and process dimensions of performance and evaluate depth of understanding, the primal goal of advanced study (see Recommendation 13. Recommendation 7: Qualified Teachers and Professional Development Schools and districts offering advanced study must provide frequent opportunities for continuing professional development so teachers can improve their knowledge of both content and pedagogy.
From page 14...
... : The College Board should abandon its practice of designing, AP courses in most disciplines primarily to replicate typical introductory college courses.
From page 15...
... To this end, the College Board should provide more detailed curriculum, information about best practices for instruction and classroom assessment, and strategies for enhancing professional development opportunities.


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