Strategies to increase the number of minority students in AP classes Breaking the color barrier Strategies to increase the number of minority students in AP classes

How important is AP? The American Civil Liberties Union recently filed a lawsuit in California charging that ethnic minority and disadvantaged students whose high schools offer few or no AP courses are at a disadvantage in competing for university admissions with students who have greater access to AP offerings 82% of California’s schools offer AP classes The average for all U.S. high schools is 60 percent There is growing concern about inadequate availability of AP classes and other college-credit academic programs in this state, especially for minority, low-income and rural students.

AP and College Success Students who take AP courses and exams are much more likely than their peers to complete a bachelor’s degree in four years or less. Source: Camara, Wayne. (2003). College Persistence, Graduation, and Remediation. College Board Research Notes (RN-19). New York, NY: College Board. Students who take AP courses and exams are much more likely than their peers to complete a bachelor’s degree in four years or less. Source: Camara, Wayne (2003). College Persistence, Graduation, and Remediation. College Board Research Notes (RN-19). New York, NY: College Board.

Stand out in the college admissions process “One of the best standard predictors of academic success at Harvard is performance on Advanced Placement Examinations.” —William R. Fitzsimmons Dean of Admissions, Harvard University

The Board encourages the elimination of barriers that restrict access to AP courses for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population.

Who is taking the AP Exam?

Who is teaching AP courses?

Why me? And not me?

Barriers to Success “Tracking” and early identification as AIG (Academically and Intellectually Gifted) Education level of parents Socioeconomic factors Peer Pressure

What worked for Charlotte-Mecklenburg? Got rid of prerequisites Since 1995, the number of African American students enrolled in AP courses has tripled

What did Florida do? Formed a $55 million partnership with the College Board Provided college prep courses in inner city and low-come community centers, churches and organizations such as the Urban League Trained 16,000 teachers across the state on how to recruit minority students to take AP classes and go to college Paid for the AP exam

Jacksonville High School White 52% African American 33% Hispanic and Asian 15%

At JHS, 98% of the students who take AP US or World History are white

At JHS, 88% of the students who take Honors World History are white

At JHS, 45% of the students who take basic (non-Honors) World History are white

What classes are Students taking? At JHS, Advanced College Prep courses (AP, Community College, and Distance Learning) account for only 2% of the total courses In Onslow County, Advanced College Prep courses (AP, Community College, and Distance Learning) account for only 1% of the total courses

What classes are Students taking? At JHS, Career and Technical courses account for 16% of the total courses In Onslow County, Career and Technical courses account for 18% of the total courses

Change Initiative: Jacksonville High School Social Studies Department Recruit students for an AP course that is a mirror reflection of the school’s population

Steps Involved: Administrative approval and support Recruit students from ALL (not just Honors) US and World History classes Parent/Student Information meeting Create Weekly Peer Support Group Enroll students

Possible Resistance: Teachers Students Parents of “traditional” AP students

Next Step: Recruit students!

Sources of Information: http://apcentral.collegeboard.com/article/0,,150-157-0-2200,00.html http://apcentral.collegeboard.com/repository/ap02_minsurv_sch_17282.pdf http://apcentral.collegeboard.com/repository/ap04_openingdoors_35609.pdf EDN 528 Change Initiative Jennifer Ramey Ricks