Implementing Systemwide Advanced Placement (AP) Equivalencies Academic Senate for the California Community Colleges Spring Plenary; April 18, 2008 Dave Degroot, Alan Hancock College Michelle Pilati, Rio Hondo College

Overview Past AP Resolution Summary Why AP? AP Equivalencies for General Education AP Equivalencies for Courses Conclusions and questions

Spring, Application of Advanced Placement (AP) scores “Resolved, That the ASCCC investigate the feasibility of establishing statewide standards to be used for the application of AP credits in each California community college.”

Fall, Advanced Placement (AP) Credit Policies We strongly recommend that local senates research the practices used… for awarding AP credit to be sure that the process is driven by faculty, benefits students, and is inclusive of all disciplines faculty deem appropriate for the application of AP credit; and We review research on AP credit policies and procedures conducted by local senates and develop a best practices paper.

Fall, Advanced Placement (AP) Equivalency Lists We strongly recommend that the CSU and UC system offices work with their academic senates to identify GE areas and major prep patterns deemed appropriate for the application of AP credit; and We urge ICAS to study the wide variance among community colleges and universities in the awarding of AP credit and make recommendations for local senates to consider.

Spring, Researching AP Uses and Cut Scores Work with our ICAS partners to: Ensure that intersegmental discipline faculty review the AP cut scores and applicability for their disciplines; Ensure that adequate time is given for research to be conducted for determining the most appropriate cut scores prior to any formal revision and subsequent adoption of the ten-year old matrix; and

Spring, Researching AP Uses and Cut Scores Work with our ICAS partners to: Clarify how AP exam scores are applied to grant unit and/or subject credit for purposes that vary among segments, with the goal of achieving similarity in standards across our institutions and for our students.

“But we’re community college faculty. Why are we discussing AP?” In the last few years, the number of high school students taking AP courses has ballooned — 1.2 million, or 21 percent, of students in the Class of 2004 took at least one. Epstein, David. A New AP, Inside Higher Education. May 26, 2005.

Spring 2008 Resolutions Standardized Template for Advanced Placement Exam Information Standardized Procedures for Determining Advanced Placement Exam Equivalencies CCC GE Advance Placement (AP) Equivalency

What is Advanced Placement? HS students complete courses in high school and take an AP exam. CCC’s may choose to accept AP scores or not. AP Exam grades are reported on a 5- point scale: 5 Extremely well qualified 4 Well qualified 3 Qualified 2 Possibly qualified 1 No recommendation

Why should CCCs give credit for AP? Parents and students expect it Allows students to progress to the next level of coursework GE AP Equivalencies have been established for IGETC and CSU GE

Why should CCCs give credit for AP? College faculty serve on standard- setting committees and participate in the grading of AP exams. College faculty serve on the committees that develop AP course descriptors and exams AP courses and exams are updated regularly based on feedback from up to 200 colleges and universities.

Why should CCCs give credit for AP? Why not?

AP Equivalencies Two different kinds of AP equivalencies: GE “Area” Equivalency “Course” Equivalency Two different things – equivalency criteria is different Example: AP English Language and Composition

Faculty Responsibility Faculty determine AP credit standards Consider implications* Become familiar with tests and local curricula Conduct local research

Faculty Responsibility Discipline faculty make recommendations Discuss with local curriculum committee and Senate Disseminate and publish information widely

AP Credit Implications: Different AP Credit Applications Examine similarities and differences between CSU GE/IGETC/AA-AS GE and local major requirements Assess impact on course-to-course articulation agreements Use tools that support and inform faculty decisions “Ensure access without compromising on integrity.”

AP Tools to Support Faculty The College Board recommends that faculty…. 1.Understand what an AP Exam grade represents; 2.Use data on the performance of AP students in college; 3.Base our policy on external recommendations; 4.Review AP curricula and AP exams.

AP Tools to Support Faculty For more information, access: c/public/colleges/setting_policy/index.html c/public/colleges/setting_policy/index.html The College Board provides detailed descriptions of every AP course at: urses/descriptions/index.html

Best Practices for Establishing Credit Policies Is the time right for a “best practices” paper? Involve discipline faculty, articulation officers, transfer counselors in process. Evaluate AP exams and curricula.

Best Practices for Establishing Credit Policies Explore impact on local and transfer students. Publish AP credit policies in catalog. Benefits and drawbacks of a statewide CCC AA/AS GE AP credit policy?

Determining Minimum AP Credit Levels In a comprehensive study of AP practices, William Lichten of Yale University documents that the more selective the university in terms of admissions, the more likely that it requires a score of 4 or higher for advance credit. According to Lichten, around the nation, only 45 percent of colleges and universities currently allow credit for a score of 3 or lower, and that percentage is falling. Whither Advanced Placement? Educational Policy Analysis Archives, 8.29, June, 2000.

Establishing Minimum Standards: Minimum Acceptable Scores May Vary by Subject Seton Hall University restricted the acceptable AP cutoff scores to 4 and 5 a few years ago when we realized that the score of 3 did not guarantee an acceptably high level of achievement. While Seton Hall has recently entered the ranks of Tier II institutions, it doesn't pretend to be Princeton or Williams. The point is that even a somewhat less competitive school like ours felt the need to raise the bar because those students with 3's looked pretty much like the rest of the College English I students. Ed Jones Assistant Professor of English Seton Hall University