Pre AP annual opportunity report

Pre AP Annual Opportunity Report PRE AP ANNUAL OPPORTUNITY REPORT 2020 21 ACADEMIC YEAR 1 Pre AP Annual Opportunity Report 2020 2021 Academic Year PRE AP ANNUAL OPPORTUNITY REPORT 2020 21 ACADEMIC YEA[.]

PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR Pre-AP Annual Opportunity Report 2020-2021 Academic Year PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR Contents Executive Summary Introduction Figure Pre-AP Today Pre-AP Reach Figure Figure Figure Figure Pre-AP Demographics 10 Figure 10 Figure 11 Pre-AP Impact 12 Pre-AP Satisfaction 12 Winning Strategies from Pre-AP Schools 16 Communicate Clearly 16 Encourage Collaborative Planning 17 Explore Cross-Curricular Alignment 18 PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR Executive Summary The Pre-AP® Program, which officially launched for the 2020-21 academic year, is committed to providing equitable learning opportunities to all students It provides students with the prioritized content and skills necessary for success in AP® and college-level coursework In order to increase access to and equity in advanced coursework, the Pre-AP Program has a unique focus on preparing diverse students for success in AP through coursework that is directly back mapped from AP course content, expectations, and skills The Pre-AP student population is intended to reflect the diversity of the national K–12 student population and be more diverse than the current AP student population The 2020-21 academic year data shows that Pre-AP is meeting its goals Finding #1 Schools offering Pre-AP are generally more racially and ethnically diverse than the national K–12 population Finding #2 Pre-AP students are more often Black and Hispanic than the most recent group of AP test takers, increasing the opportunity for a more diverse AP student population Finding #3 Pre-AP teachers and administrators agree that Pre-AP helps students succeed in future AP courses, and want to continue to offer Pre-AP courses at their schools PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR Introduction “ Our students will be prepared when they walk onto their college campus I was in the top 10% of my high school, but when I began college, I felt out of place I never wanted my students to feel that way - Phillip Lampron, Principal, 2020-21 Academic Year, North East Carolina Prep Students taking Pre-AP courses notice a difference—in their school’s belief that they can succeed in appropriately challenging work, in the teachers’ approach to instruction, in the engagement they feel in class, and in the critical thinking skills they develop and apply In Pre-AP classrooms, students learn more deeply by spending time on the topics and skills that matter most Across subjects, students engage in close observation; grapple with questions that spark curiosity; engage in active conversations to compare, critique, and build upon classmates’ ideas; and practice evidence-based writing to craft claims, develop arguments, analyze texts, provide explanation, and critique choices Research1 shows that students need, but are not often given: consistent opportunities to engage with grade-level work, strong instruction that lets students most of the work, deep engagement in what they are learning, and teachers who hold students to high expectations All students who participate in Pre-AP courses have access to these four key resources The Pre-AP Program is committed to providing equitable learning opportunities to all students It provides students with the prioritized content and skills necessary for success in AP and college-level coursework, and beyond The Pre-AP Program’s objectives are to: • Offer every student access to a high-quality education that prepares them for success in high school and beyond • Provide educators with engaging resources and targeted assessments to support student success with grade-level expectations The Pre-AP Program celebrates those who are committed to expanding and diversifying the pipeline of students who participate and succeed in AP courses and on AP Exams Offering Pre-AP courses is a crucial step to ensuring all students are prepared with the content and skills to succeed in AP courses The Opportunity Myth: https://opportunitymyth.tntp.org PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR Pre-AP courses are directly back mapped from specific AP courses and often include strong connections to multiple AP courses Figure Related Pre-AP and AP Courses Pre-AP Course AP Course Pre-AP Algebra AP Calculus AB AP Computer Science Principles AP Statistics Pre-AP Biology AP Biology Pre-AP Chemistry AP Chemistry Pre-AP English and AP English Language and Composition AP Environmental Science AP Environmental Science AP English Literature and Composition AP Seminar Pre-AP Geometry with AP Calculus AB Pre-AP Visual Arts AP 2-D Art and Design Statistics AP Statistics AP 3-D Art and Design AP Drawing Pre-AP World History and Geography AP European History AP Human Geography AP United States History AP World History: Modern PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR Pre-AP Today Following a two-year limited launch with over 200 partner schools, Pre-AP officially launched in the 2020-21 academic year Over that time, we’ve collected data to support annual and longitudinal research to track the impact and efficacy of the program Pre-AP Reach Schools across the world are excited to offer Pre-AP courses, with the number of schools growing year over year Within the United States, schools in nearly every state offer Pre-AP Figure Schools in over nine countries offer students access to the Pre-AP Program Figure PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR In the 2020-21 school year, Pre-AP was offered to students in 726 schools, growing over 200% from the 2019-2020 school year Figure Number of schools 726 221 200 2019-20 400 600 800 2020-21 On average, schools offer three courses Figure 3.66 3.95 Average number of Pre-AP 01 2019-20 “ 34 2020-21 We have seen students more engaged because of the shared resources Teachers feel like they have more of a voice in their professional learning communities because they are more aligned.” - Melinda Murphy, Principal, Highland High School District Enrollment Data: 2020-21 Academic Year State Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Northern Marina Islands Puerto Rico China Rwanda Saudi Arabia Other International Total School offering Pre-AP courses Number of teachers2 Number of students 41 30 3,788 2,510 16,401 125 11 62 6,854 35 261 29,006 18 148 10,945 11 743 1 125 21 1,769 78 489 48,095 86 6,722 35 1,875 14 51 5,063 16 319 24,882 893 164 250 22 2,605 15 75 9,905 30 21 2,682 20 134 12,369 14 1,710 24 3,471 400 0 0 0 185 116 18,247 0 14 83 9,907 12 48 3,050 29 234 16,673 10 54 4,605 0 12 76 6,635 998 0 15 1,715 16 1,757 22 555 0 33 149 15,477 278 1,723 213,011 24 1,310 0 0 0 26 172 30,626 1 258 29 6,104 529 510 180 447 14 225 220 23 737 726 4,831 527,218 Count of teachers who have completed the Course Audit process Teachers may be authorized for more than one course Self-reported from each school Students may be enrolled in more than one Pre-AP course and may be counted more than once Enrollment Data per Course: 2020-21 Academic Year Course Pre-AP Algebra Pre-AP Biology Pre-AP Chemistry Pre-AP Dance Pre-AP English Pre-AP English Pre-AP Geometry with Statistics Pre-AP Music Pre-AP Theatre Pre-AP Visual Arts Pre-AP World History & Geography Pathway Pre-AP World History & Geography Pathway Total Number of schools Number of teachers5 Student enrollment6 350 648 62,706 319 666 67,428 211 390 45,378 58 26 7,832 476 1,165 109,258 339 818 77,819 210 404 48,282 13,394 83 42 89 44 10,612 145 92 26,309 142 208 25,857 171 328 32,343 2,593 4,831 527,218 Schools may purchase more than one course Count of teachers who have completed the Course Audit process Teachers may be authorized for more than one course Self-reported from each school Students may be enrolled in more than one Pre-AP course and may be counted more than once PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR Pre-AP Demographics In order to increase access to and equity in advanced coursework, the Pre-AP Program has a unique focus on preparing diverse students for success in AP and beyond To increase access to AP, the Pre-AP student group should reflect the diversity of the national K–12 student population, and be more diverse than the current AP student population Expanding readiness for AP is important because AP students, including those with average scores of or 2: • Are more likely to enroll in a four-year college • Will take further AP courses and score higher Students who score a or higher are well prepared to succeed in introductory college work.7 Schools that offer Pre-AP courses are generally more racially and ethnically diverse than the national K–12 population Figure Pre-AP Schools (2020-21) National K–12 Population (2020-21) 60 51.7 50 46.1 40 33.9 30 25.9 20 15.6 10 0.6 1.2 American Indian/ Alaska Native students 3.9 15.6 5.5 Asian/ Pacific Islander students Black students Hispanic students White students https://research.collegeboard.org/pdf/new-analyses-ap-scores-1-and-2.pdf EODB School Year 2020-21 EODB November 2020 10 PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR Current Pre-AP students are more often Black and Hispanic than the students who most recently took the AP Exams, creating a pathway to a more diverse AP student population Figure Pre-AP Student Population 2020-2110 AP Student Population 2020-2111 50% 47.9 42.9 40% 33.9 30% 21.9 20% 14.5 10% 11.1 6.7 5.9 1.6 0% 0.6 American Indian/ Alaska Native students Asian/ Pacific Islander students Black students Hispanic students White students Self-reported upon enrollment in Pre-AP Classroom Self-reported by AP test takers 10 11 “ Bringing in Pre-AP says to our scholars, ‘We’re doing this because we believe in you.' - Kelsey Bull, Assistant Principal, American International School of Jeddah 11 PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR Pre-AP Impact The Pre-AP Program holds itself accountable to prepare students for success in high school and beyond As this program launched officially in the 2020-21 academic year, we are collecting student data and performing longitudinal research Pre-AP Satisfaction Pre-AP will only be successful in providing equitable and inclusive learning opportunities to all students if educators are satisfied with the program The following findings are from the Pre-AP Program end-of-year survey for the 2020-21 academic year that surveyed over 100 Pre-AP administrators, nearly 500 Pre-AP teachers, and over 300 Pre-AP students.12 All responses are on a 1–5 Likert scale, with being “strongly disagree” and being “strongly agree.” Generally, • ~4.5 and above indicates strong agreement/great • ~4.0–4.4 indicates agreement/good • ~3.5–3.9 indicates weak agreement/average Based on the data below, most schools are happy with the Pre-AP Program I recommend we continue to offer Pre-AP courses Pre-AP helps students succeed in future AP courses Pre-AP helps students become college/career ready Pre-AP helps students succeed on local and state assessments Teachers Administrators 4.1 4.5 4.4 4.6 4.3 4.5 4.1 4.3 111 administrators, 474 teachers, and 308 students responded to the Pre-AP Program survey for academic year 2020-21 12 12 PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR Pre-AP teachers and leaders who participate in professional learning find the services engaging and helpful Due to covid-19, all professional learning for the 2020-21 academic year was delivered online, either asynchronously or in live virtual cohorts Leaders who participated in the New Leader Cohort professional learning experience were satisfied with the experience Participants were asked to rate the following statements with “strongly agree,” “agree,” “neutral,” or “disagree.” • The facilitator was clear and engaging: 96 agree % strongly or agree • I found this service to be engaging: 91% strongly agree or agree • The learning from this service will be useful as I prepare to support educators at my site or district: 91 agree % strongly or agree Leaders who completed the Online Foundational Leadership Workshop, an asynchronous learning experience, found the experience helpful • What I learned about the Pre-AP program in this module will be useful to me in successfully implementing Pre-AP at my school/ district: 87% strongly agree or agree • How engaging did you find this e-learning module: 79 engaging % very or engaging 13 PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR “ Very engaging It was nice that the two facilitators were actual teachers, so they could talk about specifically how they utilized and taught using Pre-AP - Participant, New Teacher Cohort Teachers who participated in the New or Experienced Teacher Cohorts were satisfied with the experience Participants were asked to rate the following statements with “strongly agree,” “agree,” “neutral,” “disagree,” or “strongly disagree.” • I found the virtual teacher cohort to be engaging: 94 agree % strongly or agree • I found the virtual teacher cohort to be helpful in helping me prepare to teach my Pre-AP course: 93 agree % strongly or agree Teachers who completed the Online Foundational Module Series, Online Scoring Modules, or Experienced Teacher Module series found the experience helpful • What I learned in this module will help me successfully implement my Pre-AP course: 92 agree % strongly or agree • As a result of what I learned in the online scoring module, I feel more confident in analyzing student work from the performance task: 84 agree % strongly or agree • The online learning module was engaging: 81% found it very engaging or engaging Note: the scale on this question is “very engaging,” “engaging,” “somewhat engaging,” and “not engaging.” 14 PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR 15 PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR Winning Strategies from Pre-AP Schools As schools and districts in the 2020-21 academic year participated in Pre-AP, they learned some best practices to support their learning communities We’re excited to share their advice with educators who are considering offering Pre-AP Communicate Clearly Leaders at Cabot Freshman Academy in Arkansas note that communication is key when rolling out their Pre-AP program They took care to begin by explaining the benefits of Pre-AP to their instructional team, including school counselors • School counselors met with students and explained how Pre-AP provides grade-level instruction but with more focused content and opportunities for collaboration in the classroom • In an information session for parents, Cabot leaders explained how Pre-AP would prepare students for later high school, AP, and collegelevel courses by providing critical grade-level information and engaging activities to ensure understanding “ There were hardly any questions about the program because everyone understood that this is a new way of thinking and teaching that will engage kids and get them to college - Ahna Davis, Principal Learn more from the Cabot team 16 PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR Encourage Collaborative Planning Administrators at Bloom Township High School District 206 chose Pre-AP because they were looking for resources to challenge students doing grade-level work and encourage consistency across the two district high schools, given their high student mobility rate In addition, they wanted to support teacher collaboration and co-planning across disciplines To support collaborative planning: • All Pre-AP teachers attended summer professional learning events led by College Board • Once a quarter, cross-district teams met to collaborate and share best practices • Every other week, subject-specific teams met for 90 minutes to check in and measure student progress “ - Teachers meet in a cross-district format with content teams and are actively working to facilitate cross-district teamwork - Cynthia Gonzalez, Director of College Career Readiness and Interventions Hear more from the Bloom Township High School District 206 team 17 PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR Explore Cross-Curricular Alignment Philip Lampron, principal during the 2020-21 academic year at North East Carolina Preparatory School (NECP), recommends exploring opportunities for cross-curricular alignment It helps students see connections throughout the school day and across the school years Lynn Huff, an NECP Pre-AP Biology teacher, agrees: “ The shared principles help students make connections across courses The skill of closely observing is just as critical in Pre-AP Biology and Pre-AP Visual Arts - Lynn Huff, NECP Pre-AP Biology Teacher Understand more about the NECP implementation 18 PRE-AP ANNUAL OPPORTUNITY REPORT 2020-21 ACADEMIC YEAR For more information, visit preap.org ©2022 College Board MAR-1065 19 ... Algebra Pre- AP Biology Pre- AP Chemistry Pre- AP Dance Pre- AP English Pre- AP English Pre- AP Geometry with Statistics Pre- AP Music Pre- AP Theatre Pre- AP Visual Arts Pre- AP World History & Geography Pathway... Composition AP Seminar Pre- AP Geometry with AP Calculus AB Pre- AP Visual Arts AP 2-D Art and Design Statistics AP Statistics AP 3-D Art and Design AP Drawing Pre- AP World History and Geography AP European... back mapped from specific AP courses and often include strong connections to multiple AP courses Figure Related Pre- AP and AP Courses Pre- AP Course AP Course Pre- AP Algebra AP Calculus AB AP Computer