Advanced Placement: Unique characteristics

Advanced Placement: Unique characteristics


This information was collected from statutes, state board regulations and state education agency Web sites and was fully updated in 2016. Please contact Jennifer Dounay Zinth at 303.299.3689 or jzinth@ecs.org with questions regarding state policies on this issue.
 

Unique characteristics
California  In determining the appropriate educational placement of foster youth students, local educational agencies, county welfare agencies, and county probation departments must consult with an educational rights holder, caregiver, social worker, teacher, counselor, court-appointed special advocate, other stakeholders, and the student, as appropriate. The purpose of the consultation is to ensure all educational programmatic options are considered, including Advanced Placement options.

A test agency must immediately initiate an investigation upon learning of a complaint or a notice of inadequate or improper test conditions relating to an administration of an AP test. To expedite the investigation and ensure a timely resolution, the school in charge of the test site must cooperate with the test agency's investigation by providing information requested by the test agency within 5 business days. If, upon completing the investigation, the test agency determines that the inadequate or improper test conditions will prevent it from reporting valid test scores, the test agency must notify the school in charge of the test site of the decision within 2 business days. Upon notification from the test agency that the inadequate or improper test conditions will prevent it from reporting valid test scores, the school in charge of the test site must notify the affected test subjects of the decision within 2 business days. The school in charge of the test site must provide all affected test subjects with at least 5 business days' prior notice of an opportunity to retest. That retest must be administered within 30 calendar days of the completion of the investigation.

AP exam proctors must create a seating chart, including the seat location of each test subject, for each AP test administered at the test site. The test agency must provide seating chart templates for use by each test site. The school in charge of the test site must retain and preserve each such seating chart for at least one year after the administration of the AP test to which that seating chart applies. The school in charge of the test site must submit these seating charts to the test agency upon its request to assist with its investigation of a complaint or notice of inadequate or improper test conditions.
Connecticut Legislation requires the Department of Education to biennally report to the General Assembly's  joint standing committee on education on on the number of school governance councils. By December 2017, and biennally thereafter, the report must include an evaluation of those schools that have reconstituted. The report must determine whether such schools have demonstrated progress with regard to 10 indicators, including, for high schools, the number and percentage of students completing AP coursework.
Delaware Dual enrollment and dual credit, including AP, must be included in the Student Success Plan (SSP), for students electing to participate.

All AP courses used for purposes of Dual Credit must meet the requirements of their respective program authorizers.
Florida Dependent children of active duty military personnel who otherwise meet the eligibility criteria for special academic programs, including AP, offered through public schools must be given first preference for admission to such programs even if the program is being offered through a public school other than the school to which the student would generally be assigned. If such a program is offered through a public school other than the school to which the student would generally be assigned, the student's parent must assume responsibility for transporting the student to that school.
Idaho The state provides an appropriation to defray dual credit and AP exam costs for 11th and 12th graders. Statute directs the state department to annually report to the house and senate education committees on the number of students benefitting from assistance with the cost of dual credit courses and exams, the number of credits awarded and amounts paid during the previous school year.

In addition, LEAs are required to annually report to the State Department of Education number of students in each school and for the LEA participating in Advanced Placement courses.
Indiana A student who earns a score of ≥ 3 on an AP exam is entitled to receive a certificate of achievement.

Before the end of grade 9, each student must further develop the graduation plan developed in grade 6. The updated graduation plan must indicate assessments (other than ISTEP and the graduation examination) that the student plans to take voluntarily during grades 10-12, including any AP exams.
Iowa The Iowa online Advanced Placement academy science, technology, engineering, and mathematics (STEM) initiative is established within the International Center for Talented and Gifted Education at the University of Iowa to deliver, with an emphasis on STEM coursework, pre-AP and AP courses to high school students throughout the state, provide training opportunities for teachers to learn how to teach AP courses in Iowa's high schools, and provide preparation for middle school students to ensure success in high school.

A school district and accredited nonpublic school must ensure that any student enrolled interested in taking an AP exam is properly registered for the exam. An accredited nonpublic school must provide a list of students registered for AP exams to the district in which the accredited nonpublic school is located. The district and the accredited nonpublic school must also ensure that any student enrolled in the district or nonpublic school who is interested in taking an AP exam and qualifies for a reduced exam fee is properly registered for the fee reduction. The school district must provide the College Board with a list of all students enrolled in the district and the accredited nonpublic schools located in the district who are properly registered for AP exams.

Districts must make AP coursework available to a dually enrolled student under competent private instruction if the student meets the same criteria as a regularly enrolled student of the district, and to a student enrolled in an accredited nonpublic school in the district if the student meets specified criteria.
Kentucky Statute directs the state board to make long-term and annual statewide goals concerning STEM disciplines and AP/IB course participation, including:
  • The number of high schools providing rigorous curricula and making available accelerated classes and college credit for students
  • The number and percentage of students enrolled in and completing AP courses by content area
  • The number and percentage of students taking the AP exams in advanced science and math (defined in statute as biology, calculus, chemistry, computer science, environmental science, and physics)
  • The number and percentage of students receiving a score of ≥ 3 on the AP exams in advanced science and math
  • The number and percentage of students whose families are eligible for free or reduced-price lunch receiving a score of ≥ 3 on AP exams
  • The number of teachers successfully completing a College Board-endorsed AP summer training institute
  • The number of teachers with the knowledge and training needed to prepare students for high achievement on AP exams in advanced science and math
  • Other criteria determined by the board.
Maryland One of the duties of the Maryland Advisory Council for Virtual Learning is to make recommendations for expanded curriculum for AP courses.
Michigan A provision that requires school districts to begin the school year after Labor Day provides that these provisions do not apply to a public school that operates all of grades 6-12 at a single site, aligns its high school curriculum with AP courses as the capstone of the curriculum, and ends its second academic semester concurrently with the end of the AP exam period.
Mississippi Parents may use funds deposited in a participating student's Educational Savings Account (ESA) for any of a number of qualifying expenses to educate the student, including AP exam fees.

The Joint Legislative Committee on Performance Evaluation and Expenditure Review (PEER) must prepare a biannual report, beginning in 2018 and every 2 years thereafter, assessing the sufficiency of funding for Education Scholarship Accounts and recommending any suggested changes in state law or policy necessary to improve the program. One of the elements the report must assess is student performance on AP exams.
Missouri When a foster care student transfers before or during the school year, the receiving school must initially honor placement of the student in educational courses based on the student's enrollment in the sending school or educational assessments conducted at the sending school if the courses are offered. For these purposes, course placement includes AP courses.

Innovation campuses are partnerships that include at least one high school or K-12 school district, four-year public or private postsecondary institution, Missouri-based business, and year public higher education institution or State Technical College of Missouri. Priority for innovation campus funds will be given to requests that focus on several priorities, including reduction or elimination of student costs of college credit coursework completed before matriculation, including via AP.
Nebraska Regulation calls for school systems to gather and maintain aggregate data measuring the academic progress of all identified high ability learners, including the number of identified high ability learners participating in AP classes.
Nevada Each student's 4-year academic plan developed in grade 9 may include the Advanced Placement courses available to the student that will assist the student in the advancement of his/her education.

One of the means by which a student may demonstrate competency in lieu of seat time is by performance on an Advanced Placement exam in the subject area of the course.

When developing an individualized education program (IEP) for a student with a hearing impairment, the IEP team must consider the provision of academic instruction, school services and direct access to all components of the educational process,including AP courses.

Fees deposited in an education savings account may be used to pay for AP exam fees.
Ohio The chancellor of higher education must require all baccalaureate-awarding state institutions of higher education to submit a statement describing how each major for which the school offers a baccalaureate degree may be completed within three academic years. The statement may include, but is not limited to including, any of enumerated methods to contribute to earning a baccalaureate degree in three years, including AP credit.
Oregon The Oregon Virtual School District has partnered with APEX Learning to offer their AP Exam Review and Preparation courses to Oregon public school students at no additional cost.  After schools submit the online student registration form, students have unlimited access to self-paced review courses.
Rhode Island The board of regents must encourage school districts to offer rigorous courses in grades 6-11 that prepare students for the demands of AP courses, and to encourage school districts to make it a goal that all 10th graders take the Preliminary Scholastic Aptitude Test/National Merit Scholars Qualifying Test (PSAT/NMSQT) so that test results will provide each high school with student assessment data that guidance counselors and teachers can use to identify students who are prepared or who need additional work to be prepared to enroll and be successful in AP courses, using a research-based AP identification program provided by the College Board.

The state board of regents must, subject to appropriation:
  • Provide a communication plan that includes disseminating to parents materials emphasizing the importance of AP or other advanced courses to a student's ability to gain access to, and to succeed in, postsecondary education and materials that emphasize the importance of the Preliminary Scholastic Aptitude Test/National Merit Scholars Qualifying Test (PSAT/NMSQT), which provides diagnostic feedback on skills and relates students' scores to the probability of success in AP courses and exams, and disseminating this information to students, teachers, counselors, administrators, school districts, public community colleges, and state universities.
  • Annually evaluate the impact of the College and Career Success for All Students Act on student enrollment and success rates in AP courses, high school graduation rates, and college enrollment retention and completion rates.
The department of education must work with school districts that have the lowest graduation rates. The department must develop specific methods of targeted intervention or identify appropriate existing methods for districts with a dropout rate greater than 15% as determined by the department. One of the intervention methods the department may recommend is increased availability of AP courses.
South Carolina Legislation states the purpose of administering college- and career-readiness assessments and WorkKeys assessments to 11th graders is to provide instructional information to assist students, parents, and teachers to plan for each student's course selection, which may include AP courses.
Tennessee In fall 2015, the Tennessee Board of Regents unveiled free, self-paced, online AP exam prep courses in English and statistics, available to students across the country, and developed byTennessee Board of Regents community college and university faculty. Courses may also be used by high school instructors to augment their AP curriculum.

Public school students who complete a specified high school curriculum may graduate early and be eligible for unconditional entry into a public two-year institution of higher education or conditional entry into a public four-year institution of higher education. Under this option, students must complete at least two AP, IB, dual enrollment or dual credit courses.

A student will be recognized as graduating with "state distinction" by attaining a B or better average and completing one of eight criteria, including earning a score of 3 or higher on at least 2 AP exams.
Texas The Texas Education Agency and the Texas Higher Education Coordinating Board must collaborate to identify each school district with one or more high schools that has had an average of at least 26 students in the high school graduating class during the preceding 5 years, and for any 2 consecutive years during the preceding 5 years, have been among the lowest 10% of high schools in the state in the percentage of students graduating from the high school and enrolling for the following academic year in an institution of higher education. 

A district notified by the state education agency as meeting these criteria must enter into an agreement with the Texas public institution of higher education in closest geographic proximity to the district to develop a plan to increase the percentage of the district's graduating seniors who enroll in an institution of higher education for the academic year following graduation. A plan developed under these provisions:
  • Must establish clear, achievable goals for increasing the percentage of the district's graduating seniors, particularly the graduating seniors attending a high school described above, who enroll in an institution of higher education for the academic year following graduation
  • Must establish an accurate method of measuring progress toward the goals established in the plan, which may include the percentage of district high school students and the percentage of students attending a district high school who are enrolled in a course for which a student may earn college credit, including an AP course.
A district must permit a home-schooled student entitled to attend public school in the district to participate in an administration of the PSAT/NMSQT or an AP exam. Home-schooled students pay the same amount for each AP exam as students enrolled in the district are required to pay. A district must post on its website the date the PSAT/NMSQT will be administered and the date any AP exams will be administered. The noticemust state that the PSAT/NMSQT or the AP exam is available for home-schooled students eligible to attend school in the district, and describe the procedures for a home-schooled student to register for the test.
Utah Beginning with the 2016-17 school year, students must demonstrate mathematics competency by any of a number of means in order to graduate from high school. For a student pursuing a college degree after graduation, one of the means of demonstrating math competency is by scoring ≥ 3 on an AP Calculus AB, AP Calculus BC, or AP Statistics exam.

The Centennial Scholarship for Early Graduation is available to students who graduate early. Regulation provides that AP exams are one of the means for students to earn high school credit via demonstrated proficiency by assessment.

2016 legislation directs the University of Utah to partner with all state universities to develop concurrent enrollment courses that are age-appropriate foreign language courses for eligible accelerated foreign language students. The legislation defines an "accelerated foreign language student" as a student in grades 10-12 who has passed a world language AP exam.
Virginia School boards must implement a plan to notify students receiving home instruction and their parents of the availability of AP exams and the availability of financial assistance to low-income and needy students to take these exams. School boards must implement a plan to make these exams available to students receiving home instruction.

Students who complete the requirements for an Advanced Studies Diploma with an average grade of “B” or better, and successfully complete college-level coursework that will earn the student at least nine transferable college credits in AP, IB, Cambridge, or dual enrollment courses will receive the Governor's Seal on the diploma.
Washington The office of the superintendent of public instruction must provide professional development, technical assistance, and guidance for school districts to develop career and technical course equivalencies that also qualify as AP courses.
West Virginia In addition to functions related to AP teacher training, the duties of the West Virginia Advanced Placement Center, housed within the West Virginia Center for Professional Development, include: 
  • Serving as a liaison for the College Board and the department of education, county boards of education, institutions of higher education, the West Virginia Advanced Placement Leadership Team, the legislature, and the governor
  • Conducting research and evaluating the state's AP program
  • Certifying individual courses that meet the established standards of AP programs.
The Higher Education Policy Commission, the University System Board of Trustees, the State College System Board of Directors, and the Council for Community and Technical College Education encourage high school students to participate in the AP program.

Advanced Placement and honors curricula are intended in a subject area for which students have attained at least two of the following three criteria: (1) Demonstrated exceptional ability and interest through past performance, (2) obtained the prerequisite knowledge and skills to perform honors or advanced placement work, and (3) recommended by the student's former or present teachers.

State board regulation regarding student personalized education plans provides, "Best practices encourage students to take at least 1 AP and/or [Advanced Career] course with corresponding examination..."

A certificate of proficiency must include the program of study major completed by the student only for those students who have completed the required major courses, or higher level courses, advanced placement courses, college courses or other more rigorous substitutes related to the major, and the recommended electives.


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