Advanced Placement: State financial support for AP course offerings/AP success


Advanced Placement: State financial support for AP course offerings/AP success


This data point indicates whether states provide funds for (1) start-up costs associated with offering new or expanded AP course offerings, and/or (2) teacher bonuses for students' AP success, and/or (3) student financial rewards for their AP success.

Highlights:
  • Twenty states offer a financial incentive to support AP course offerings and/or teacher/student AP course success.
This information was collected from statutes and state board regulations, 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.
 

State financial support for AP course offerings/AP success
Alabama No
Alaska No
Arizona No
Arkansas Yes. Contingent upon legislative appropriations, schools participating in the Arkansas Advanced Placement and International Baccalaureate Diploma Incentive Program may be awarded a one-time equipment and instructional materials grant for providing an AP course. A school may apply for a one-time equipment grant for each AP course. (Two sections of a course such as AP U.S. History would be considered as one course. Districts with more than one high school providing AP courses may apply for the one-time equipment grants for each high school.

In addition, depending on the availability of funds, schools may be awarded up to $50 for each score of ≥ 3 earned on any AP exam. A school must utilize such funds in the school's AP program. An annual report with detailed expenditures of funds awarded to schools from students' AP exam scores must be submitted to the Office of Gifted and Talented, Arkansas Department of Education.
California No
Colorado Yes. The Advanced Placement Incentives Pilot Program established in 2014 is intended to expand access to AP classes in rural schools and enhance the participation in AP programs by students participating in the school lunch program. 

Regardless of the outcome of the AP exams taken, for each student who completes an AP class and who subsequently takes the AP exam, the department must distribute to the rural school $500 to be used for various purposes, including among others:
  • Implementing a school-wide AP program, including enhancing online access for rural schools with limited access
  • Providing an AP teacher or mentor a bonus of $50 for each student who completes the teacher's or mentor's AP class and takes the AP exam; except that teacher or mentor may not receive more than $2,000 per year in such bonuses.
Connecticut No
Delaware Yes. College Board waivers or other grants must be identified as well as the procedures for applying and the procedures for the awarding of such funds or waivers. No student may be denied access to dual credit courses, including AP, because of the student's or family's inability to pay.
District of Columbia No
Florida Yes. For every student in each AP course who scores ≥ 3 on the prior year's exam, a district is calculated a .16 full-time equivalent (FTE) student membership, to be added to the to the total FTE student membership for grades 9-12 for the subsequent fiscal year. Each district must allocate at least 80% of the funds provided to the district for AP instruction to the high school that generates the funds.

The school district must distribute to each classroom teacher who provided AP instruction:
1. A $50 bonus for each student taught by the AP teacher in each AP course who receives a score of ≥ 3 on the AP exam.
2. An additional bonus of $500 to each AP teacher in a school designated with a grade of “D” or “F” who has at least one student scoring ≥ 3 on the AP exam, regardless of the number of classes taught or of the number of students scoring a ≥ 3 or higher on the AP exam.

Bonuses awarded to a teacher according to these provisions not exceed $2,000 in any given school year. However, the maximum bonus is $3,000 if at least 50% of the students enrolled in a teacher's course earn a score of ≥ 3 on the exam in a school with a grade of “A,” “B,” or “C” or if at least 25% of the students enrolled in a teacher's course earn a score of ≥ 3 on the exam in a school with a grade of “D” or “F.” Bonuses awarded under these provisions are in addition to any regular wage or other bonus the teacher received or is scheduled to receive. For such courses, the teacher must earn an additional bonus of $50 for each student who has a qualifying score up to the maximum of $3,000 in any given school year.
Georgia No
Hawaii No
Idaho No
Illinois Yes. Regulation provides for AP grant funds to serve students and staff in schools where at least 40% of the students are classified as “low-income”. Funds may be used to purchase materials related to AP courses, among other purposes.

In addition, statute directs the state board to:
  • Seek federal funding through the Advanced Placement Incentive Program and the Math-Science Partnership Program and use it to support AP and pre-AP teacher professional development and to support the implementation of an integrated instructional program for students in grades 6-12 in reading, writing, and math that prepares all students for enrollment and success in AP courses and in college
  • Focus state and federal funding with the intent to carry out activities that target school districts serving high concentrations of low-income students.
Indiana Yes. Money appropriated to the department of education to implement the AP program may be used to:
  • Pay school corporations for instructional materials needed for a math or science advanced course
  • Pay for or rent equipment that a school corporation may need to develop a math or science advanced course
  • Pay costs incurred in implementing the AP program for the subjects other than math and science.
The department must establish guidelines for the distribution of these funds, including guidelines to ensure that money is distributed as evenly as possible throughout Indiana. In establishing these distribution guidelines, the department must consider the following factors:
  • The number of students and teachers participating in the program
  • Even geographic representation
  • Financial need of students participating in the program
  • Any other factor affecting the distribution of funds.
The department may give priority in the distribution of funds to a school that serves a high concentration of low income students.
Iowa No
Kansas No
Kentucky Yes. Statute defines “advanced science and mathematics” to mean AP biology, calculus, chemistry, computer science, environmental science, and physics, and IB biology, chemistry, computer science, environmental systems, mathematical studies, further mathematics, and physics. The department of education is directed to use funds from the science and mathematics advancement fund to establish the High School Advanced Science and Mathematics Course Start-up Program. The program is to increase the number of students who successfully complete rigorous science and math coursework during high school by providing support to high schools to offer additional advanced science and math courses with highly trained teachers and appropriate course materials.

The program provides 2-year grants to high schools. To qualify for a grant, a school must initiate at least 1 advanced math and science course. During the first year of the grant, funds must be used for planning and the training of teachers. During the second year of the grant, funds must be used to provide additional support for implementation of an advanced science and math course. Permissible uses of funds include additional training for an advanced science and math teacher and the purchase of classroom supplies, textbooks, laboratory equipment, and other instructional materials.

A high school applying for a grant must provide assurances that:
  • All teachers of AP advanced science and mathematics courses supported by the grant will participate in a College Board-endorsed AP summer training institute, as available; and
  • All students completing AP courses supported by the grant will take the related AP exam.
Further, the department of education is directed to use funds from the science and mathematics advancement fund to establish the Middle School Mathematics and Science Scholars Program, which is intended to increase the number of students entering high school who are well-prepared to undertake rigorous mathematics and science coursework, culminating in successful completion of advanced science and mathematics courses and high achievement on AP and IB exams. The program must provide 2-year renewable grants to middle schools to support intensive, accelerated student learning in math and the sciences, to be offered at no cost to participants. Grants must be used to support activities that may include but not be limited to programs during the school day, after-school programs, Saturday programs, or multiweek summer sessions.

The grant application must ensure that participating teachers have the skills to provide intensive, accelerated student learning in math or the sciences and that they will receive ongoing, relevant professional development. A recipient middle school must collaborate with its feeder elementary schools, and with high schools to which it sends students, to:
  • Share information on grant activities
  • Strengthen alignment of curricula, content-knowledge expectations, and instructional practice between schools
  • Provide relevant professional development opportunities.
The accelerated learning program must include strategies to improve the academic skills in math and science for all students for whom significant academic achievement gaps have been identified and to attract them into higher level math and science courses. Specific activities must be conducted to recruit and enroll students from all racial, ethnic, and socioeconomic groups in the school. Each grant applicant must provide assurances that the necessary resources will be allocated and utilized to help students in all subpopulations academically succeed in the accelerated learning program and to meet the enrollment goal (specifically, that the number of students representing each racial, ethnic, and socioeconomic group enrolled in the mathematics and science accelerated learning program is not less than nor limited to the percentage of each group in the total school population).

Statute directs the department of education, upon receipt of adequate federal funding, to: 
  • Identify, in conjunction with the council on postsecondary education, resources at the secondary and postsecondary levels that can be directed toward AP instruction
  • Compare the costs of offering AP courses through traditional on-site instruction, the Kentucky Virtual High School, and other methods and offer each school district assistance, if requested, in analyzing how the school district can most cost-effectively offer the largest number of AP courses
  • Identify current and future funding sources for AP programs and the amount of funds available or anticipated from those sources.
Louisiana Yes. One of the authorized uses of Louisiana Quality Education Support Funds is the purchase of textbooks for AP courses. Whenever purchases using fund dollars are for the use of a specific population within a school, such as AP students, the project must name the specific population and must illustrate the reasons for selecting the specific population to receive support fund monies.
Maine No
Maryland No
Massachusetts Yes. Subject to appropriation, the state board must establish a program to award districts grants for the costs associated with establishing AP courses. The board must promulgate regulations defining the standards of eligibility and other implementation guidelines.

2015 H.B. 3650 makes a $2.7 million appropriation for 2015-2016 for a competitively bid, statewide performance based, integrated program to increase participation and performance in AP courses, particularly among underserved populations, to prepare students for college and career success in STEM and English. These funds must support a number of program elements, including equipment and supplies for new and expanded AP courses.
Michigan No
Minnesota Yes. The state has a competitive grant program for districts and charter schools to expand access to AP and pre-AP programs. Program funds may be used to purchase books and supplies, among other purposes.

In addition, any group of districts or a consolidated district that meets specified criteria may apply for an incentive grant for construction of a new facility or for remodeling and improving an existing facility. For an applicant group of districts, an education program must be developed that provides for more learning opportunities and course offerings, including the offering of AP courses, for students than is currently available in any single member district.
Mississippi No
Missouri Yes. Subject to appropriation, a student may earn a one-time $500 Advanced Placement Incentive Grant for earning two scores of 3 or higher on an AP exam in math or science while enrolled in a Missouri public high school. To be eligible, an applicant student must additionally receive an award under the Access Missouri Financial Assistance Program or the A+ Schools Program.
Montana No
Nebraska No
Nevada Yes. 2015 S.B. 515 appropriates $3 million in fiscal year (FY) 2015-16 and $5 milllion in FY 2016-17 for a college and career readiness competitive grant program. A portion of these funds are intended to support establishing new AP programs or expanding existing programs, with a focus on underserved populations in rural and urban Nevada. Applicants must use these funds for one or more of specified activities, including:
  • Development of adequate programming infrastructure (hardware, software) to improve student access to virtual learning.
  • Funding for additional books and materials for AP course work.
  • Developing a rigorous curriculum.
New Hampshire No
New Jersey No
New Mexico No
New York No
North Carolina No
North Dakota No
Ohio No
Oklahoma Yes. Through the Oklahoma Advanced Placement Incentive Program, the state board may award schools a one-time equipment and materials grants of up to $5,000 for each AP course. A school receiving a grant must offer the AP course beginning the school year after receiving the grant. The state board may award additional grants to school sites demonstrating successful implementation of the courses for which the first grants were awarded. (Successful implementation includes, but is not limited to, the class having been reported on the Application for Accreditation Coded Class Schedule; a student having completed the relevant AP exam; a student having scored 3 or better on the AP exam; or. evidence of activities to prepare growing numbers of students for the challenges offered by AP classes.) Schools may qualify for additional grants a minimum of 4 years after receiving a grant award. Second-time grants of up to $2,500 may be awarded.

In addition, vertical team grants may be awarded to prepare growing numbers of students for the challenges offered by AP courses. Vertical team grants are content area and team-based. A school district may apply for a vertical team grant for a content area team from a high school and its feeder middle level school(s). The vertical team must include at least one representative from each grade level in the content area for grades 7-12.

Consolidated districts, districts combined by annexation, and districts that have entered into a mutual contract with a superintendent must have for 3 consecutive years after consolidation, annexation or the effective date of the mutual contract preference for allocations for various state board funds, including AP Incentive funds.
Oregon Yes. "Accelerated college credit programs" include AP, dual credit, two-plus-two, and International Baccalaureate programs. The department of education must administer a program that provides grants for:
  • Student books, materials, and other course costs other than exam fees
  • Classroom supplies for accelerated college credit programs.
Any school district, community college district or state institution of higher education may individually or jointly apply for a grant.
Pennsylvania Yes. One of the 14 purposes districts may apply annual accountability grants towards is establishing, expanding or maintaining programs to strengthen high school curricula by offering additional AP or other rigorous high school courses.
Rhode Island No
South Carolina No
South Dakota No
Tennessee No. However, statute authorizes a school to establish an AP fund to receive donations or grants from individuals or from private corporations, associations or other artificial entities, both nonprofit and for profit, who wish to help support an AP program offered or attempted to be established by the school. Monies in such fund must be used solely for academic enhancement in support of the program for which the fund was created. The principal of each school establishing a fund must appoint a committee responsible for determining how funds will be used.

In addition, a parent of an eligible student with disabilities may open an individualized education account that may defray any of a number of educational costs, including AP exam fees.
Texas Yes. Statute authorizes a school to be awarded $100 for each student who scores ≥ 3 on an AP exam. The principal of each school participating in the program must convene, at least annually, a team of up to five members, with at least three teachers, to include at least one AP teacher and at least one teacher who teaches students in preparation for AP participation, to determine the use of funds awarded. 

Statute also authorizes a one-time award of $250 for teaching an AP course for the first time, and $50 to be deposited in the teacher bonus pool for each student in the school that scores ≥ 3 on an AP exam. AP teachers may be awarded a share of the teacher bonus pool, which must be distributed by the teacher's school in shares proportional to the number of courses taught.

While statute provides schools may receive a one-time $3,000 equipment grant for providing an AP course, the $3,000 equipment grant was last funded in the 2002-2003 biennium.

A school district is entitled to an annual allotment of $275 for each student in average daily attendance in grades 9-12 in the district. A school district or campus must use these funds for one or more of specified uses to advance rigorous coursework, including to implement or administer a program that encourages students to pursue advanced academic opportunities, including AP courses. At an open meeting of the board of trustees, each school district must establish annual performance goals for programs, activities, and strategies implemented with high school allotment funds related to the certain performance indicators, including enrollment in advanced courses, including AP courses.
Utah Yes. Under the Enhancement for Accelerated Students Program, the state board distributes funds to school districts and charter schools according to a state board formula. The distribution formula may include an allocation of funds for AP courses, among other purposes. The state board formula includes an allocation of funds for AP courses. The portion allocated to AP equals 0.38 multiplied by the difference between the funds appropriated for the Enhancement for Accelerated Students Program less the allotment.

The state board must develop performance criteria to measure the effectiveness of the Enhancement for Accelerated Students Program and annually report to the Public Education Appropriations Subcommittee on the program's effectiveness. Under state board regulation, all LEAs receiving program funds are required to submit to the state office of education an annual evaluation report that includes, among other metrics, the number of AP classes taken, completed, and exams passed with a score of 3 or above by identified students. 
Vermont No
Virginia No
Washington Yes. Subject to funds appropriated for this purpose, the Academic Acceleration Incentive Program is intended to enhance access to dual credit courses, including AP courses. One-half of appropriated funds are to be allocated by the office of the superintendent of public instruction on a competitive basis to provide one-time grants for high schools to expand the availability of dual credit courses. Funds may be used to support AP curriculum development, technology, and textbook fees, among other purposes.

The other half of appropriated funds are to be allocated by the office of the superintendent of public instruction to districts as an incentive award for each student who earned dual high school and college credit (including by earning a ≥ 3 on an AP exam) via a course offered by the district during the previous school year. Districts must distribute the award to the high schools that generated the funds. The award amount for low-income students eligible to participate in the federal free and reduced-price meals program who earn dual credits must be set at 125% of the base award for other students. A student who earns more than one dual credit in the same school year counts only once for the purposes of the incentive award. If a high school provides access to online courses for students to earn dual high school and college credit at no cost to the student, such a course is considered to be offered by the high school.
West Virginia Yes. The state must allocate 1% of the state average per pupil state aid multiplied by the number of students enrolled in dual credit, AP and international baccalaureate courses, distributed to the counties proportionate to enrollment in these courses in each county.
Wisconsin No
Wyoming No

© 2019 by the Education Commission of the States (ECS). All rights reserved. ECS is the only nationwide, nonpartisan interstate compact devoted to education. 700 Broadway #810, Denver, CO 80203-3442

To request permission to excerpt part of this publication, either in print or electronically, please contact the Education Commission of the States’ Communications Department at 303.299.3609 or askinner@ecs.org.

Your Education Policy Team  www.ecs.org