|State programs and funding for teacher training|
|Arkansas||Yes. AP teachers must meet Arkansas Teacher Licensure requirements and attend a College Board Advanced Placement Summer Institute. Teachers must attend no less than once every 5 years. An AP teacher who has not obtained this required training must complete an Additional Training Plan (ATP) for Advanced Placement. The teacher will have 3 years to complete the required training. Pre-AP teachers must also meet Arkansas Teacher Licensure requirements and attend a College Board sponsored or endorsed training institute or workshop in the teacher's content area at least once every 5 years. A pre-AP teacher who has not obtained the required training must complete an ATP for Pre-Advanced Placement. The teacher will have 3 years to complete the required training.|
Subject to legislative appropriations, a teacher participating in the AP or pre-AP program may be awarded subsidized AP teacher training of up to $650 per teacher. Specifically, an AP or pre-AP teacher may apply to the department for a grant of up to $650 to cover cost of tuition, expenses and materials of approved training programs. Priority for training will be given to teachers who have not been previously trained. When a district offers a pre-AP program, the courses must follow a clearly recognizable sequence, i.e., 6th, 7th, 8th, 9th, 10th grade Pre-AP English, 11th grade AP English Language and Composition, and 12th grade English Literature and Composition. A teacher who is assigned to teach more than one AP or pre-AP course may apply for more than one teacher training stipend, contingent upon appropriated funding.
For purposes of continuing education and professional development requirements, each hour of AP training received by licensed personnel must be counted as professional development up to 30 hours.
In addition, the Advanced Placement Training Incentive and Program is to:
|California||Yes. Statute requests the Regents of the University of California to develop the High School Mathematics Professional Development Institutes jointly with the Trustees of California State University and the independent colleges and universities. The institutes must provide research-based instruction in the teaching of mathematics, and that includes instruction that will enhance the ability of teachers to prepare students for AP and college coursework.|
|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 providing professional development to assist teachers in learning instructional strategies for teaching AP classes and bolstering AP content knowledge|
Program funds may also be used to provide professional development for administrators concerning the content required in non-AP classes to help students prepare for future success in AP classes.
|Connecticut||Yes. Statute directs the State Board of Education to develop guidelines to aid local and regional boards of education in training teachers for teaching AP courses to a diverse student body.|
|District of Columbia||No|
|Florida||Yes. The Florida Partnership for Minority and Underrepresented Student Achievement program offers AP teacher training to those specific, targeted districts and schools served by the Partnership each year. Program funding does not include every school and all districts. The program provides teachers of AP or other advanced courses with the necessary content knowledge and instructional skills to prepare students for success on AP or other advanced course exams and mastery of postsecondary course content.|
The partnership must annually submit to the department a report that contains an evaluation of the effectiveness of the delivered services and activities. The evaluation must include the number of middle and high school teachers trained, and the effectiveness of the training.
|Georgia||Yes. The Georgia Department of Education hosted 7 AP Regional Workshops in fall 2015. These workshops are specific to course and there was no registration fee.|
|Illinois||Yes. Subject to appropriation, an AP teacher must obtain appropriate training. Subject to appropriation, the state board must establish clear, specific, and challenging training guidelines that require AP teachers to obtain recognized College Board-endorsed AP training.|
AP and pre-AP teacher training must do all of the following:
Grant proposals must be evaluated with up to 45 points awarded for "Quality and Scope of the Plan", including:
|Indiana||Yes. Money appropriated to the department of education to implement the AP program may be used to pay stipends for teachers assigned to teach a math or science advanced course to attend College Board summer training institutes.|
For a teacher to be eligible for a stipend, the training must:
|Iowa||Yes. One of the functions of the Iowa online Advanced Placement academy science, technology, engineering, and mathematics (STEM) initiative is to provide AP teacher training opportunities.|
In addition, an AP summer program is established at the University of Iowa for training AP instructors. The University of Iowa is responsible for the development of appropriate curricula, course offerings, provision of qualified instructors, and the selection of program participants. If funds are appropriated for the program, those funds must be used to pay for the cost of providing instructors, counselors, room and board for teachers attending the program, materials. If appropriated funds are insufficient to meet program participation demands, the university must give priority to the needs of teachers from schools that do not have AP programs.
Districts must ensure that AP course teachers are appropriately licensed by the board of educational examiners and meet the College Board's minimum certification requirements.
|Kentucky||Yes. Upon receipt of adequate federal funding, the department of education must:
In addition, 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. During the first year of the grant, funds must be used for planning and the training of teachers. Additional permissible uses of funds include additional training for an advanced science and math teacher. 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.
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 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.
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 teachers successfully completing a College Board-endorsed AP summer training institute, and the number of teachers with the knowledge and training needed to prepare students for high achievement on AP exams in advanced science and math (defined in statute as AP biology, calculus, chemistry, computer science, environmental science, and physics).
|Louisiana||Yes. The state department of education will provide up to $700 per teacher to attend a College Board authorized 2016 AP Summer Institute, with priority given to teachers of STEM and recently redesigned AP courses. For 2016, the department anticipates reimbursing approximately 180 teachers for attending an AP Summer Institute.|
|Maine||Yes. Teachers teaching AP4ALL online AP courses receive training in their AP content area as well as in the pedagogy of effective online instruction. Teachers receive substantial support with regards to integrating technology, effective online communication, and all components of teaching and learning in an online environment.|
|Massachusetts||Yes. 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, and may support teacher professional development, including a College Board-endorsed AP summer institute for math, science, and English teachers. The program must provide a minimum $1,000,000 match of private funds for direct support of educators and other uses.|
|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 provide teacher training and instruction to more effectively serve students, including low-income and other disadvantaged students, who participate in pre-AP or AP courses.|
The state may pay a portion of the tuition, room, board, and out-of-state travel costs a teacher or other interested educator incurs in participating in an AP training program. The commissioner of education must determine application procedures and deadlines, select teachers and other interested educators to participate in the training program, and determine the payment process and amount of the subsidy. The procedures determined by the commissioner must, to the extent possible, ensure that AP courses become available in all parts of the state and that a variety of course offerings are available in districts.
In practice, a 2015 legislative appropriation allows applicant Minnesota teachers attending a summer 2016 in-state training at Carleton College and/or Augsburg College to receive a scholarship of $500 for tuition and college credit, and an additional $150 for room and board on campus. Teachers may apply for an out-of-state AP training scholarship of up to $900 if the AP course the teacher needs is not available at Carleton or Augsburg, the 2016 training dates pose a conflict, or the teacher attended Augsburg or Carleton training in 2015.
In addition, the commissioner must provide support programs during the school year for teachers who attended the training programs and experienced AP teachers. The support programs must provide teachers with opportunities to share instructional ideas with other teachers. The state may pay the costs of participating in the support programs, including substitute teachers, if necessary, and program affiliation costs.
|Mississippi||Yes. Each teacher planning to teach an AP course must have completed the College Board endorsed AP Summer Institute (APSI) for the course and must have obtained the AP certification through the Mississippi Department of Education's Office of Educator Licensure. Documentation showing completion of the College Board APSI is required. Teachers with the AP certification must comply with licensure renewal guidelines. AP teachers must complete the AP Summer Institute (APSI) at least every 5 years, which can be used for licensure renewal if completed during the validity period. An exception is provided to teachers who have served with Educational Testing Service as readers for the AP exam(s). Such teachers may have the initial training waived and automatically earn the AP certification if the appropriate documentation is provided. These teachers should complete the APSI at least every 5 years or serve as a reader for the AP exam(s) at least every 5 years.|
AP endorsements are added by completion of College Board approved AP training. Endorsements can only be added as a supplemental endorsement to a standard 5-year license. This endorsement must be renewed every 5 years with additional AP training, and cannot be renewed with CEUs or coursework.
In addition, proposals to offer a pre-AP course must be submitted to the department of education before the course may be offered. The proposal must indicate the College Board training the Pre-AP teachers will obtain in order to teach the Pre-AP courses. Each teacher planning to teach a Pre-AP course must have completed the College Board's Pre-AP Summer Institute, Vertical Teams Training, the Pre-AP Workshop, or other training specifically designed for Pre-AP teachers. The district is responsible for providing documentation (when requested) of participation in the Pre-AP training.
|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. $200,000 of the $662,750 in funds available for the 2016-17 school year must be used to provide professional development for AP teachers. Grantees' budgets should include costs associated with College Board-sponsored trainings. Grantees will use this portion of the fund for one or more of the following:
|North Carolina||Yes. The state board of education must seek a partner, such as the College Board, to form the North Carolina Advanced Placement Partnership (Partnership), to assist in improving college readiness of secondary students and to assist secondary schools to ensure that students have access to high-quality, rigorous academics with a focus on access to AP courses.|
In order to implement its responsibilities, the partner selected by the state board must provide staff to, among other duties:
|Oklahoma||Yes. Schools may be awarded a one-time equipment and/or instructional materials grant to provide an AP course. A school receiving a grant must provide the College Board training within one year of the grant award, including at least a one-week summer institute, among other criteria. Teachers must be encouraged to attend annual follow-up training.|
The state board may award schools subsidized training for AP courses or pre-AP courses, or grants for developing AP vertical teams. "Vertical teams" are defined in statute as a group of middle/junior high school and high school educators in a given discipline who work cooperatively to develop and implement a vertically aligned program aimed at helping students acquire the academic skills necessary for success in the AP program. More details on grants available for AP training grants and vertical team grants available here.
|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 education or training of current or prospective teachers providing instruction in accelerated college credit programs, among other purposes.|
Any school district, community college district or state institution of higher education may apply individually or jointly for a grant. If a grant is awarded to provide education or training to current or prospective teachers providing instruction in an accelerated college credit program, the amount of the grant may not exceed 1/3 of the total cost of the education or training. In addition, the department may award the grant on the condition that the teacher, school district, community college district and state institution of higher education pay the balance of the cost of the education or training in a proportion agreed to by the teacher, districts and institution. The department may also enter into agreements with school districts, community college districts and state institutions of higher education related to the funding to provide education or training to current or prospective teachers in an accelerated college credit program.
|Rhode Island||Yes. Statute provides that the purpose of the Advanced Placement (AP) teacher training program is to provide access to AP courses in the 4 core academic areas of English, math, science and social science for all students by training teachers in AP course instruction at all high schools that do not presently provide AP courses.|
Subject to appropriation, the AP teacher training program is established in the department of education by the board of regents to train teachers in eligible school entities to teach AP courses in English, math, science and social science. Eligible school entities are defined as those that do not have in each of their high schools at least one AP course in the 4 core academic areas. A school district with an AP course in one or more of the 4 core academic areas but not in all 4 core academic areas is only eligible to have a teacher trained in those core academic areas in which it does not have an AP course. No more than one teacher per core academic area in each high school of an eligible school district may be trained under this program. More than one eligible school district may apply jointly to the program to train a teacher in AP course instruction if that teacher is to provide such instruction in more than one school district either through classroom instruction or through virtual learning instruction. To the extent funds are appropriated for this program, the department must provide grants per eligible teacher to the endorsed entities providing AP teacher training upon completion of the training program.
The application by an eligible school district seeking funding for the program must include:
Statute also directs the department to promulgate rules, regulations and procedures necessary for the implementation of the Access to Advanced Placement Courses for All Students Act, including:
|South Carolina||Yes. The Department of Education must fund and coordinate AP teacher training courses. Each teacher of an AP course is required to have completed the appropriate AP 3-graduate-hour training program or have successfully completed 45 hours of training provided by College Board endorsed professional development opportunities verified by the appropriate college or university. Newly assigned teachers of AP courses have one calendar year to meet the AP course training requirements. Teachers who hold a PhD. in their subject area may have the training waived.|
AP teachers must meet annually with their Professional Growth and Development Plan evaluators to discuss appropriate goal setting and/or revision. The plan may include, but is not limited to, College Board workshops and professional development opportunities.
An AP endorsement may be added to a teaching certificate.
AP Teacher Institutes are hosted at postsecondary institutions across the state.
|Tennessee||Yes. An AP computer science teacher must have a valid Tennessee teacher license with an endorsement grades 7-12 and have completed the equivalent of 12 semester hours of computer course work including six semester hours of programming.|
|Texas||Yes. An AP teacher may receive a subsidy of up to $450 for teacher training.|
In the definition of "College Board Advanced Placement," state board regulations require that a College Board-approved AP Program foster teacher professional development.
|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 teacher training, among other purposes.|
|West Virginia||Yes. All AP courses must be taught by a teacher who has completed the required professional development, which includes an AP Summer Institute (APSI) delivered through the West Virginia Center for Professional Development (WVCPD) or other College Board-endorsed APSI. AP teachers must attend an APSI once every three years after completing the initial APSI. AP teachers may also meet the requirement for attendance at the APSI by holding an AP credential (see below).|
An administrator from each high school must attend a WVCPD College Board endorsed AP related workshop once every two years. All AP coordinators must attend an AP Coordinator's workshop annually.
The Advanced Placement Credential is valid for 3 years. An applicant for licensure must hold a valid West Virginia Professional Certificate, successfully complete the AP Course Audit required by the College Board, be recommended by the county superintendent, and complete one of the following:
Statute establishes the West Virginia Advanced Placement Center within the West Virginia Center for Professional Development to provide statewide coordination for the continued growth and development of AP programs in the state. The teacher training functions of the center include: