Advanced Placement: State support for encouraging access to AP

Advanced Placement: State support for encouraging access to AP

This data point identifies state approaches to enhance student access and success in AP coursework, including supports for pre-AP instruction and online course providers affiliated with a state agency that offer AP coursework to students statewide. 

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 with questions regarding state policies on this issue.

State support for encouraging access to AP
Alabama Yes. ACCESS (Alabama Connecting Classrooms, Educators & Students Statewide) is an initiative of the Alabama Department of Education, offering a number of online AP courses. As of the 2015-16 school year, any Alabama public high school student is eligible to request free ACCESS distance learning courses.

In addition, the department of education must work with local public school systems that have the lowest four-year graduation rates. The department must develop specific methods of targeted intervention or identify appropriate existing methods for local public school systems that have a four-year graduation rate less than the percentage as determined by the State Board of Education. These interventions may include increased availability of AP courses.
Alaska No
Arizona No
Arkansas Yes. Districts must offer pre-AP courses to prepare students for the demands of AP coursework. The department of education must approve all classes designated as pre-AP courses.

Statute defines “vertical team” as a group of educators from different grade levels in a given discipline who work cooperatively to develop and implement a vertically aligned program aimed at helping students from diverse backgrounds acquire the academic skills necessary for success in the AP program and other challenging coursework. Statute requires AP and pre-AP teachers to obtain College Board sponsored or endorsed training, and provides this may include vertical team training.

Subject to legislative appropriations, a pre-AP teacher may be awarded subsidized AP teacher training of up to $650 per teacher.

In addition, the stated goals of the Advanced Placement Training and Incentive Program are to:
  • Increase the number of students enrolled in AP math, science, and English
  • Increase the number of students who score ≥ 3 on AP exams
  • Reduce participation and performance gaps in AP classes between African-American, Hispanic, and Caucasian students
  • Help public high schools develop strong and successful AP programs
  • Enhance and augment AP policies and initiatives in Arkansas
  • Provide Advanced Placement Training and Incentive Programs in every public high school that elects to participate and strengthen its AP program
  • Increase the number of students prepared to enter science, technology, engineering, and mathematics fields in higher education or related training and occupations.
Statute provides that the primary purpose of providing distance learning technologies is to assist districts in receiving advanced high school courses, AP courses, enriched course content, or other academic courses not otherwise available in the school district.

To the extent sufficient funding is available, qualified individuals and districts may enter into an agreement to provide traveling teacher services for one or more receiving districts to offer courses required by the Standards for Accreditation of Arkansas Public Schools and School Districts and any AP courses high schools and districts are required by statute to offer:
California Yes. The superintendent of public instruction must annually update the AP information available on the department of education website to include current information on the various means available to school districts to offer or access AP courses, including online courses. The superintendent must annually inform high schools that offer AP courses in fewer than five subjects of the various options for making AP and other rigorous courses available to students.

In addition, at the beginning of the regular school term, district boards must notify parents of minor students of specific parental rights or responsibilities, including advising the parent of the availability of state funds to cover AP exam fees.
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. Only rural schools may participate in the pilot program, which is annually limited to the first 475 students from rural schools.

Eligible rural schools must:
  • Require all 10th graders to take a precollegiate entrance exam to help identify students with the potential to pass an AP exam
  • Have an AP program with at least one AP class in the area of math, social studies, science, or English. A rural school or rural school district may offer an AP class or program online. If a class is offered online, the school or district must designate an on-site mentor for student support. The mentor is eligible for the teacher incentives provided for below.
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:
  • Implementing a school-wide AP program, including enhancing online access for rural schools with limited access
  • Providing professional development to assist teachers in learning instructional strategies for teaching AP classes and bolstering AP content knowledge
  • Providing professional development for administrators concerning the content required in non-AP classes to help students prepare for future success in AP classes
  • Paying the AP exam fee for each student who takes the AP exam and participates in the school lunch program, unless the exam fee is covered by a federal grant program
  • 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.
The pilot is repealed July 1, 2018.
Connecticut No
Delaware Yes. All students must be provided information regarding dual enrollment and the awarding of dual credit opportunities, including AP.

​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. The Florida Virtual School, the country’s first statewide Internet-based public high school, offers AP courses.

Subject to a legislative appropriation, all public high schools administer the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT), or ACT Aspire to all 10th grade students (parents may exempt their children from taking the PSAT/NMSQT or ACT Aspire). Test results provide each high school with a database of student assessment data that certified school counselors use to identify students who are prepared or who need additional work to be prepared to enroll and be successful in AP courses or other advanced high school courses.

The Florida Partnership for Minority and Underrepresented Student Achievement must additionally: 
  • Provide professional development to middle school teachers and administrators that will enable them to educate middle school students at the level necessary to prepare the students to enter high school ready to participate in advanced courses.
  • Provide assessment of individual strengths and weaknesses as related to potential success in AP or other advanced courses and readiness for college.
  • Provide a plan for communication and coordination of efforts with the Florida Virtual School's provision of online AP or other advanced courses.
  • Work with school districts to identify minority and underrepresented students for participation in AP or other advanced courses.
  • Work with school districts to provide information to students and parents that explains available opportunities for students to take AP and other advanced courses and that explains enrollment procedures that students must follow to enroll in such courses. 
  • Provide information to students, parents, teachers, counselors, administrators, districts, Florida College System institutions, and state universities regarding PSAT/NMSQT or ACT Aspire, including the value of student scores in predicting the probability of success on AP or other advanced course exams.
The partnership must submit to the department a report that contains an evaluation of the effectiveness of the delivered services and activities. Activities and services must be evaluated on their effectiveness at raising student achievement and increasing the number of AP or other advanced course exams in low-performing middle and high schools, including measures of postsecondary readiness of the students affected by the program.

Each high school must advise each student of courses through which a high school student can earn college credit, including AP.

Each middle grade student's personalized academic and career plan must inform students of available opportunities to earn college credit in high school, including via AP.

At the beginning of each school year, districts must notify parents of students in or entering high school of the opportunity and benefits of AP, IB, Advanced International Certificate of Education, dual enrollment, and Florida Virtual School courses and options for early graduation.

To facilitate meaningful parent and family involvement, the department of education must develop guidelines for a parent guide to successful student achievement which describes what parents need to know about their child's educational progress and how they can help their child to succeed in school. The guidelines must include opportunities for parents to learn about rigorous academic programs that may be available for their child, including AP courses.
Georgia No
Hawaii Yes. As of spring 2016, the Hawaii Department of Education's E-School offers AP courses. Courses taken during the regular school year are free. 
Idaho Yes. The My Idaho Courses portal, supported by the Idaho Department of Education, offers AP courses.
Illinois Yes. The state board must encourage districts to offer rigorous courses in grades 6-11 that prepare students for the demands of AP coursework. The state board must also encourage districts to make it a goal that all 10th graders take the Preliminary SAT/National Merit Scholars Qualifying Test (PSAT/NMSQT) so that test results will provide each high school with a database of student assessment data that guidance counselors and teachers will be able to 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.

In addition, the state board must:
  • 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
  • Subject to appropriation, provide a plan of communication that includes disseminating materials to parents that emphasize 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 PSAT/NMSQT, which provides diagnostic feedback on skills and relates student scores to the probability of success in AP courses and examinations, and disseminating this information to students, teachers, counselors, administrators, school districts, public community colleges, and state universities.
The Illinois Virtual School offers AP courses.

Regulation provides for AP grant funds to be expended only to serve students and staff in schools where at least 40% of the students are classified as “low-income”. Allowable activities include, in grades 6-11, initiatives and coursework designed to prepare students for enrollment and success in AP courses (“preparatory programs”). Some portion of the funding provided for each proposed program must be devoted to strategies and activities specifically designed to increase the participation of low-income students in AP courses or to promote participation by low-income students in preparatory programs, such as:
  • Development and dissemination of promotional materials or other outreach to students and their families
  • Counseling, enrichment, tutoring, or other assistance for students that will prepare them to succeed in these courses and on the culminating exams
  • Administering the Pre-Scholastic Aptitude Test (PSAT) to students.
Grant applications must be evaluated in accordance with the following criteria:
1) Quality and Scope of the Plan (45 points)
A) The proposal demonstrates that the training to be funded and the staff members to be involved will permit the district to offer AP courses or preparatory programs that are not currently available, or that greater numbers of students will have access to AP courses or preparatory programs, as applicable.
B) The proposal includes plans for support for and collaboration among staff members and administrators that will result in the sequential alignment of rigorous course offerings across grade levels, culminating in AP studies.
C) The proposal demonstrates that the activities and materials to be supported with grant funds will enhance students' preparedness for AP courses and strengthen their ability to participate successfully.

2) Student Recruitment and Support (25 points)
A) The proposal provides evidence that the intended outreach and recruitment strategies respond to the needs of low-income students in the communities to be served.
B) The proposal presents a combination of supportive elements that will strengthen low-income students' preparation for AP coursework, assist them in successful completion of the courses chosen, and enhance their likelihood of success on the culminating exams.

3) Need (15 points)
A) The proposal describes the status of the applicant's instructional programs and demonstrates that students' access to rigorous academic coursework is limited by the scarcity of appropriately trained instructional staff or other necessary resources and materials.
B) The proposal demonstrates that other sources of funding are limited to such an extent that the applicant is unable to conduct or expand the program as proposed without grant funding.

4) Cost-Effectiveness and Sustainability (15 points)
A) The scope of the proposed activities is reasonable in light of the amount of funding to be provided, and the project will be cost-effective considering the number and types of courses to be supported and the number of students to be served.
B) The proposal gives evidence of the district's commitment to continuing efforts to foster greater participation in AP coursework by low-income students and to support them in achieving greater success and achievement in that coursework.
Indiana Yes. Stipends are available for pre-AP teachers to participate in College Board summer training institutes. For a teacher to be eligible for a stipend, the training must: 
  • Provide pre-AP teachers with the necessary content knowledge and instructional skills to prepare students for success in AP courses and exams and other advanced courses.
  • Provide middle school, junior high, and high school teachers with AP vertical team training and other pre-AP professional development that prepares students for AP success.
  • Support the implementation of an instructional program for students in grades 6-12 that provides an integrated set of instructional materials, diagnostic assessments, and teacher professional development in reading, writing, and math that prepares all students for enrollment and success in AP courses and in college.
The department of education must develop and provide each public middle, junior high, and high school with AP curriculum guidelines. The guidelines must include a plan for increasing the (1) availability of AP programs in schools with a high concentration of low-income students; and (2) participation of low-income students in AP programsthrough information dissemination through print, electronic, and broadcast media that informs parents and students of the importance of AP and pre-AP courses to a student's ability to gain access to and to succeed in postsecondary education.

In addition, the department of education must establish guidelines for the distribution of certain funds to pay AP math and science exam fees, teacher training, instructional material and other course start-up costs, 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.

A school corporation may provide a supplemental payment to a teacher in excess of the salary specified in the school corporation's compensation plan if the teacher teaches an AP course.
Iowa Yes. Senior Year Plus is an umbrella program created in 2008 that includes AP classes, including on-site, consortium, and online opportunities and courses delivered via the Iowa communications network.

The Iowa Online AP Academy offers AP courses. In addition, 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 statewide, and provide preparation for middle school students to ensure success in high school.

Further, districts must provide descriptions of the AP courses available to students using a course registration handbook. Districts must establish prerequisite coursework for each AP course offered and describe the prerequisites in the course registration handbook, which must be provided to every junior high school or middle school student prior to the development of a core curriculum plan.
Kansas No
Kentucky Yes. The Kentucky Department of Education must make information available to middle and high schools on the prerequisite content necessary for success in AP courses. The department must provide sample syllabi, instructional resources, and instructional supports for teachers that will assist in preparing students for more rigorous coursework. Instructional supports must include professional development for assisting students enrolled in the Kentucky Virtual High School or other virtual learning settings.

Each secondary school-based decision making council must establish a policy on the recruitment and assignment of students to AP courses that recognizes that all students have the right to participate in a rigorous and academically challenging curriculum. All students who are willing to accept the challenge of a rigorous academic curriculum must be admitted to AP courses, including AP courses offered through the Kentucky Virtual High School, if they have successfully completed the prerequisite coursework or have otherwise demonstrated mastery of the prerequisite content knowledge and skills as determined by measurable standards. If a school does not offer an AP course in a particular subject area, the school must permit a qualified student to enroll in the AP course offered by the Kentucky Virtual High School.

In addition, each high school school-based decision making council, or the principal if none exists, must establish a policy on the recruitment and assignment of students to AP courses. The policy must:
  • Provide equitable access for AP course participation for all students using either or both on-site instruction or electronic instruction, including the Kentucky Virtual High School
  • Provide for sharing information with all students through the individual graduation plan process and other means regarding the benefits of taking AP courses and AP exams including the potential for earning college credit
  • Establish an equitable process for recruiting underrepresented students in AP courses, including:
    • Racial minorities
    • Students with limited English proficiency
    • Students who qualify for free and reduced lunch
    • Students with disabilities
    • Males or females
  • Provide for the assignment to AP courses teachers certified in the appropriate content area and prepared through professional development to teach the AP course.
A student whose scores on the grade 10 college readiness exam or grade 11 college admissions exam indicate a high degree of readiness for college must be counseled to enroll in accelerated courses (including but not limited to AP courses).

The science and mathematics advancement fund is established to provide incentives for public schools to provide or expand student access to rigorous science and mathematics curricula, including AP courses in biology, calculus, chemistry, computer science, environmental science, and physics. Funds may be used for teacher training, course materials, and scholarships for high school students to take advanced science and mathematics courses through the Kentucky Virtual High School when those courses are not offered at the school in which they are enrolled, among other purposes.

In addition, 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 state board to make long-term and annual goals related to STEM and advanced coursetaking in math and science, including, among others: 
  • 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 whose families are eligible for free or reduced-price lunch receiving a score of ≥ 3 on AP exams
Statute directs the department of education, upon receipt of adequate federal funding, to develop the Kentucky Virtual Advanced Placement Academy which must offer school districts and their students access to a core AP curriculum through the Kentucky Virtual High School.

The Barren Academy of Virtual and Expanded Learning (BAVEL), a public school recognized by the Kentucky Department of Education, offers AP courses.
Louisiana Yes. The state board of elementary and secondary education must develop or identify specific methods of targeted intervention for the public school systems that have 4-year cohort graduation rates below 80%. Intervention methods may include increased availability of AP courses.

In addition, the Louisiana School for Math, Science, and the Arts (LSMSA) Virtual School offers stand-alone AP courses.
Maine Yes. AP4ALL, supported by the Maine Department of Education, provides online AP courses at no cost to any student residing in a Maine school administrative unit who is educated at the public expense.
Maryland Yes. The Maryland Virtual Learning Opportunities offers a number of AP courses. Course costs vary by course and by whether Maryland Virtual Learning Opportunities or the local district provides a qualified teacher. Districts may offer scholarships or local funding to cover a student's course costs.
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 all of the following program elements for each school: 
  • Open access to courses
  • Equipment and supplies for new and expanded AP courses
  • Support for the costs of AP exams
  • Support for student study sessions.
These funds may also support teacher professional development, including a College Board-endorsed AP summer institute for math, science, and English AP teachers. The program must provide a minimum $1,000,000 match in private funds for direct support of educators and other uses.
Michigan Yes. The Michigan Virtual School offers AP courses.
Minnesota Yes. The state has a competitive grant program for districts and charter schools to expand access to AP and pre-AP programs. To be eligible to participate, a 3-year plan approved by the local school board must seeks to achieve one or more of the following goals:
  • Increase the availability of and all students' access to AP courses
  • Expand the breadth of AP courses available to students
  • Increase the number and the diversity of students participating and succeeding in AP courses
  • Provide low-income and other disadvantaged students with increased access to AP courses
  • Increase the number of high school students, including low-income and other disadvantaged students, who receive college credit by successfully completing AP courses and achieving satisfactory scores on related exams.
In reviewing applications, priority may be given an otherwise qualified applicant that demonstrates any of the following:
  • A focus on developing or expanding pre-AP or AP courses or increasing students' participation in, access to, or success with these courses, including the participation, access, or success of low-income and other disadvantaged students
  • A compelling need for access to pre-AP or AP courses
  • An effective ability to actively involve local business and community organizations in student activities integral to pre-AP and AP courses
  • Access to additional public or nonpublic funds or in-kind contributions available for pre-AP or AP courses
  • An intent to implement activities that target low-income and other disadvantaged students.
The commissioner must award grants on an equitable geographical basis to the extent feasible. Grant awards must not exceed the lesser of $85 times the number of pupils enrolled at the participating sites on October 1 of the previous fiscal year, or the approved supplemental expenditures based on the budget submitted in the district or charter school's proposal. 

Program funding must be used, consistent with the application for any of the following purposes:
  • 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
  • Further develop pre-AP or AP courses
  • Improve the transition between grade levels to better prepare students, including low-income and other disadvantaged students, for succeeding in pre-AP or AP courses
  • Purchase books and supplies
  • Pay course fees
  • Increase students' participation in and success with pre-AP or AP courses or programs
  • Expand students' access to pre-AP or AP courses through online learning
  • Hire appropriately licensed personnel to teach additional AP courses
  • Engage in other activity directly related to expanding students' access to, participation in, and success with pre-AP or AP courses, including low-income and other disadvantaged students.
Each recipient district or charter school must:
  • Collect demographic and other student data to measure the extent to which the district or charter school raised students' academic achievement. These data must be reported to the commissioner, who must annually make summary data about this program available to the education policy and finance committees of the legislature.
  • Annually report to the commissioner its actual expenditures for AP and pre-AP courses. The report must demonstrate that the district or charter school has maintained its effort from other sources for AP and pre-AP courses compared with the previous fiscal year, and the district or charter school has expended all grant funds, consistent with its approved budget.
In addition, procedures for disbursing AP teacher training funds overseen 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 school districts.
Mississippi Yes. Districts must offer pre-AP courses to prepare students for AP coursework. A district must submit a Pre-Advanced Placement Program Proposal to the department of education's Office of Curriculum and Instruction. The proposal must indicate the Pre-AP courses that will be offered and the College Board training that the Pre-AP teachers will obtain in order to teach the courses. The proposal must also indicate the process for identifying students for 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. The Pre-AP Program Proposal will be approved for a 5-year period. Whenever a district makes changes to the Pre-AP Program, the district must submit a new Pre-AP Program Proposal Form to the department of education for approval prior to implementing changes.

The Mississippi Virtual Public School (MVPS), administered by the Mississippi Department of Education, offers AP courses. However, according to the department of education website, a student is limited to 2 Carnegie units per school year.  Participation in this program is determined by each district.

2016 S.B. 2064 establishes the “Distance Learning Collaborative Act of 2016.” Under the act, the department of education must establish a voluntary distance learning grant program that is a collaboration among the entities providing distance learning services. The Distance Learning Collaborative Program must provide financial assistance to encourage and improve distance learning education services in rural areas through the use of telecommunications, computer networks and related advanced technologies to be used by students, teachers and rural residents. Distance Learning Collaborative Program courses must be fully eligible for dual credit. AP is a form of dual credit in Mississippi. 

Regulation provides that, subject to appropriation, funding must be made available so that all public school 10th graders may take an exam [Preliminary Scholastic Assessment Test (PSAT) or ACT PLAN Assessment] that measures the students' ability to succeed in an AP course. The examination results should be used to identify students who were not recognized during middle school as students who would benefit from taking AP courses.
Missouri Yes. The Missouri Virtual Instruction Program (MoVIP) offers AP courses.

In addition, the 2016 General Assembly has appropriated $100,000 that the department may use to provide grants to districts with high schools that are expanding their AP programs, to include students who typically don't participate.
Montana Yes. One of the stated objectives of the Montana Educational Telecommunications Network is to offer AP courses.

The Montana Digital Academy offers AP courses, as well as one-semester AP-prep "Stepping Stones to AP" courses in English, biology and psychology.
Nebraska No
Nevada Yes. Each school district must prepare a written notice of all the AP and other advanced courses available to students in the district. The notice must: 
  • Specify where those courses are available within the school district
  • Identify the grade level of students for which those courses are available
  • Be posted on the district website.
Each public school must:
  • Prepare a written notice that identifies the courses identified by the district notice that are available at that school
  • Post a notice in one or more conspicuous places at the school indicating the availability and location of a complete list of the courses available in the school district and at that school
  • Ensure that the notices are made available to parents of students in the school
    • At the beginning of each school year or upon a pupil's enrollment in the school, including at meetings of parent organizations at the school and by distribution with other information sent home with students
    • At parent-teacher conferences.
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. Of this appropriation, $662,750 is available for the 2016-17 school year to support the AP component of the grant. Such grant funds are 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 the following activities, among others:
  • Funding for online courses to assist students enrolled in AP courses.
  • An outline of the current status of the high school’s AP program, including the number of AP courses offered, as well as a plan to establish or expand these AP programs.
  • A plan for identifying and recruiting students with a high potential for success in AP programs.
  • A proposal that is designed to increase the number of underrepresented students who participate in AP courses and take the respective exams.
  • A plan to create opportunities to increase the number of African American and American Indian students’ participating in AP programs by 100%.
  • A proposal for establishing online and blended instruction in rural areas that experience difficulties accessing qualified AP teachers.
  • Development of the AP program in rural settings to ensure that every rural high school will offer a minimum of three AP courses.
Of this $662,750, $64,000 of these grant funds is earmarked for increasing the number of African American and American Indian students participating in AP courses and exams by 100%.
New Hampshire No
New Jersey No
New Mexico Yes. As students develop a next-step plan each year at the end of grades 8-11, students must be reasonably informed about curricular and course options, including AP courses. At least one of the units required for high school graduation must be completed as an AP, honors, dual credit, or online course. As part of the next step plan, the advisor must share information concerning AP, honors, dual credit and distance learning programs. Each next step plan must include one such course, a career-technical course, or pre-apprenticeship program.
New York No
North Carolina Yes. The North Carolina Virtual Public School offers AP courses.

The results of student diagnostic tests, such as the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) and ACT, must be used to identify students prepared or who need additional work to be prepared to enroll and be successful in advanced courses (AP and IB). Students may also be identified for potential enrollment in advanced courses based on other criteria established by schools to increase access to those courses for their students.

Local boards of education must provide information to students and parents on available opportunities and the enrollment process for students to take advanced courses. The information must explain the value of advanced courses in preparing students for postsecondary level coursework, enabling students to gain access to postsecondary opportunities, and qualifying for scholarships and other financial aid opportunities.

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:
  • Provide teachers of students in grades seven through 12 with preadvanced course professional development and materials that prepare students for success in Advanced Placement courses.
  • Provide consulting expertise and technical assistance to support implementation.
  • Prioritize assistance to schools designated as low-performing by the State Board of Education and provide for frequent visits to the schools targeted by the Partnership.
North Dakota Yes. The North Dakota Center for Distance Education offers AP courses.
Ohio Yes. Each school district and chartered nonpublic high school must provide information about the district or school's advanced standing program(s) (AP and other courses allowing students to earn college credit) to all students in grades 8-11. The information must include: 
  • The process colleges and universities use in awarding credit for AP courses and exams, including minimum scores required by state institutions of higher education for a student to receive college credit
  • The availability of tuition and fee waivers for AP courses and exams
  • The availability of online AP courses, including those that may be available at no cost
  • The benefits of earning postsecondary credit through AP courses
  • The availability of AP courses offered throughout the district
The district or school may include additional information as determined appropriate by the district or school.
Oklahoma Yes. The state board is authorized to award schools grants to support vertical team training. 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.

Grants are also available for pre-AP course training. 
Oregon Yes. The department of education must contract with a nonprofit entity to administer a nationally normed assessment to all public school 10th graders. The contracted assessment must identify students with high potential to excel in AP or other honors courses based on a research-based correlation of scores on the 10th grade assessment to AP exams. Through a Request for Proposals process, the department of education selected the PSAT/NMSQT.
Pennsylvania No
Rhode Island Yes. The Advanced Coursework Network, to be launched in fall 2016, will extend Advanced Placement (AP) and other advanced course opportunities across the state. Public schools and districts may join as network providers to offer new or existing advanced courses, and/or as network members, to allow their students to enroll in network courses. Courses will be offered by LEAs, community-based organizations, and institutions of higher education.

In addition, any district offering AP courses must notify parents of their availability and the guidelines the district uses in determining which students may be eligible to enroll in an AP course. The district must also publish on the district website the names of the AP courses the district offers, and the guidelines the district uses in determining which students may be eligible to enroll in an AP course.

Statute directs the state board of regents to focus state and federal AP funding on activities that target school districts serving high concentrations of low-income students.

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 No
South Dakota Yes. The South Dakota Virtual School offers AP courses.
Tennessee Yes. Information in student handbooks for schools serving grades 8-12 must include college preparatory and AP courses provided by high schools in the LEA. In addition, during an annual lottery scholarship day before students schedule courses for grades 8-11, schools must provide certain information to students and their parents, including information on the academic value of enrollment and success in college preparatory and AP courses in high school.

If a local education agency elects to offer AP courses, it must annually approve a list of such courses, and make this list readily available to the public.
Texas Yes. Each school year, a school district must notify the parent of each district student enrolled in grade nine or above of the availability of programs in the district under which a student may earn college credit, including AP programs. A district may provide this notification on its website. The notification must include the name and contact information of any public or private entity in the district offering a program allowing high school students to earn college credit.

In addition, during the first school year a student is enrolled in a high school or at the high school level in a charter school, and again during each year of a student's enrollment at the high school level, a school counselor must provide information about postsecondary education to the student and the student's parent. The information must include information on the availability of programs in the district under which a student may earn college credit, including AP programs.

The Texas Virtual School offers AP courses. Statute directs the administering authority of the state virtual school network to conduct certain activities to ensure that a full range of electronic courses, including AP courses, are offered to students in the state. An AP course must have documented approval from the College Board as an AP course prior to submission for Texas Virtual School Network course review.

In the definition of "College Board Advanced Placement," state board regulations require that a College Board-approved AP Program provide access to AP courses for all students willing to enroll in the rigorous academic curriculum of AP courses as prescribed by the College Board.

The standards for the Exploring Careers course for students in grades 7-8 call for the student to analyze college and career opportunities. The student is expected to explore opportunities for earning college credit in high school such as AP courses.
Utah Yes. The state makes available the Enhancement for Accelerated Students Program, through which LEAs may apply for funds to support AP courses and AP exam fees for low-income students who have applied for an AP test fee reduction, as well as to support IB and gifted and talented programs. LEAs have a process for identifying students with accelerated academic achievement based upon multiple assessment instruments. These instruments may not be solely dependent upon English vocabulary or comprehension skills and must take into consideration abilities of culturally diverse students and students with disabilities.
Vermont No
Virginia Yes. The Virginia Department of Education's Virtual Virginia offers AP and pre-AP courses. 

School districts must implement a plan to notify students and their parents of the availability of AP classes, the qualifications for enrolling in such classes and programs, and the availability of financial assistance to low-income and needy students to take AP exams. In addition, 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.
Washington Yes. The superintendent of public instruction must notify high schools and any other public school serving 9th graders of the names and contact information of public and private entities offering programs leading to college credit, including information about online AP classes, if the superintendent has knowledge of such entities and if the cost of reporting these entities is minimal. Each senior high school and any other public school serving 9th graders must annually provide each parent of a student in grades 9-12 with information on the entrance requirements and the availability of local programs that lead to college credit, including classes such as AP. The information may be included with other information the school regularly mails to parents. In addition, each high school and any other public school serving 9th graders must enclose the names and contact information of other public or private entities offering such programs, including online AP programs, to its grade 9-12 students if the school has knowledge of such entities.

The office of the superintendent of public instruction must compile and post on the office website information about online learning programs for high school students to earn college credit, including via AP courses. Examples of information to be compiled and placed on the website include links to purveyors of online learning programs, comparisons among various types of programs regarding costs or awarding of credit, advantages and disadvantages of online learning programs, and other general assistance and guidance for students, teachers, and counselors in selecting and considering online learning programs. High schools must ensure that teachers and counselors have information about online learning programs for high school students to earn college credit and are able to assist parents and students in accessing the information. High schools must ensure that parents and students have opportunities to learn about online learning programs under these provisions.

In addition, Insight School of Washington offers a variety of AP courses.

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. To be eligible for a grant, a district must have adopted an academic acceleration policy. In making grant awards, the office of the superintendent of public instruction must give priority to grants for high schools with a high proportion of low-income students and high schools seeking to develop new capacity for dual credit courses rather than proposing marginal expansion of current capacity.

The office of the superintendent of public instruction must annually report information to the education policy committees and the fiscal committees of the legislature about the demographics of the students earning dual credits in the schools receiving grants for the prior school year. Demographic data must be disaggregated by White, Black, Hispanic, American Indian/Alaskan Native, Asian, Pacific Islander/Hawaiian Native, low income, transitional bilingual, migrant, special education, and students covered by section 504 of the federal rehabilitation act of 1973.
West Virginia In addition to teacher training, the duties of the West Virginia Advanced Placement Center, housed within the West Virginia Center for Professional Development, include assisting county boards of education and local schools in establishing, evaluating, and maintaining AP programs, and serving as a clearinghouse for AP materials and correspondence.

In addition, the West Virginia Virtual School offers AP courses.
Wisconsin Yes. The Distance Education Grant (DEG) program is intended to to assist eligible distance education program providers with developing distance education course(s) available from the  Wyoming Switchboard Network (WSN). The priority of the DEG Program must be available for the development and maintenance of distance education programs that deliver several types of courses, including AP courses. The DEG Program must also be made available for evaluation of AP courses. 

In addition, the Wisconsin Virtual School is a partner in the Wisconsin Digital Learning Collaborative, a partnership between DPI, Wisconsin Virtual School (WVS), and eSchool Network, Inc. (WEN). WVS partners with school districts throughout the state, to offer online courses, including AP courses.
Wyoming Yes. AP courses are offered by providers through the Wyoming Switchboard Network (WSN), a collection of approved distance education programs and courses managed by the Wyoming Department of Education. Wyoming Virtual Academy offers single AP courses to students statewide for a fee paid by the student's school district. Additionally, both Wyoming Connections Academy and Wyoming Virtual Academy offer a full variety of AP courses to students enrolled full-time in their programs.

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