This database was compiled by Kyle Zinth, policy analyst, ECS Information Clearinghouse. For questions, additions or corrections: 303.299.3689 or firstname.lastname@example.org.
|State support for pre-AP alignment programs|
|Alabama||Yes, funds received from the National Governors Association (NGA) are being used to increase AP offerings and quality in targeted low-income and high minority schools. The NGA strategy includes preparing students in the middle grades for AP rigor. "The state has identified one urban district, one rural district, and six of their high schools to participate in this effort to expand AP participation. ... will choose an external evaluation firm to assess the progress of the pilot districts and schools and integrate AP expansion into the Alabama High School Redesign Strategic Plan."|
|Arkansas||Yes, all districts must offer pre-AP courses by the 2008-09 school year. Pre-AP courses must be aligned with required high school AP offerings in four core subject areas that include mathematics and science.|
|District of Columbia||None identified|
|Georgia||Yes, funds received from the National Governors Association (NGA) are being used to increase AP offerings and quality in targeted low-income/high minority schools. The NGA strategy includes expanding AP courses, AP professional development for teachers, administrators and counselors, preparing students in the middle grades for AP rigor and using the PSAT to measure AP potential.|
|Illinois||Yes, 2005 legislation directed the state board to seek federal funding through the AP Incentive Program and the Math-Science Partnership Program and use it to support Pre-AP teacher professional development and to support the implementation of an integrated instructional program for 6th-12th grades in mathematics that prepares all students for enrollment and success in AP courses and in college. Additionally, the state board was directed to encourage school districts to offer rigorous courses in 6th-11th grades that prepare students for the demands of AP course work.|
|Indiana||2007 legislation lays out conditions by which middle and junior high school teachers may receive stipends to cover expenses related to a summer training institute for pre-AP education, to include professional development resources and services. This legislation expands support which previously existed at the high school level.|
Stipend-eligible instruction must:
The department of education is directed to develop and disseminate to each public middle and junior high school curriculum guidelines designed to satisfy the requirements of this policy. The department of education is authorized to seek implementation funding through the federal Advanced Placement Incentive and Math-Science Partnership programs.
|Kentucky||Yes, funds received from the National Governors Association (NGA) are being used to increase AP offerings and quality in targeted low-income/high minority schools. The NGA strategy includes expanding AP courses; AP professional development for teachers, administrators and counselors; preparing students in the middle grades for AP rigor, and using the PSAT to measure AP potential. Activities are being conducted in one urban and one rural district, in three high schools in each district.|
|Maine||Yes, funds from the National Governors Association are being used to prepare students in the middle grades for AP rigor.|
|Minnesota||Yes, state has established a grant program that provides support to increase student participation in pre-Advanced Placement programs. Funds are provided to eligible local school boards to create or expand pre-Advanced Placement initiatives.|
|Mississippi||Yes, the state requires that each district offer at least one AP course in the four core areas, including mathematics and science. Districts also are also required to offer pre-AP courses to prepare students for AP course work. The department of education is directed to seek federal funding through the Advanced Placement Incentive Grant Program and other available funding to implement these requirements. Funding efforts must be focused with an intent to carry out AP and pre-AP activities in districts targeted as serving a high concentration of low-income students.|
|New Jersey||None identified|
|New Mexico||Yes, state policy authorizes districts and charter
schools to create core curriculum frameworks in K-6th grades to prepare
students for pre-AP and AP offerings in 7th-12th grades. |
The framework must include:
Additionally, in accordance with the rules of the department and after consulting with the Indian education advisory council and determining the resources available within the department, the assistant secretary of education is responsible for developing or select for implementation a challenging, sequential, culturally relevant curriculum to provide instruction to tribal students in pre-kindergarten-6th grade to prepare them for pre-AP and AP coursework in 7th-12th grades.
|New York||None identified|
|North Carolina||None identified|
|North Dakota||None identified|
|Oklahoma||Yes. The state board is authorized to award funds
for schools to develop AP vertical teams. Statute defines a vertical
team as "a group of middle school or 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 advanced
placement program[.]" A vertical team must "include at least one
representative from each grade level in the content area" grades 7-12.|
The state board is also authorized to award schools funds to subsidize training for pre-AP teachers.
|Rhode Island||None identified|
|South Carolina||None identified|
|South Dakota||None identified|
|Texas||Yes, the Lighthouse Initiative for Texas Classrooms provides online tools to help teachers connect the Texas Essential Knowledge and Skills and pre-AP and AP curricular objectives, to prepare students for AP-level coursework at the high school level.|
|West Virginia||None identified|
|Wisconsin||Funds received from the National Governors Association (NGA) are being used to increase AP offerings and quality in targeted low-income/high minority/rural schools. The NGA strategy includes expanding AP courses; AP professional development for teachers, administrators and counselors; preparing students in the middle grades for AP rigor, and using the PSAT to measure AP potential.|
© 2015 by the Education Commission of the States (ECS). All rights reserved. ECS is the only nationwide, nonpartisan interstate compact devoted to education.
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 email@example.com.
Helping State Leaders Shape Education Policy