AP Trends: Tests Soar, Scores Slip--Gaps between Groups Spur Equity Concerns

Autor/in	Cech, Scott J.
Titel	AP Trends: Tests Soar, Scores Slip--Gaps between Groups Spur Equity Concerns
Quelle	In: Education Week, 27 (2008) 24, S.1 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Advanced Placement; Ethnic Groups; Academic Achievement; Advanced Placement Programs; Achievement Tests; Scores; Public Schools; High School Students; College Bound Students; Racial Differences; Disproportionate Representation; Minority Groups; New York + Suchen Sie Ihr Suchwort? Ethnie; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Public school; Öffentliche Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rassenunterschied; Ethnische Minderheit
Abstract	More students are taking Advanced Placement tests, but the proportion of tests receiving what is deemed a passing score has dipped, and the mean score is down for the fourth year in a row. Data released here this week by the New York City-based nonprofit organization that owns the AP brand shows that a greater-than-ever proportion of students overall--more than 15 percent of the public high school class of 2007--scored at least one 3 on an AP test. The tests are graded on a scale of 1 to 5, the highest score. Yet, as the number of AP exams taken in U.S. public schools has ballooned by almost 25 percent over the four years that the College Board has released its "AP Report to the Nation," the percentage of exams that received at least a 3--the minimum score that the College Board considers predictive of success in college--has slipped from about 60 percent to 57 percent. The mean score on the nearly 2 million AP exams taken by students in last year's U.S. public graduating class was 2.83, down from 2.9 in 2004. Ms. Jennifer Topiel, a spokeswoman for the College Board, said the score declines are a major concern for the organization, as are widening score gaps between some racial and ethnic groups, "particularly those among underrepresented students who are not being prepared and not having the same resources." (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10