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Suggested Citation:"Index." National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. doi: 10.17226/10129.
×

Index

A

AAAS. See American Association for the Advancement of Science

Ability grouping in mathematics, in preparing for advanced study in middle school, 39-40

Academic competitions, for enrichment, 115

Access to advanced study, 191-192

implementing prerequisites, 192

inequalities in, 4

limiting students’ access to AP and IB, 191-192

recommendations, 12, 198-199

Access to Excellence, 65

Accountability

demands for, 19, 30n

role and influence of, 31-32

ACT. See American College Testing Program

Admissions. See College admission decisions

Advanced critical and creative thinking skills, in high-ability learners, 132

Advanced Placement (AP) program, 1, 20-21, 64-82.

See also AP and IB programs

assessment, 75-79

Calculus Development Committee, 67

college credit and placement in, 192-194

course descriptions and teacher’s guides, 72-74

curriculum, 66-71

instruction, 71-75

professional development, 79-82

role in college admission decisions, 55-57

Technical Manual, 181

using for placement or exemption from required courses, 58-59

Advanced study

components of, 3-4

connections between advanced study and higher education, 51-63

context of, 2-5, 28-63

defining, 1n, 22

disparities in opportunities to pursue and succeed in, 47-51

educational context, 36-47

financing programs at the local level, 33

as a link between high school and college, 52-57

opportunities and approaches to, 103-116

overview of, 5-6, 22-23

policy context, 29-36

primary goal of, 1n

role in college admission decisions, 53-57

secondary-postsecondary interface, 4-5

unequal access to, 4

urgent need to transform, 153

AERA. See American Educational Research Association

AFT. See American Federation of Teachers

Alternative means of problem solving, by high-ability learners, 131

Alternatives for providing college-level learning in high school, 103-113

collaborative programs, 104-105

college courses taught in high schools, 105

college-sponsored enrichment programs, 108

concurrent enrollment, 106-108

curricular and instructional approaches for enrichment, 115-116

distance learning, 109-110

Suggested Citation:"Index." National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. doi: 10.17226/10129.
×

dual-enrollment, 105-106

overview of, 6

recommendations, 14, 202

specialized schools, 108-109

web-based courses, 111-113

American Association for the Advancement of Science (AAAS), 3, 31, 43, 177

Project 2061, 161

American College Testing (ACT) Program, 53

American Educational Research Association (AERA), 180-182, 186

American Federation of Teachers (AFT), 36, 42

American Psychological Association (APA), 180-182, 186

American Youth Policy Forum, 42

AP. See Advanced Placement program

AP and IB effects on schools, 187-188

evaluating school quality by the numbers, 188

ranking schools by the number of AP or IB tests taken, 187-188

AP and IB programs, 8-11, 154-184, 259-260

assessment, 10, 180-183

context and consequences, 260

differences among learners, 9, 166-168

examination grades and the admission process, 57

instruction, 10, 178-180

learning, 259

learning communities, 9, 170-172

learning in context, 172-174

limited access to, 191-192

metacognition, 8, 164-166

motivation, 9, 168-170

principled conceptual knowledge, 8, 156-159

prior knowledge, 8, 160-164

professional development, 10-11, 183-184

situated learning, 9

teaching, 259-260

APA. See American Psychological Association

APEX Learning Systems, 111n, 112

Assessment, 7-8, 20

findings, 235, 243, 247

formative, 163-164

internal, 92

recommendations, 13, 201, 237-238, 245, 249

for understanding, 8, 144, 147

Assessment in AP and IB programs, 10, 180-183

consequential validity of AP and IB assessments, 182-183

examination design and development, 180

support for inferences drawn from assessment results, 181-182

Assessment in the AP program, 75-79

College Board determinations about AP examinations and their purpose, 78-79

College Board recommendations about granting college credit for AP examinations, 77

developing examinations, 75-77

reporting examinations, 78

scoring examinations, 77

Assessment in the educational system, 141-146

reliability, validity, and fairness, 143

Assessment in the IB programme, 94-100

criteria for IB experimental sciences courses, 90

developing assessments, 95-96

reporting assessments, 98-100

scoring assessments, 96-98

Association of American Colleges and Universities, 106

“Average” defined, 177

B

Benchmarks for Science Literacy, 31

Biology panel, 233-238

principal findings, 233-235

recommendations, 236-238

Boredom, of high-ability learners, 131-132

Boston University, Program in Mathematics for Young Scientists, 114

Breadth versus depth, of principled conceptual knowledge, 156-157

Bush, George W., 21

C

Calculus

findings of the mathematics panel on impact of, 248

Suggested Citation:"Index." National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. doi: 10.17226/10129.
×

history of AP reform, 178n

Calculus Development Committee, 67

Calculus for a New Century, 169n

Campbell, Paul, 85n, 195

Capacity for learning, underestimated in high-ability learners, 132

Caperton, Gasper, 72

Carnegie classifications, for ranking undergraduate institutions, 54

Carson, Eugene, 182

CCSSO. See Council of Chief State School Officers

CEEB. See College Entrance Examination Board

Center for Talented Youth, 108n

Certification of teachers, 35

CFAPP. See Commission on the Future of the Advanced Placement Program

Changes in the AP and IB programs, 14-15, 203-205

College Board and IBO assessment practice, 14, 203-204

College Board and IBO developing research in the implementation of their programs, 15, 204-205

College Board and IBO providing assistance to schools, 15, 204

College Board and IBO providing guidance in the use of examination scores, 15, 204

College Board and IBO responsibility for appropriate instructional approaches, 14, 204

College Board exercising quality control over the AP trademark, 14-15, 204

College Board practice in designing AP courses, 14, 203

recommendations, 14-15, 203-205

Charter schools, 109

Chemistry panel, 239-241

principal findings, 239

recommendations, 239-241

Class Struggle: What’s Wrong (and Right) with America’s Best Public High Schools, 185

Class.com, 111n

CLEP. See College-Level Examination Program

Clinton, William, 111n

Collaborative programs, providing college-level learning in high school, 104-105

College admission decisions

process of, 53-55

recommendations, 203

role of advanced study in, 53-57

role of AP and IB in, 55-57

College and university scientists and mathematicians, modifying their introductory courses, 14, 203

College Board, 1, 9-10, 15n, 18n

assessment practice, 14, 203-204

Commission on the Future of the Advanced Placement Program, 22, 65, 81-82, 154

determining whether AP examinations accomplish their purpose, 78-79

developing research in the implementation of its programs, 15, 204-205

Equity 2000, 168

exercising quality control over the AP trademark, 14-15, 204

granting students college credit for AP examinations, 77

membership in, 20n

Pathways Programs, 168

practice in designing AP courses, 14, 53, 203

providing assistance to schools, 15, 204

providing guidance in the use of examination scores, 15, 61, 204

recommendations concerning assessment practice, 14, 203-204

recommendations concerning assistance to schools, 15, 204

recommendations concerning guidance in the use of examination scores, 15, 204

recommendations concerning research in the implementation of their programs, 15, 204-205

recommendations concerning responsibility for appropriate instructional approaches, 14, 204

responsibility for appropriate instructional approaches, 14, 204

support from the Educational Testing Service, 64

Vertical Teams initiative, 38n, 82n, 168

College courses taught in high school, 105

College credit and placement, 192-196

AP program, 192-194

Suggested Citation:"Index." National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. doi: 10.17226/10129.
×

based on advanced study, 58-61

denial of credit or placement, 60-61

IB program, 194-196

institutional decisions, 60

reducing time to degree, 58

using AP and IB for placement or exemption from required courses, 58-59

College Entrance Examination Board (CEEB), 18, 20, 157, 190.

See also College Board

College-high school interface. See Secondary-postsecondary interface

College-Level Examination Program (CLEP), 103n

College-sponsored enrichment programs, in high schools, 108

Commission on the Future of the Advanced Placement Program (CFAPP), 22, 65, 81-82, 154

Committee on Education Finance, 33n

Components of advanced study, 3-4

coordination, 3

curricular differentiation, 3

sequencing, 3

standards, 3-4

students, 4

teachers, 3

Computer-based multimedia courses, 112-113

Concept maps, 124-125

in assessment, 144

Conceptual knowledge, principled, 118-120

Conceptual learning, in principled conceptual knowledge, 158-159

Concurrent enrollment, providing college-level learning in high school, 106-108

Connections among disparate bodies of knowledge, high-ability learners’ capacity to make easily, 132-133

Consequential validity, of AP and IB assessments, 182-183

“Constrained” curriculum model, 41

Content

of AP courses, 67-68

of IB courses, 87-89

Content panels, 250-252

biology panel, 233-238

charge to, 250

chemistry panel, 239-241

curricular and conceptual frameworks for learning, 250-251

emphases, 252

mathematics panel, 246-249

physics panel, 242-245

preparation for further study, 252

role of assessment, 251

teaching, 251

Coordination

of advanced study, 3

of courses, 161-162

Core curriculum approach, 41

Council of Chief State School Officers (CCSSO), 33, 37, 44

Course content, evolution of, 232

Creative thinking skills, high-ability learners advanced in, 132

Critical thinking skills, high-ability learners advanced in, 132

Curricular differentiation, in advanced study, 3

Curriculum, 7-8

in the educational system, 135-137

findings, 233-234, 242, 246

preparing for advanced study in high school, 40-42

recommendations, 13, 199-200, 236-237, 239-240, 244-245

for understanding, 135, 138

Curriculum compression, and quality control for AP and IB, 189-190

Curriculum in AP and IB programs, 9-10, 176-178, 260

curriculum development, 177-178

depth versus breadth, 176-177

variability, 178

Curriculum in the AP program, 66-71

content of AP courses, 67-68

development of AP courses, 66-67

guidance provided to teachers about curriculum development, 69-71

laboratory requirement for AP science courses, 68-69

Curriculum in the IB programme, 86-91

assessment criteria for experimental sciences courses, 90

content of IB courses, 87-89

development of IB courses, 87

expectations of students to meet assessment criteria for experimental sciences courses, 91

laboratory requirement for IB

experimental sciences courses, 89-91

Suggested Citation:"Index." National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. doi: 10.17226/10129.
×

D

Day academies, 109

Denial of credit or placement, 60-61

Design of educational systems, 134-153

assessment, 141-146

curriculum, 135-137

from framework to advanced study programs, 152-153

instruction, 137-141

professional development, 146-152

Design of programs

assessment, 7-8

based on research on learning and pedagogy, 6-8

curriculum, 7-8

instruction, 7-8

professional development, 7-8

seven principles of human learning, 6-7

Development

of AP courses, 66-67

of AP examinations, 75-77

by high-ability learners of greater expectations when working with others of similar ability, 133

of IB assessments, 95-96

of IB courses, 87

Differences among learners, 9, 166-168

a principle of human learning, 123, 126

using differences among learners in assessment, 166-168

Disparate bodies of knowledge, high-ability learners making connections easily among, 132-133

Disparities in opportunities to pursue and succeed in advanced study, 47-51

in outcome, 49-51

in participation, 48-49

racial/ethnic disparities in advanced placement scores by subject, 50

school racial/ethnic disparities in mathematics and science offerings, 49-51

Distance learning, providing college-level learning in high school, 109-110

Dual-enrollment, providing college-level learning in high school, 105-106

E

Early mastery of high school math and science, by high-ability learners, 131

Early Outreach Program, 114

Economic forces, 20

Education Program for Gifted Youth (EPGY), 113

Education Week, 32, 35n, 42, 44

Educational context of advanced study, 36-47

preparing for advanced study in high school, 40-47

preparing for advanced study in middle school, 36-40

Educational Testing Service (ETS), 64, 76

End-of-course examinations, 145

Energy transfer theme, applications to three main subject areas, 70-71

Enrichment activities for advanced study, 113-116

academic and research competitions, 115

alternative curricular and instructional approaches, 115-116

internships, 114

mentorships, 114

Enrollment in an advanced course, 169

EPGY. See Education Program for Gifted Youth

Equity, 182, 191-192

Equity 2000, 168

ETS. See Educational Testing Service

Examinations

design and development, 180

end-of-course, 145

in principled conceptual knowledge, 158-159

and quality control for AP and IB, 190

recommendations, 231-232

“Excellence,” 177

Exemption from required courses, using AP and IB for, 58-59

Expectations of students, to meet assessment criteria for IB experimental sciences courses, 91

F

Fairness, 143

Fast Response Survey System, 34

Suggested Citation:"Index." National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. doi: 10.17226/10129.
×

Financing advanced study programs at the local level, 33

Formative assessment, misconceptions about, 163-164

Funding agencies, recommendations, 202

G

Goal 3, 30

Goal of advanced study, primary, 12, 197-198

Governors’ schools, 109

Grade-point average (GPA) system, 40n

Guidance provided to teachers by AP, about curriculum development, 69-71

Guide for the Recommended Laboratory Program for Advanced Placement Chemistry, A, 69, 73

H

High-ability learners, 130-133

advanced in their critical and creative thinking skills, 132

developing greater expectations and engaging in higher-level processing when working with others of similar ability, 133

displaying exceptionally rich knowledge base in their specific talent domain, 130

having the capacity to make connections easily among disparate bodies of knowledge, 132-133

having the propensity to be profoundly influenced by a single mentor, 133

having their capacity for learning underestimated, and thus become underdeveloped, 132

learning at a more rapid rate than other students, 131

often able to solve problems by alternate means, without understanding the underlying concepts, 131

often having mastered high school math and science before formally taking the course, 131

often losing motivation to achieve because of boredom, 131-132

picking up informally much of the content knowledge taught in school, 130-131

preferring unstructured problems in which the talk is less well defined, 132

High-level processing, high-ability learners engaging in when working with others of similar ability, 133

High-quality instruction, promotion of, 179-180

High school-college interface. See Secondary-postsecondary interface

High school mathematics and science

early mastery by high-ability learners, 131

preparing for advanced study, 42-44

High school preparation for advanced study, 40-47

curriculum, 40-42

students, 46-47

teaching challenges, 44-46

High stakes for AP and IB, 185-188

effects on schools, 187-188

effects on students, 186

effects on teachers, 187

effects on teaching and learning, 186-187

Higher-level mathematics and science courses, percentage of all high school students taking, 43-44

How People Learn: Brain, Mind, Experience, and School, 18, 116, 118n

Human learning, seven principles of, 118-129

I

IB. See International Baccalaureate Programme

IB Diploma Programme Guide, 87

IBCA. See International Baccalaureate Curriculum and Assessment Centre

IBNA. See International Baccalaureate of North America

IBO. See International Baccalaureate Organisation

Inferences drawn from assessment results, support for, 181-182

Information technology, 20

evolution of, 232

Suggested Citation:"Index." National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. doi: 10.17226/10129.
×

Institutional decisions, 60

awarding credit and advanced placement for courses beyond the introductory college level, 14, 202-203

Instruction, 7-8

in the educational system, 137-141

findings, 234, 242-243, 246

recommendations, 13, 200, 240, 245, 249

for understanding, 7, 139, 142

Instruction in AP and IB programs, 10, 178-180

assigning worthwhile tasks, 179

promotion of high-quality instruction, 179-180

Instruction in the AP program, 71-75

AP course descriptions and teacher’s guides, 72-74

messages about instruction conveyed by AP examinations, 74-75

Instruction in the IB programme, 92-94

IB programme guides and teaching notes, 92-93

messages about instruction conveyed by IB examinations, 93-94

“predicted grades,” 57n, 94-95

Internal assessment, 92

International Baccalaureate Curriculum and Assessment Centre (IBCA), 87, 98

International Baccalaureate of North America (IBNA), 85-86

International Baccalaureate Organisation (IBO), 1, 9, 21, 83

assessment practice, 14, 203-204

developing research in the implementation of its programs, 15, 204-205

Middle Years Programme, 168

providing assistance to schools, 15, 204

providing guidance in the use of examination scores, 15, 204

recommendations concerning assessment practice, 14, 203-204

recommendations concerning assistance to schools, 15, 204

recommendations concerning guidance in the use of examination scores, 15, 204

recommendations concerning research in the implementation of their programs, 15, 204-205

recommendations concerning responsibility for appropriate instructional approaches, 14, 204

responsibility for appropriate instructional approaches, 14, 204

International Baccalaureate (IB) Programme, 1, 83-102.

See also AP and IB programs

assessment, 94-100

college credit and placement in, 194-196

curriculum, 86-91

guides and teaching notes, 92-93

instruction, 92-94

professional development, 100-102

role in college admission decisions, 55-57

using for placement or exemption from required courses, 58-59

Internships, for enrichment, 114

J

Johns Hopkins University, The, Center for Talented Youth, 108n

Jones, Lee, 104n

K

Knowledge

“presumed,” 160n

principled conceptual, 118-120

prior, 120-122

L

Laboratory requirements

for AP science courses, 68-69

for IB experimental sciences courses, 89-91

Learners.

See also High-ability learners

differences among, 123, 126

Learning

capacity of high-ability learners underestimated, 132

in context, 172-174

effects of AP and IB on, 186-187

by high-ability learners, 130-131

informal, of content taught in school, 130-131

Suggested Citation:"Index." National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. doi: 10.17226/10129.
×

rapid, 131

seven principles of human, 118-129

situated, 127-128

with understanding, 119

Learning communities, 9, 170-172

a principle of human learning, 128-129

Learning principles, recommendations, 13, 199

Learning research, analysis of AP and IB programs based on, 8-9, 154-175

Learning with understanding, 7-8, 117-133

characteristic of high-ability learners, 130-133

concept maps, 124-125

seven principles of human learning, 118-129

Legislative initiatives, 30.

See also individual laws

recommendations, 203

Limited access to AP and IB, 191-192

Links between advanced study and higher education, 51-63

admission decisions, 53-55

advanced study as a link between high school and college, 52-57

AP and IB examination grades and the admission process, 57

college credit and placement based on advanced study, 58-61

role of advanced study in college admission decisions, 53-57

role of AP and IB in admission process, 55-57

secondary-postsecondary interface coordination and articulation, 51-52

variability of credit and placement decisions, 61-63

Low motivation to achieve, of high-ability learners, 131-132

M

Magnet schools, 109

Mathematical Association of America, 169n, 260

Mathematics.

See also Calculus

changes in, 19

Mathematics and science courses

hierarchical nature of, 19-20

high school, 42-44, 131

higher-level, 43-44

middle school, 37-38

school racial/ethnic disparities in, 49-51

Mathematics courses, ability grouping in, 39-40

Mathematics panel, 246-249

principal findings, 246-248

recommendations, 248-249

Mentorships

for enrichment, 114

high-ability learners’ propensity to be influenced by, 133

Messages about instruction

as conveyed by AP examinations, 74-75

as conveyed by IB examinations, 93-94

Metacognition, 8, 164-166

a principle of human learning, 122-123

Middle school mathematics and science, 37-38

Middle school preparation for advanced study, 36-40

ability grouping in mathematics, 39-40

teaching challenges, 38

Misconceptions, 136

and formative assessment, 163-164

Moderation Report on the Internal Assessment, 100

Motivation, 9, 168-170

believing in the possibility of success, 168

deciding to enroll in an advanced course, 169

the final examination, 170

investing effort for success, 169-170

low in high-ability learners, 131-132

a principle of human learning, 126-127

Multimedia courses, computer-based, 112-113

N

NAEP. See National Assessment of Educational Progress

NASSP. See National Association of Secondary School Principals

Nation at Risk, A, 29

National Aeronautics and Space Administration, 113-114

National Assessment of Educational Progress (NAEP), 29

Suggested Citation:"Index." National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. doi: 10.17226/10129.
×

National Association of Secondary School Principals (NASSP), 42

National Board for Professional Teaching Standards (NBPTS), 140, 200

National Center for Education Statistics (NCES), 18, 28, 43n

National Coalition for Parent Involvement in Education, 51n

National Commission on Excellence in Education, 29

National Commission on Mathematics and Science Teaching for the 21st Century, 150, 184, 240

National Commission on the High School Senior Year (NCHSSY), 42

National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology, 109

National Council of Teachers of Mathematics (NCTM), 3, 32, 43, 169n, 177, 200, 260

National Council on Measurement in Education (NCME), 180-182, 186

National Council on the Evaluation of Foreign Student Credentials, 194

National Education Goals Panel, 30

National Institute on Student Achievement, Curriculum, and Assessment, 45

National Institutes of Health, 113-114

National Research Council (NRC), 1, 3, 17, 31, 43, 117

Committee on Education Finance, 33n

National Science Education Standards (NSES), 31, 162, 200, 230-231, 234, 237, 240, 244, 260

National Science Foundation, 18

National Science Teachers Association (NSTA), 45-46

National Task Force on Minority High Achievement, 15n, 204n

NBPTS. See National Board for Professional Teaching Standards

NCES. See National Center for Education Statistics

NCHSSY. See National Commission on the High School Senior Year

NCME. See National Council on Measurement in Education

NCTM. See National Council of Teachers of Mathematics

NetCourses, 112

Newsweek, 185

No Child Left Behind Act, 32

NRC. See National Research Council

NSES. See National Science Education Standards

NSTA. See National Science Teachers Association

O

Office of Educational Research and Improvement (OERI), 41

Ohio State University, 114

Online courses, and quality control for AP and IB, 190-191

Organization of complex content, in principled conceptual knowledge, 157-158

Outcome of advanced study, disparities in, 49-51

Overview

of panel findings and recommendations, 229

of the programs, 5-6, 20-22

P

Paige, Rod, 30

Participation in advanced study, disparities in, 48-49

Pathways Programs, 168

Physics panel, 242-245

principal findings, 242-243

recommendations, 243-245

Policy context of advanced study, 29-36

financing advanced study programs at the local level, 33

role and influence of standards and accountability, 31-32

teacher qualifications, certification, and challenges, 33-36

Practical Scheme of Work (PSOW), 90-91

“Predicted grades” in the IB programme, 57n, 94

Preparation and credentials

of AP teachers, 79

of IB teachers, 100-101

Preparation for advanced study

in high school, 40-47

in middle school, 36-40

Suggested Citation:"Index." National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. doi: 10.17226/10129.
×

Prerequisites

for AP and IB, 192

and prior knowledge, 160-161

“Presumed” knowledge, 160n

Principled conceptual knowledge, 8, 156-159

breadth versus depth, 156-157

examinations and conceptual learning, 158-159

organizing complex content, 157-158

a principle of human learning, 118-120

Principles and Standards for School Mathematics, 230

Principles of human learning, 118-129

differences among learners, 123, 126

learning communities, 128-129

metacognition, 122-123

motivation, 126-127

principled conceptual knowledge, 118-120

prior knowledge, 120-122

situated learning, 127-128

Prior knowledge, 8, 160-164

coordination of courses, 161-162

implications for instruction, 162-163

misconceptions and formative assessment, 163-164

prerequisites, 160-161

a principle of human learning, 120-122

Professional associations, recommendations, 202

Professional development, 7-8

in the educational system, 146-152

effective, 149, 152

findings, 234, 246

recommendations, 240-241, 245, 249

Professional development in the AP program, 79-82

experiences of AP teachers, 79-82

preparation and credentials of AP teachers, 79

Professional development in the IB programme, 100-102

experiences of IB teachers, 101-102

preparation and credentials of IB teachers, 100-101

Program design, based on research on learning and pedagogy, 6-8

Program developers, recommendations, 199-200, 203

Program in Mathematics for Young Scientists, 114

Program staff, recommendations, 201

Project Advance, 105n

Promising Practices, 30

Promotion of high-quality instruction, 179-180

PSOW. See Practical Scheme of Work

Q

Qualified teachers and professional development, recommendations, 13-14, 201-202

Quality control for AP and IB, 188-191

curriculum compression, 189-190

online courses, 190-191

participation in examinations, 190

standards and regulation of courses, 189

R

Racial/ethnic disparities

in advanced placement scores, by subject, 50

in mathematics and science offerings, school-level, 49-51

Recommendations, 12-15, 197

access and equity, 12, 198-199

alternative programs, 14, 202

assessment, 13, 201, 237-238, 245, 249

from the biology panel, 236-238

for changes in the AP and IB programs, 14-15, 203-205

from the chemistry panel, 239-241

college admission decisions, 203

curriculum, 13, 199-200, 236-237, 239-240, 244-245

examinations, 231-232

funding agencies, 202

instruction, 13, 200, 240, 245, 249

interpretation of, 230-231

learning principles, 13, 199

from the mathematics panel, 248-249

from the physics panel, 243-245

for the primary goal of advanced study, 12, 197-198

professional associations, 202

professional development, 240-241, 245, 249

program developers, 199-200, 203

program staff, 201

Suggested Citation:"Index." National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. doi: 10.17226/10129.
×

qualified teachers and professional development, 13-14, 201-202

review of, 230-231

school administrators, 200

secondary-postsecondary interface, 14, 202-203, 232, 241

student preparation, 232, 244, 248-249

teacher preparation, 232

Reduction of time to degree, 58

Regulation of courses, and quality control for AP and IB, 189

Reliability, 143

Reporting

of AP examinations, 78

of IB assessments, 98-100

Required courses, using AP and IB for placement or exemption from, 58-59

Research competitions, for enrichment, 115

Residential academies, 109

Rich knowledge base, high-ability learners displaying, 130

Riley, Richard, 21, 29, 30n, 111n

Ross, Arnold, 114

S

Salaries, trends in teacher, 36

School administrators, recommendations, 200

School profiles, 54

School quality

effects of AP and IB on, 187-188

evaluating by the numbers, 188

ranking by the number of AP or IB tests taken, 187-188

Schools-within-a-school, 109

Science.

See also Mathematics and science courses;

individual disciplines

changes in, 19

Science for All Americans, 31

Scoring

of AP examinations, 77

of IB assessments, 96-98

Secondary-postsecondary interface

in advanced study, 4-5

college and university scientists and mathematicians modifying their introductory courses, 14, 203

coordination and articulation, 51-52

findings, 235

institutions awarding credit and advanced placement for courses beyond the introductory college level, 14, 202-203

recommendations, 14, 202-203, 232, 241

Sequencing, of advanced study, 3

Seven principles of human learning, 118-129

differences among learners, 123, 126

learning communities, 128-129

metacognition, 122-123

motivation, 126-127

principled conceptual knowledge, 118-120

prior knowledge, 120-122

situated learning, 127-128

SHARP. See Summer High School Apprenticeship Research Program

Shortages of teachers, 20, 35-36

Situated learning, 9

a principle of human learning, 127-128

Solving problems by alternate means, by high-ability learners, 131

Southern Regional Education Board, 42

Specialized schools, providing college-level learning in high school, 108-109

Standards

for advanced study, 3-4

and quality control for AP and IB, 189

role and influence of, 31-32

Standards for Educational and Psychological Testing, 186

Stanford University, Education Program for Gifted Youth, 113

State Higher Education Executive Officers, 106-107

Student clientele for advanced study, 23-24

Students

in advanced study, 4

effects of AP and IB on, 186

preparing for advanced study in high school, 46-47

recommendations for preparation of, 232, 244, 248-249

Success

believing in the possibility of, 168

investing effort for, 169-170

Summer High School Apprenticeship Research Program (SHARP), 108n

Survey of mathematics and biology departments, regarding credit and placement decisions, 61-63

Suggested Citation:"Index." National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. doi: 10.17226/10129.
×

Syracuse University, Project Advance, 105n

T

Tasks, assigning worthwhile, 179

Teacher preparation.

See also Professional development

recommendations, 232

Teachers

of advanced study, 3

certification of, 35

effects of AP and IB on, 186-187

in high school, 44-46

in middle school, 38

qualifications of, 33-36

shortages of, 20, 35-36

trends in salaries of, 36

Teachers Learning Conference, 112

Teaching. See Instruction

Tech Prep, 106

Televised courses, 110

Top 10 Percent Law, 53

Transforming Undergraduate Education in Science, Mathematics, Engineering, and Technology, 241

2+2 programs, 106

U

Understanding, learning with, 119

Unequal access, to advanced study, 4

University of California, Early Outreach Program, 114

Unstructured problems, preference of high-ability learners for, 132

U.S. Department of Education, 18, 21, 29-30, 46

Uses, misuses, and unintended consequences of AP and IB, 11-12, 185-196

access and equity, 191-192

college credit and placement, 192-196

high stakes, 185-188

quality control, 188-191

V

Vade Mecum: Procedures Manual for IB Coordinators and Teachers, 89

Validity, 76n, 78, 143, 182

consequential, of AP and IB assessments, 182-183

Variability of credit and placement decisions, 61-63, 75n

survey of mathematics and biology departments, 61-63

Vertical Teams Initiative, 38n, 82

Virginia Polytechnic Institute and State University, 182

W

Washington Post, 185

Web-based courses, 111-113

computer-based multimedia courses, 112-113

Web-Based Education Commission, 111

Weighted system of GPAs, 40n

Workshops, 80-81

Suggested Citation:"Index." National Research Council. 2002. Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools. Washington, DC: The National Academies Press. doi: 10.17226/10129.
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This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education.

By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.

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