courses (see Chapter 3). We are well aware that some highly qualified teachers are able to transcend the current prescribed AP and IB curricula, teach state-of-the-art biology, meet many of the content and pedagogical standards set forth in the NSES, and offer courses to which some of the criticisms elaborated below do not apply. For the many teachers who are not prepared to take such initiatives, however, it is important that the curricula and teacher preparation for these courses be upgraded and assessed to ensure high minimum standards of content, laboratory experience, and pedagogy, with the eventual goal of meeting the NSES.

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