How effectively do the AP and IB curricula and assessments encourage teachers to use a variety of teaching techniques (e.g., lecture, discussion, laboratory experience and independent investigation)?
What preparation is needed to effectively teach advanced mathematics and science courses such as AP and IB?
The National Science Education Standards and the NCTM Standards 2000 propose that the emphases of science and mathematics education should change in particular ways (see supplemental materials).
To what degree do the AP and IB programs reflect the recommendations in these documents?
Advanced study at the high school level is often viewed as preparation for continued study at the college level or as a substitute for introductory-level college courses.
To what extent do the AP and IB curricula, assessments, and related laboratory experiences in your discipline serve as adequate and appropriate bases for success in college courses beyond the introductory level?
To what degree do the AP and IB programs in your discipline reflect changes in knowledge or approaches that are emerging (or have recently occurred) in your discipline?
How might coordination between secondary schools and institutions of higher education be enhanced to optimize student learning and continued interest in the discipline?