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Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools Report of the Content Panel for Biology (2002) / Chapter Skim
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5. Outcomes
Pages 33-36

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From page 33...
... At the other extreme, some universities offer neither credit nor advanced placement for achievement in AP or IB programs, believing that their own introductory courses are essential for later success in the biology major (see the discussion in the next section)
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From page 34...
... Regarding the uniformity of AP and IB courses, evidence discussed above and self-reported data from AP examinees suggest that significant numbers of AP students do not perform laboratory exercises.4 Different school systems differ widely in their abilities to provide teacher preparation and inservice training for AP teachers, in the quality of their laboratory facilities, in their equipment and supply budgets, and in their scheduling and allocation of time for AP courses. Neither teacher qualifications nor school resources and facilities are certified by the AP program; the result is an extreme lack of uniformity in the quality of AP courses.
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From page 35...
... Given the variation mentioned above among AP courses in particular, however, it appears clear that an assumption of equivalence between all AP and IB courses and college-level introductory courses cannot be valid. Evidence sometimes cited to support equivalence was presented in an ETS research study by Morgan and Ramist (19981.
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From page 36...
... The IB program, with more emphasis on indepth study and inquiry-based laboratory work, appears to do a better job in this regard. Motivation in the AP course is primarily extrinsic, resulting from the desire to excel and the pressure of the high-stakes examination, while motivation in the IB course appears more likely to be intrinsic, resulting from intellectual involvement with the material.
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