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
Access to Excellence, 65
Accountability
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
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
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
dual-enrollment, 105-106
overview of, 6
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
context and consequences, 260
differences among learners, 9, 166-168
examination grades and the admission process, 57
learning, 259
learning communities, 9, 170-172
learning in context, 172-174
limited access to, 191-192
principled conceptual knowledge, 8, 156-159
professional development, 10-11, 183-184
situated learning, 9
teaching, 259-260
APA. See American Psychological Association
APEX Learning Systems, 111n, 112
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
history of AP reform, 178n
Calculus Development Committee, 67
Calculus for a New Century, 169n
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
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
preparing for advanced study in high school, 40-42
recommendations, 13, 199-200, 236-237, 239-240, 244-245
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
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 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
Financing advanced study programs at the local level, 33
Formative assessment, misconceptions about, 163-164
Funding agencies, recommendations, 202
G
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
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
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
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
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
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
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
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
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
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
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
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
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
access and equity, 12, 198-199
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
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
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
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
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
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