To Rebel U. Mike Gerard Assistant Principal Karen Hibbs Advanced Academic Specialist Lauri Krumm Administrative Intern & AP English teacher.

WELCOME, PARENTS!

to

Rebel U

Welcome and Introductions Mike Gerard

Assistant Principal Karen Hibbs

Advanced Academic Specialist Lauri Krumm

Administrative Intern & AP English teacher

A successful score on an AP Exam is a widely recognized sign of college-level achievement. In fact, more than 90 percent of four-year colleges in the United States and colleges in more than 60 other countries give students credit, advanced placement or both on the basis of AP Exam scores. By entering college with AP credits, you’ll have the time to move into upper-level courses, pursue a double major or study abroad. Go to www.collegeboard.com/ap/creditpolicy to find out more about the AP policies of colleges that interest you.

AP credit helps you design a college experience that suits you and gives you the flexibility to get the most out of your college years.

“Because of my AP credits, I had time for an amazing semester studying abroad in Italy and could still graduate from college in four years.”

www.collegeboard.org

Current Reality Part 1 The RHS AP program is currently highly

successful, having increased our exam passing

percentages while also increasing total numbers of

students in AP classes and still requiring all students in an AP class

take the exam Here are the facts: 

AP: Five-Year Score Summary

2007 2008 2009 2010 20110

10

20

30

40

50

60

70

Richland HSTexasGlobal

5150

6260

6360

49

65

5660

64

51

61

5151

The Numbers Tell the Story for Richland High

School . . .2007 2008 2009 2010 2011

Total AP Students 280 291 362 383 415

Number of Exams 649 665 774 747 815

AP Students with Scores 3+

140 162 230 240 271

% Total of AP Students with Scores 3+

50.0% 55.7% 63.5% 62.7% 65.3%

District Comparison of AP Scores2011

% of Scores 3+0%

10%

20%

30%

40%

50%

60%

70%

RHSHHSBHS

61%

22%

44%

Current Reality Part 2 Student enrollment in PreAP courses is

actually much higher than in the AP courses.

Student enrollment in advanced academics decreases as students progress from year to year. We struggle to keep students who are successful in Pre-Advanced Placement courses in the Advanced Placement strand.

PreAP vs. AP Enrollment Freshman and sophomore pre-AP

enrollment = 180-220 students in core courses.

Junior AP enrollment = 90-180 students in core courses.

Senior AP enrollment = 45-145 students in core courses.

The Big Picture Overall AP-strand course enrollment

declines approximately 33% from PreAP freshman and sophomore courses to junior AP.

And declines another approximately 33% from junior year to senior year.

Why This May Be Happening Students may opt to have an “easier”

senior year. Students may opt to gain “guaranteed”

credits by passing a dual-enrollment course through TCC or UTA.

Students may not want to complete summer assignments.

Students may think the AP course will be too difficult to earn an A and maintain their GPA.

Cause for Concern Students who have demonstrated

success in PreAP courses need to maintain the rigor and work at their capacity.

Cause for Concern AP courses benefit students in gaining

college admittance, performing in college successfully, graduating from college within four years.

Let’s look at some information from The College Board:

GETTING INTO COLLEGE

Factors I nfluencing Admissions Decisions

National Association of College Admissions Counselors -- 2009 Report

711

2120

27

19

5254

75

85 percent of selective colleges and universities report that a student’s AP experience favorably impacts admissions decisions.

Unpublished institutional research, Crux Research, Inc. March 2007. For the purpose of this study, selective institutions were defined as those where less than 70 percent of applicants were admitted, the mean SAT score was 1025 or higher, and mean ACT score was 22 or higher.

SUCCESS IN COLLEGE

AP and Traditionally Underserved StudentsAfrican American and Hispanic students who took AP courses and exams earned higher grades in college than other African American and Hispanic students from the same SAT® range and the same socioeconomic background who had taken only regular high school courses or dual enrollment courses.

African American, Latino, and low-income students scoring a 3 or higher experience much higher college graduation rates than comparable non-AP students. See: Chrys Dougherty, Lynn Mellor, and Shuling J ian, “The Relationship Between Advanced Placement and College Graduation” (2005), National Center for Educational Accountability.

“College Outcomes Comparison by AP and Non-AP High School Experiences.” Barbara G. Dodd, Linda Hargrove, Donn Godin (2008). Full study can be found at: www.collegeboard.com/research

GETTING OUT OF COLLEGE

* Integrated Postsecondary Education Data System database, 2008** Linda Hargrove, Donn Godin, and Barbara Dodd, “College Outcomes Comparisons by AP and Non-AP High School Experiences.” The College Board, 2008

AP Helps Students Graduate on Time Only one in four students who enter

college complete a bachelor’s degree in four years.*

A recent study** showed that students taking AP courses and exams were much more likely to earn a college degree in four years.

For example:

Linda Hargrove, Donn Godin, and Barbara Dodd, “College Outcomes Comparisons by AP and Non-AP High School Experiences.” The College Board, 2008.

Student Group AP Exam Grade of 3, 4, 5

AP Exam Grade of 1, 2

Took AP course, but not exam

African-American

28% higher 22% higher 16% higher

Hispanic 28% higher 12% higher 10% higher

White 33% higher 22% higher 20% higher

Low-Income 26% higher 17% higher 12% higher

Not Low-Income 34% higher 23% higher 19% higher

Source: Chrys Dougherty, Lynn Mellor, and Shuling Jian, The Relationship Between Advanced Placement and College Graduation (National Center for Educational Accountability, 2006)

Impact of AP on 5-Year College Graduation Rates

AP and the Cost of College

Cause for Concern As students are choosing on-level or

dual-credit courses after completing the pre-AP preparatory classes, they are discarding these college benefits.

Our latest 5-Year Graduation Rate (students who have enrolled in college having graduated from RHS and graduate from or are still enrolled in college after 5 years) is only 20%.

To create a culture where academic excellence is honored, respected, and celebrated

Vision

Goals To see all students enrolled in the most

rigorous level of courses in which they can demonstrate success

To increase the number of students taking each AP exam, thereby increasing the number of students either gaining AP college credits or being better prepared for college coursework

To increase the percentage of the 5-year college completion rate for graduates of our campus

REBEL U

Our New Paradigm

Rebel U Philosophy #1 Students are often more interested in

immediate gratification and don’t see the future benefits of taking more difficult courses while in high school.

Students often respond positively to incentives and benefits.

Rebel U Philosophy #2 RHS AP courses are college-level

courses!

Students enrolled in multiple college-level courses should be treated more like college students.

Rebel U Our plan to create a system of benefits and incentives to promote continued student participation in AP courses at RHS

Rebel U Levels Rebel Prep Rebel U

Rebel Prep Qualifications 9th graders enrolled in 3 PreAP

courses OR 2 PreAP courses and 1

approved extra-curricular elective *

* “Approved extra-curricular elective” is defined as a course which requires extensive participation, practice, and/or performance beyond the regular school day.

Rebel U Qualifications 10th graders enrolled in 1 AP course and 2

PreAP courses OR 1 AP and 1 PreAP and 1 approved extra-

curricular elective

11th graders enrolled in 3 AP/PreAP courses (at least 1 must be AP)

OR 2 AP/PreAP and 1 approved extra-curricular elective

12th graders enrolled in 3 AP courses OR 2 AP courses and 1 approved extra-

curricular elective

Rebel U Qualifications “3 is the magic number” of approved

courses for participation.

Rebel U Incentives and Benefits Recommended by Teachers Rank-level T-shirts and color-coded Rebel U

IDs College workshops and assemblies with guest

speakers Off-campus lunch Courtyard lunch Limited restrictions, such as allowing drinks in

classrooms on Fridays Before-AP-test-week rally or ritual in an iconic

NRH location (perhaps the FAAC) – This would be similar to what some of the students witnessed last Spring Break in Italy prior to test week . Students went to the “town square” and completed an organized ritual.

Rebel U Incentives and Benefits Recommended by Teachers Pre-AP summer camp “AP mob” (similar to a flash mob) in the main

hallway during passing period (perhaps once per 6 weeks)

Teachers provide and serve lunch to the students

A street marker created from all students taking an AP test lining up along a major thoroughfare, and mark the beginning and ending of the line. Students would hold signs and banners to advertise the purpose and receive recognition as they lined up.

Day at NRH2O after AP exam weeks

Rebel U Incentives and Benefits Recommended by Teachers Invitation into the TCU student mentor

program. The student is put with a TCU student to attend classes and see what college life is like for the day. 

“Pledge” party and social. This could include academic quizzes that give prizes to the winners.

Rebel U Incentives and Benefits Recommended by Students Open campus Day to relax; relaxation time Restroom pass Class outside $ Less homework Drop lowest grade in all classes Add AP score x2 to grade Scholarships Choice of lunch location

Rebel U Incentives and Benefits Recommendation list will need

administrative approval, and perhaps School Board approval for some of the suggestions!

Rebel U Parent Meetings Annual early spring meeting to present

the benefits beyond high school of AP course experiences

Potential training on ways to assist students with the work load associated with AP classes

Recruitment to assist the program by making use of parents’ talents and resources

Where you come in! Incentive/benefit suggestions Resources you can provide,

including volunteer time or community networking

Offer to serve on implementation committee

Please fill out the parent input form!

THANK YOU!