From Harford County Public Schools:
Harford County Public Schools realized a 20 percent increase in participation in Advanced Placement (AP) assessments from 1,525 students in 2011 to 1,824 students in 2012, this at the same time total high school enrollment in the county remained steady. Total enrollment in AP courses in 2012 was 4,591, a 12 percent jump from the previous year, with many students taking multiple AP courses. With a focus on rigor at every level, Harford County anticipates continuing increases in AP participation and performance.
This year, the number of AP exams given in Harford County scored at “college mastery level,” was 64 percent, up more than four percent from the previous year and staying consistent with Maryland and the nation. Achievement of this performance level qualifies students to receive credit at many colleges and universities.
AP exams were administered in all high schools, and the number of AP exams administered rose from 2,319 in 2011 to 2,946 in 2012, at total increase of 27 percent. By the time they graduated, approximately 44 percent of the members of the Class of 2012 had demonstrated college mastery or higher on one or more AP exams.
“Our Board of Education remains focused on college and career readiness for all students, and as a system, we are working tirelessly to raise the bar for success on these national tests each year,” said Superintendent of Schools Robert M. Tomback. “The increased level of AP participation in Harford County illustrates that our students understand and value the importance of setting goals and preparing for their future.”
The participation rate in the Scholastic Aptitude Test (SAT) remained relatively the same from the previous year. Compared to 2011, Harford County test-takers’ overall performance in mathematics improved four points (516), held steady in writing (481) and dipped slightly in critical reading (503).
Harford County mean scale scores exceed the state and the nation in critical reading (503 versus 497 and 496, respectively) and in mathematics (516 versus 502 and 514, respectively) and remain slightly behind in writing (481 versus 488).
HCPS is expanding opportunities to ensure greater participation in AP courses, as well as to increase scores in every tested area of the SAT. In particular, the school system continues to focus on supporting students in mastering coursework, resulting in increased achievement on these rigorous assessments.
“College Readiness Coordinators in every high school work with faculty to promote high expectations for all students,” said Keri Guilbault, coordinator of accelerated programs. “SAT and AP prep courses, after-school tutoring, summer readiness programs and family engagement have contributed to our students’ success.”
Test scores, demographics and individual school information can be found on the school system website (www.hcps.org) by visiting each School Profile.
Well, no duh. Anyone connected with the school system knows that Tomback’s big push has been to get as many people to take the test as possible, regardless of whether they are adequately prepared for it or not. At least one high school got a huge grant to increase enrollment in AP classes. The success of the program is not dependent upon actually PASSING the tests, just increasing the enrollment in classes and increasing the percentage of people who sign up for the test.
Hmmm…coordinator of accelerated programs. That sounds like a necessary HCPS position.
SED – I’m not sure if that remark was sarcastic or not, but it is true. Please be aware that after a child leaves elementary school, there is no longer such a thing as “gifted and talented”. It simply does not exist at the middle school level, and high schools have AP and Magnet programs, but students identified in elementary schools as gifted more often than not fall through the cracks by the time they get to high school. Ms. Guilbault is working extremely hard on improving the Accelerated Learning program throughout Harford County, as am I. These students that truly do have a gift need and deserve to be challanged and nurtured in that respect. These are the future business owners and leaders of Harford County, Maryland, and America.
Jeffery Beck
So, many years ago, when there was a Gifted and Talented program in the county, was there a countywide coordinator? Now there is a coordinator but no identified Gifted and Talented Program beyond elementary? Personally, I feel that there are too many “coordinators” that have been created that are not needed. Take the money and put it towards teacher positions so my children’s class sizes do not have to continue to go up. It seems that then you’ll have a more direct impact on making sure children do not “fall through the cracks”
SED – I cannot speak as to many years ago, as I’ve only been in Harford for 6 years. I didn’t say that there isn’t a GT program anymore, I said that middle schools don’t really have anything for those students, and that by the time they get to high school, they end up falling through the cracks. That can happen in many ways; losing interest, falling behind because they’re not being challenged, etc., THAT is what Ms. Guilbault, myself, and the rest of her committee are working so hard to change.
I agree that there are way too many committees, focus groups, boards, etc., in HCPS, as well as in every level of government and bureaucracy. However, a committee to formulate and enact a specific plan with specific goals to improve the quality of GT education is not one that should be done away with. Certainly not before we can make any progress towards improving the program. Perhaps once there is an efficient system in place to identify gifted students and enrich their educational experience in elementary, middle and high school, fine.
Keri’s committee takes its work very seriously, and we are passionate about it.
Jeffery Beck
Nothing says “Welcome to high school!” for a G&T kid like being the sole freshman in a classroom full of seniors.
My son took AP exams and got excellent scores. He is going to HCC and they will not take his Physics scores even though Towson and UMD will. This is significant because transfer is only guaranteed if the kids graduate. Is HCC just trying to get them to take more classes for the money? The only other state university that will not is UMBC. Also, kids can pay as much and get CLEP for many of the classes. It is pass/fail at 50% instead of dependent on a number score. Save your money, AP is mostly hype. (Wish I knew before shelling out the money on books and exam fees).
With a 20% increase in the number of tests being taken you would expect a reduction in the passing rate if all the district wanted to do was have as many kids take AP tests as possible. But that’s not what was seen at all. Instead, a 4% increase in the number of students performing at the college mastery level. Not too shabby.
Regardless of what individual colleges are honoring as credit, the AP courses are the most rigorous courses HCPS has when taught appropriately, outside of the IB classes. Of course we would want as many students as possible challenge themselves in this level. Is it for everybody? Of course not, but that doesn’t mean it shouldn’t be a goal to have as many students succeeding at this level as we can.
I’d like to see the full data. The way this press release is written with a jumbled mix of percentages and raw numbers, it looks like someone is playing games with the numbers. And when they don’t define the passing score but say in quotes “college mastery level” I see BS coming my way. This type of info should have been accompnied by a table of this year and past years data and percentages. They are trying to make something out of nothing or baffle us with bu****it.
The comparison to national and state scores means even less when reading an article in “The Atlantic Wire” : “SAT Reading Scores Are the Lowest They’ve Been in 40 Years”. The referenced article from The Washington Post, “SAT reading scores hit a four-decade low” also mentions that the state numbers also dropped.
“This year, the number of AP exams given in Harford County scored at “college mastery level,” was 64 percent, up more than four percent from the previous year and staying consistent with Maryland and the nation.”
“College mastery level” is a 3 out of 5, the minimum most universities will accept for non-major/elective classes. A 4 or 5 is usually required for major-required classes. What percentage of tests earned a 4? A 5?
I’d like to know what percentage of students received a 4+ on three or more exams, a much better sign of a student being prepared for college.
A long time ago, we had general level courses for those average kids who had little college aspirations. Eventually, these were done away with because the feeling by those at the board level was that all kids should be challenged and pushed for today’s “real world” experience. All that was left for students were College Prep (CP) level courses and AP. What does this do? Dilutes these AP/CP classes with those not interested in college, thus slowing down the learning process.
At this rate, would it be a huge leap to do away with CP and just make everyone take AP courses?
When did we stop allowing kids to view military service, plumbing, electical work, auto mechanics, etc. as possible career choices?
When you push EVERYONE to college, who will conduct the blue-collar jobs that our nation needs on a daily basis?
In my day, AP meant that you were the cream of the crop. Now, it means you breathe.
Again, if that were the case, the scores would go down, in some cases dramatically. Yet, they haven’t. They have gone up. So if all of these AP classes are being watered down and filled with students that have no college aspirations and can’t be successful, how then do you explain the rise in test scores?
The test is optional. Many times only the students who feel they would receive a 3 or higher are the only ones who take the test.
I understand. But if allowing all of these students into AP classes that “don’t belong” is supposed to cause such a detrimental learning environment, we don’t see the effects in the data. Even if these students are opting out of taking the exam, the students who are taking the exam are still performing at higher levels. I think there is a lot of benefit to exposing students to the rigors of a college-level course. It prepares them to make an informed decision about there future, whether they take the AP exam or not.
Having been in an AP class where a number of the students did not plan to take the test, I can say they are detrimental. They’re not as motivated, so the teacher must spend more time keeping them involved than if he could keep lecturing to the students who have every intention of taking the test.
Are you going to post the AP results from around the county like you did last year?