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The Advanced Placement Program Benefits Mainly Well Prepared Students Who Pass Ap Exams Issues In College Readiness
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Book Synopsis The Advanced Placement Program Benefits Mainly Well-Prepared Students Who Pass AP Exams. Issues in College Readiness by : ACT, Inc., National Center for Educational Achievement
Download or read book The Advanced Placement Program Benefits Mainly Well-Prepared Students Who Pass AP Exams. Issues in College Readiness written by ACT, Inc., National Center for Educational Achievement and published by . This book was released on 2010 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many policymakers and education leaders have embraced the Advanced Placement (AP) Program as a tool to strengthen the high school curriculum and prepare students for college. The popularity of the AP program among these policy leaders reflects their belief that the traditional high school curriculum has often failed to provide rigorous courses with well-specified curricular content and end-of-course examinations to verify that students have mastered that content--and that AP courses and exams can supply the rigor missing from the high school curriculum. Further, some policymakers have sought to expand the AP program in schools serving primarily minority and low-income students, in the belief that access to AP courses will promote educational equity and greater readiness for college and career among these students. Are these beliefs supported by the evidence? From 2002 to 2006, the National Center for Educational Achievement (NCEA) conducted research on the relationship between students' participation in AP courses in high school and their later success in college--relationships that are often misunderstood or misinterpreted. The research is summarized in a report (Dougherty, Mellor, & Jian, 2006) and a book chapter (Dougherty & Mellor, 2010). This brief highlights the four major findings of this research. These findings are: (1) Taking AP Courses Alone Is Not Related to College Success; (2) Taking AP Courses and Passing AP Exams Is What Matters; (3) Low-Income and Minority Students Have Low AP Exam Passing Rates; and (4) Academic Preparation in the Early Grades is Critical for AP Readiness.
Download or read book AP written by Philip Michael Sadler and published by . This book was released on 2010 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: Draws together the most recent and rigorous research on the strengths and weaknesses of the Advanced Placement program. Examines closely the differences between AP and other high school courses, as well as variations among AP courses. In-depth studies gauge the impact of AP coursework on student performance in college. Finally, researchers examine the use of AP information in college admissions. From publisher description.
Download or read book The Rural Educator written by and published by . This book was released on 2013 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Investigation of the Effects of Advanced Placement Courses on the Short Term Activity and Goal Achievement of College-enrolled Students by : Barry P. Flicker
Download or read book An Investigation of the Effects of Advanced Placement Courses on the Short Term Activity and Goal Achievement of College-enrolled Students written by Barry P. Flicker and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Advanced Placement (AP) program created by the College Board offers college-level curricula and examinations to high school students. The AP course curriculum program comprises a panel of college-level educators and experts in a particular field of study. Colleges and Universities may grant placement and course credit to those students who obtain high scores on their examinations. Additionally, according to research, the student may save on college tuition costs which may lead to better preparation for a college curriculum (College Board, 2014). High school and college faculty work together to define the scope of expectations of AP courses, the curriculum framework, and the student skill sets needed to score well on the AP exam. Despite the exuberate popularity of the AP program and the many benefits, there is a gap in the research on students’ mental health and well-being associated with the stressors of taking such challenging coursework while in high school. Notably, while much emphasis has been placed on how taking Advanced Placement courses in high school prepares students to meet the rigorous academic expectations of college-earned credit; there exists a gap in the discourse on the potential social and emotional costs that such challenging academics requires of high school students. This research aims to explore the impact of AP courses on the life experiences of high school students utilizing Erikson’s Stages of Psychosocial Development, Ackermann’s theory of the Whole Child Development, and Miller’s holistic education paradigm. Through its qualitative approach and semi-structured interviews, this study intends to provide an insightful and in-depth exploration of AP students' perspectives of their social, emotional, and physical well-being while taking AP courses in high school; as well as to gain beginning glimpses of the ethics that guided their decision-making. Overall, participants of this study described their AP experiences positively, highlighting unique friendships and collaborative interactions, a bolstered sense of academic competence, and a recognition of the value of a network of support. Participants cautioned, however, about competition, physical exhaustion, and limitations in options and interpersonal interactions associated with taking AP courses. Future research should be conducted on the experiences of different populations of AP students in comparison to the experiences of non-AP students to expand the scope of understanding of the impact of AP coursework on students’ high school experiences and college readiness; as well as on what constitutes meaningful markers and measurements of success for the school, employment, community engagement, and life in general.
Book Synopsis Success in Advanced Placement Courses. Research Brief by : Angela L. Hansen
Download or read book Success in Advanced Placement Courses. Research Brief written by Angela L. Hansen and published by . This book was released on 2005 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt: What factors affect student success in AP courses? The College Board's Advanced Placement Program (AP) is widely recognized as the premier program for advanced placement and credit by examination. Originally established in 1955 as an opportunity for a few elite groups of students to take on college level work, the AP program has expanded to include more than 700,000 students, more than one million exams administered yearly, in more than 13,000 schools. Research indicates that students completing AP courses were better prepared to take on college course work and were able to earn college credit when successful on the AP exams. In addition, teachers participating in AP professional development have been credited with greater content and pedagogical knowledge. Finally, Advanced Placement programs are credited with improving the overall curricula of the school by creating a need for more rigorous prerequisite courses. However, in spite of the many benefits of Advanced Placement programs, problems exist. This paper presents several key issues that were identified as concerns about teaching AP courses and offers recommendations for improving success in AP courses. (Contains 5 online resources.).
Author :Research and Education Association Publisher :Research & Education Assoc. ISBN 13 :9780878910823 Total Pages :500 pages Book Rating :4.9/5 (18 download)
Book Synopsis AP Statistics by : Research and Education Association
Download or read book AP Statistics written by Research and Education Association and published by Research & Education Assoc.. This book was released on 1997-01-01 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt: Get the AP college credits you've worked so hard for... Our savvy test experts show you the way to master the test and score higher. This new and fully expanded edition examines all AP Statistics areas including in-depth coverage of univariate and bivariate data, measures of dispersion, sampling, and hypothesis testing. The comprehensive review covers every possible exam topic: exploring data, planning a study, anticipating patterns, and statistical inferences. Features 6 full-length practice exams with all answers thoroughly explained. Follow up your study with REA's test-taking strategies, powerhouse drills and study schedule that get you ready for test day. DETAILS - Comprehensive, up-to-date subject review of every AP Statistics topic used in the AP exam. - Study schedule tailored to your needs - Packed with proven key exam tips, insights and advice - 6 full-length practice exams. All exam answers are fully detailed with easy-to-follow, easy-to-grasp explanations. TABLE OF CONTENTS About Research & Education Association Independent Study Schedule CHAPTER 1 - SUCCEEDING IN AP STATISTICS About The Advanced Placement Program The AP Statistics Exam About the Review Sections Scoring the Exam Scoring the Multiple-Choice Section Scoring the Free-Response Questions The Composite Score Scores that Receive College Credit and/or Advanced Placement Studying for Your AP Examination Test-Taking Tips CHAPTER 2 - EXPLORING DATA Exploring Univariate Data Standardized Scores (Z-Scores) Exploring Bivariate Data Exploring Categorical Data: Frequency Tables Measures of Central Tendency Range and Percentiles Measures of Dispersion Simplified Methods for Computing the Standard Deviation and Variance Sampling Error CHAPTER 3 - PLANNING A STUDY Methods of Data Collection Planning and Conducting Surveys Planning and Conducting Experiments CHAPTER 4 - ANTICIPATING PATTERNS Review of Laws of Large Numbers Conditional Probabilities and Independence Discrete Random Variables Mathematical Expectation of Discrete Random Variables Normal Distribution Sampling Distributions CHAPTER 5 - STATISTICAL INFERENCES Confidence Intervals Hypothesis Testing Type I and Type II Errors Hypothesis Testing - Single Sample Hypothesis Testing for Two Populations PRACTICE TEST 1 Test 1 Test 1 Answer Key Detailed Explanations of Answers PRACTICE TEST 2 Test 2 Test 2 Answer Key Detailed Explanations of Answers PRACTICE TEST 3 Test 3 Test 3 Answer Key Detailed Explanations of Answers PRACTICE TEST 4 Test 4 Test 4 Answer Key Detailed Explanations of Answers PRACTICE TEST 5 Test 5 Test 5 Answer Key Detailed Explanations of Answers PRACTICE TEST 6 Test 6 Test 6 Answer Key Detailed Explanations of Answers APPENDIX: FORMULAS AND TABLES ANSWER SHEETS EXCERPT About Research & Education Association Research & Education Association (REA) is an organization of educators, scientists, and engineers specializing in various academic fields. Founded in 1959 with the purpose of disseminating the most recently developed scientific information to groups in industry, government, high schools, and universities, REA has since become a successful and highly respected publisher of study aids, test preps, handbooks, and reference works. REA's Test Preparation series includes study guides for all academic levels in almost all disciplines. Research & Education Association publishes test preps for students who have not yet completed high school, as well as high school students preparing to enter college. Students from countries around the world seeking to attend college in the United States will find the assistance they need in REA's publications. For college students seeking advanced degrees, REA publishes test preps for many major graduate school admission examinations in a wide variety of disciplines, including engineering, law, and medicine. Students at every level, in every field, with every ambition can find what they are looking for among REA's publications. While most test preparation books present practice tests that bear little resemblance to the actual exams, REA's series presents tests that accurately depict the official exams in both degree of difficulty and types of questions. REA's practice tests are always based upon the most recently administered exams, and include every type of question that can be expected on the actual exams. REA's publications and educational materials are highly regarded and continually receive an unprecedented amount of praise from professionals, instructors, librarians, parents, and students. Our authors are as diverse as the fields represented in the books we publish. They are well-known in their respective disciplines and serve on the faculties of prestigious high schools, colleges, and universities throughout the United States and Canada. Chapter 1 - SUCCEEDING IN AP STATISTICS The objective of this book is to prepare you for the Advanced Placement Examination in Statistics by providing you with an accurate representation of the test. Toward that end, we provide an extensive review and practice tests that cover the material one would expect to study in a typical Advanced Placement course and see on the exam itself. Six full-length practice Statistics exams are provided. Following each practice exam is an answer key and a detailed explanation for every question. The explanations not only provide the correct response but also explain why none of the remaining answers is the best choice. By studying the appropriate review sections, taking the corresponding exams, and studying the answer explanations, you can discover your strengths and weaknesses, and prepare yourself to score well on the AP Statistics examination. ABOUT THE ADVANCED PLACEMENT PROGRAM The Advanced Placement program consists of two components: an AP course and an AP exam. Advanced Placement examinations are offered each May at participating schools and multischool centers throughout the world. The Advanced Placement program is designed to provide high school students with the opportunity to pursue college-level studies while still attending high school. In turn, the participating colleges grant credit and/or advanced placement to students who do well on the examination. The AP Statistics course is designed to represent the content of a typical introductory college course in statistics. The full-year course covers the skills and knowledge expected of students in the field of introductory statistics. The course is intended for high school students who wish to complete studies equivalent to a one-semester, non-calculus-based college course in statistics. Additional information about the AP program and the AP Statistics exam is available by contacting: AP Services Educational Testing Service P.O. Box 6671 Princeton, NJ 08541-6671 Phone: (609) 771-7300 Fax: (609) 530-0482 E-mail: [email protected] Website: http: //www.collegeboard.com THE AP STATISTICS EXAM The AP Statistics exam lasts 180 minutes and is divided into two sections: I. Multiple-Choice (50% of your grade): This 90-minute section is composed of 35 questions designed to test your proficiency in a wide variety of topics. The questions test examinees' ability to explore data, plan a statistical study, anticipate patterns, and make statistical inferences. II. Free-Response (a combined 50% of your grade): This 90-minute section requires the student to answer four to seven open-ended questions and to complete one investigative task question involving more extended reasoning. Each open-ended question has been created to be answered in approximately 10 minutes. The longer investigative-task question has been created to be answered in approximately 30 minutes. The questions require students to relate different content areas as they plan an extensive solution to a statistics or probability problem. Students are expected to use their analytical and organizational skills to formulate cogent answers in writing their responses. It will be expected that students will show enough of their work to allow the readers to be able to follow their logic. Note that it is not necessary to write out routine statistical calculations that can be done on a calculator. Each student is expected to bring a calculator with statistical capabilities to the examination. The computational capabilities of the calculator should include common univariate and bivariate summaries through linear regression. The graphical capabilities of the calculator should include common univariate and bivariate displays such as boxplots, histograms, and scatterplots. Most graphing calculators on the market are acceptable; non-graphing calculators are allowed only if they have the computational capabilities described previously. The following, however, are not permitted: powerbooks and portable computers, pocket organizers, electronic writing pads, pen input devices, or devices with typewriter-style, or QWERTY, keyboards. ABOUT THE REVIEW SECTIONS As mentioned earlier, this book has a review chapter for each of the four topics covered on the exam. The following are the four review chapters in this book that cover the topics on the AP Statistics: - Exploring Data - Planning a Study - Anticipating Patterns - Statistical Inferences The review chapters provide a thorough discussion of the material tested on the exam. By studying the review chapters and by taking the practice test(s), you can prepare yourself to score high on the AP Statistics exam. SCORING THE EXAM The multiple-choice section of the exam is scored by crediting each correct answer with one point and deducting one-fourth of a point for each incorrect answer. Unanswered questions receive neither credit nor deduction. The free-response questions are graded by readers chosen from around the country for their familiarity with the AP Program. Each free-response question is read and scored with the reader providing the score on a 0-to-4 (0 being the lowest and 4 the highest) scale. The free-response questions are scored based on the statistical knowledge and communication the student used to answer the question. The statistical knowledge criteria include identifying the important concepts of the problem and demonstrating statistical concepts and techniques that result in a correct solution of the problem. The communication criteria include an explanation of what was done and why, along with a statement of conclusions drawn. Once the free-response questions have been graded by all of the readers, the scores are converted. The open-ended questions count as 75% of the free-response score; the investigative-task question counts as 25%. SCORING THE MULTIPLE-CHOICE SECTION For the multiple-choice section, use this formula to calculate your raw score: Number Right - (Number Wrong x 1/4) = Raw Score (round to the nearest whole number) Note: Do not include unanswered questions in the formula. SCORING THE FREE-RESPONSE QUESTIONS For the free-response section, use this formula to calculate your raw score: 5 Open-Ended Questions (75%) +1 Investigative-Task Question (25%) = Raw Score THE COMPOSITE SCORE To obtain your composite score, use the following method: Multiple-Choice Raw Score + Free-Response Raw Score = Raw Score AP grades are interpreted as follows: 5-extremely well qualified, 4-well qualified, 3-qualified, 2-possibly qualified, and 1-no recommendation. SCORES THAT RECEIVE COLLEGE CREDIT AND/OR ADVANCED PLACEMENT Most colleges grant students who earn at least a "3" college credit and/or advanced placement. You should check with your school guidance office about specific college requirements. STUDYING FOR YOUR AP EXAMINATION It is never too early to start studying. The earlier you begin, the more time you will have to sharpen your skills. Do not procrastinate! Cramming is not an effective way to study, since it does not allow you the time needed to learn the test material. It is very important for you to choose the time and place for studying that works best for you. Some students may set aside a certain number of hours every morning to study, while others may choose to study at night before going to sleep. Other students may study during the day, while waiting on a line, or even while eating lunch. Only you can determine when and where your study time will be most effective. But be consistent and use your time wisely. Work out a study routine and stick to it! When you take the practice exam(s), try to make your testing conditions as much like the actual test as possible. Turn your television and radio off, and sit down at a quiet table free from distraction. Make sure to time yourself. Complete the practice test(s), score your test(s) and thoroughly review the explanations for the questions you answered incorrectly. However, do not review too much during any one sitting. Concentrate on one problem area at a time by reviewing the question and explanation, and by studying our review(s) until you are confident that you completely understand the material. Since you will be allowed to write in your test booklet during the actual exam, you may want to write in the margins and spaces of this book when practicing. However, do not make miscellaneous notes on your answer sheet. Mark your answers clearly and make sure the answer you have chosen corresponds to the question you are answering. Keep track of your scores! This will enable you to gauge your progress and discover general weaknesses in particular sections. You should carefully study the reviews that cover the topics causing you difficulty, as this will build your skills in those areas. To get the most out of your studying time, we recommend that you follow the Study Schedule. It details how you can best budget your time. TEST-TAKING TIPS Although you may be unfamiliar with tests such as the Advanced Placement exams, there are many ways to acquaint yourself with this type of examination and help alleviate your test-taking anxieties. Listed below are ways to help yourself become accustomed to the AP exam, some of which may also be applied to other standardized tests. Become comfortable with the format of the AP Examination in Statistics. When you are practicing to take the exam(s), simulate the conditions under which you will be taking the actual test(s). You should practice under the same time constraints as well. Stay calm and pace yourself. After simulating the test only a couple of times, you will boost your chances of doing well, and you will be able to sit down for the actual test much more confidently. Know the directions and format for each section of the exam. Familiarizing yourself with the directions and format of the different test sections will not only save you time, but will also ensure that you are familiar enough with the AP exam to avoid anxiety (and the mistakes caused by being anxious). Work on the easier questions first. If you find yourself working too long on one question, make a mark next to it in your test booklet and continue. After you have answered all of the questions that you can, go back to the ones you have skipped. Use the process of elimination when you are unsure of an answer. If you can eliminate three of the answer choices, you have given yourself a fifty-fifty chance of getting the item correct since there will only be two choices left from which to make a guess. If you cannot eliminate at least three of the answer choices, you may choose not to guess, as you will be penalized one-quarter of a point for every incorrect answer. Questions not answered will not be counted. Be sure that you are marking your answer in the oval that corresponds with the correct item in the test booklet. Since the multiple-choice section is graded by machine, marking the wrong answer will throw off your score.
Book Synopsis Excellence Gaps in Education by : Jonathan A. Plucker
Download or read book Excellence Gaps in Education written by Jonathan A. Plucker and published by Harvard Education Press. This book was released on 2020-01-15 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: 2017 Texas Association for Gifted and Talented Legacy Scholar Book Award 2017 National Association of Gifted Children Scholar Book of the Year Award In Excellence Gaps in Education, Jonathan A. Plucker and Scott J. Peters shine a spotlight on “excellence gaps”—the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different racial, ethnic, or socioeconomic backgrounds by bringing all students up to minimum levels of proficiency. Yet issues related to excellence gaps have been largely absent from discussions about how to improve our schools and communities. Plucker and Peters argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential among our fastest growing populations. Drawing on the latest research and a wide range of national and international data, the authors outline the scope of the problem and make the case that excellence gaps should be targeted for elimination. They identify promising interventions for talent development already underway in schools and provide a detailed review of potential strategies, including universal screening, flexible grouping, targeted programs, and psychosocial interventions. Excellence Gaps in Education has the potential for changing our national conversation about equity and excellence and bringing fresh attention to the needs of high-potential students from underrepresented backgrounds.
Book Synopsis Learning in the Fast Lane by : Chester E. Finn, Jr.
Download or read book Learning in the Fast Lane written by Chester E. Finn, Jr. and published by Princeton University Press. This book was released on 2021-05-11 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: "More than three million high-school students take five million Advanced Placement exams each May, yet remarkably little is known about how this sixty-year-old, privately-run program, has become one of U.S. education's greatest successes. From its mid-century origin as a tiny option for privileged kids from posh schools, AP has also emerged as a booster rocket into college for hundreds of thousands of disadvantaged youngsters. It challenges smart kids, affects school ratings, affords rewarding classroom challenges to great teachers, tunes up entire schools, and draws vast support from philanthropists, education reformers and policymakers. AP stands as America's foremost source of college-level academics for high school pupils. Praised for its rigor and integrity, more than 22,000 schools now offer some-or many-of its thirty-eight subjects, from Latin to calculus, art to computer science. But challenges abound today, as AP faces stiffening competition (especially dual credit), curriculum wars, charges of elitism, misgivings by elite schools and universities, and the arduous work of infusing rigor into schools that lack it and academic success into young people unaccustomed to it. In today's polarized climate, can Advanced Placement maintain its lofty standards and overcome the hostility, politics and despair that have sunk so many other bold education ventures? Advanced Placement: The Unsung Success Story of American Education is a unique account-richly documented and thoroughly readable-of the AP program in all its strengths and travails, written by two of America's most respected education analysts"--
Book Synopsis The Best Test Preparation for the Advanced Placement Examination, Chemistry by : Philip E. Dumas
Download or read book The Best Test Preparation for the Advanced Placement Examination, Chemistry written by Philip E. Dumas and published by Research & Education Assoc.. This book was released on 1999 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: A NEWER EDITION OF THIS TITLE IS AVAILABLE. SEE ISBN: 978-0-7386-0427-5 Our savvy test experts show you the way to master the test and score higher. This new and fully expanded edition examines all AP Chemistry areas including in-depth coverage of solutions, stoichiometry, kinetics, and thermodynamics. The comprehensive review covers every possible exam topic: the structure of matter, the states of matter, chemical reactions, and descriptive chemistry. Features 6 full-length practice exams with all answers thoroughly explained. Follow up your study with REA''s test-taking strategies, powerhouse drills and study schedule that get you ready for test day. DETAILS - Comprehensive, up-to-date subject review of every AP Chemistry topic used in the AP exam - Study schedule tailored to your needs - Packed with proven key exam tips, insights and advice - 6 full-length practice exams. All exam answers are fully detailed with easy-to-follow, easy-to-grasp explanations. TABLE OF CONTENTS About Research & Education Association Preface About the Test Scoring Contacting the AP Program AP CHEMISTRY COURSE REVIEW CHAPTER 1 - THE STRUCTURE OF MATTER A. ATOMIC PROPERTIES 1. The Atomic Theory and Evidence for the Atomic Theory 2. Chemical and Physical Approaches to Atomic Weight Determination 3. Atomic Number and Mass Number, Isotopes, Mass Spectroscopy 4. Electron Energy Levels 5. The Periodic Table and Periodic Relationships: Symbols, Radii, Ionization Energy, Electron Affinity, Oxidation States B. BONDING 1. Types of Bonds 2. Effects of Bonding Forces on States, Structures, and Properties of Matter 3. Polarity and Electronegativity 4. Geometry of Ions, Molecules, and Coordination Complexes 5. Molecular Models C. NUCLEAR CHEMISTRY, NUCLEAR EQUATIONS, HALF-LIVES, RADIOACTIVITY CHAPTER 2 - STATES OF MATTER A. GASES 1. Ideal Gas Laws 2. Kinetic Molecular Theory B. LIQUIDS AND SOLIDS 1. Kinetic-Molecular View of Liquids and Solids 2. Phase Diagram 3. Changes of State, Critical Phenomena 4. Structure of Crystals C. SOLUTIONS 1. Types of Solutions 2. Factors Affecting Solubility 3. Ways of Expressing Concentrations 4. Colligative Properties 5. Interionic Attractions CHAPTER 3 - REACTIONS A. TYPES 1. Forming and Cleaving Covalent Bonds 2. Precipitation 3. Oxidation and Reduction B. STOICHIOMETRY 1. Recognizing the Presence of Ionic and Molecular Species 2. Balancing Chemical Equations 3. Weight and Volume Relationships C. EQUILIBRIUM 1. Dynamic Equilibrium Both Physical and Chemical 2. The Relationship Between Kp and Kc 3. Equilibrium Constants for Reactions in Solutions D. KINETICS 1. Rate of Reaction 2. Reaction Order 3. Temperature Changes and Effect on Rate 4. Activation Energy 5. Mechanism of a Reaction E. THERMODYNAMICS 1. State Functions 2. The First Law of Thermodynamics 3. The Second Law of Thermodynamics 4. Change in Free Energy CHAPTER 4 - DESCRIPTIVE CHEMISTRY 1. Horizontal, Vertical, and Diagonal Relationships in the Periodic Table 2. Chemistry of the Main Groups and Transition Elements and Representatives of Each 3. Organic Chemistry 4. Structural Isomerism PRACTICE EXAMS AP CHEMISTRY EXAM I AP CHEMISTRY EXAM II AP CHEMISTRY EXAM III AP CHEMISTRY EXAM IV AP CHEMISTRY EXAM V AP CHEMISTRY EXAM VI FORMULAS AND TABLES EXCERPT About Research & Education Association Research & Education Association (REA) is an organization of educators, scientists, and engineers specializing in various academic fields. Founded in 1959 with the purpose of disseminating the most recently developed scientific information to groups in industry, government, high schools, and universities, REA has since become a successful and highly respected publisher of study aids, test preps, handbooks, and reference works. REA''s Test Preparation series includes study guides for all academic levels in almost all disciplines. Research & Education Association publishes test preps for students who have not yet completed high school, as well as high school students preparing to enter college. Students from countries around the world seeking to attend college in the United States will find the assistance they need in REA''s publications. For college students seeking advanced degrees, REA publishes test preps for many major graduate school admission examinations in a wide variety of disciplines, including engineering, law, and medicine. Students at every level, in every field, with every ambition can find what they are looking for among REA''s publications. While most test preparation books present practice tests that bear little resemblance to the actual exams, REA''s series presents tests that accurately depict the official exams in both degree of difficulty and types of questions. REA''s practice tests are always based upon the most recently administered exams, and include every type of question that can be expected on the actual exams. REA''s publications and educational materials are highly regarded and continually receive an unprecedented amount of praise from professionals, instructors, librarians, parents, and students. Our authors are as diverse as the fields represented in the books we publish. They are well-known in their respective disciplines and serve on the faculties of prestigious high schools, colleges, and universities throughout the United States and Canada. PREFACE This book provides an accurate and complete representation of the Advanced Placement Examination in Chemistry. Our six practice exams are based on the most recently administered Advanced Placement Chemistry Exams. Each exam is three hours in length and includes every type of question that can be expected on the actual exam. Following each exam is an answer key complete with detailed explanations designed to clarify and contextualize the material. By completing all six exams and studying the explanations which follow, you can discover your strengths and weaknesses and thereby become well prepared for the actual exam. The formulas and tables for the AP Chemistry Exam can be found at the back of this book, beginning on page 417. You will be provided these formulas and tables when you take the actual exam. You should also use this material when taking the practice tests in this book. ABOUT THE TEST The Advanced Placement Chemistry Examination is offered each May at participating schools and multi-school centers throughout the world. The Advanced Placement Program is designed to allow high school students to pursue college-level studies while attending high school. The participating colleges, in turn, grant credit and/or advanced placement to students who do well on the examinations. The Advanced Placement Chemistry course is designed to be the equivalent of a college introductory chemistry course, often taken by chemistry majors in their first year of college. Since the test covers a broad range of topics, no student is expected to answer all of the questions correctly. The exam is divided into two sections: 1) Multiple-choice: Composed of 75 multiple-choice questions designed to test your ability to recall and understand a broad range of chemical concepts and calculations. This section constitutes 45% of the final grade and you are allowed 90 minutes for this portion of the exam. Calculators are not permitted for this section of the exam. 2) Free-response section: Composed of several comprehensive problems and essay topics. This section constitutes 55% of the final grade and the student is allowed 90 minutes for this portion of the exam. You may choose from the questions provided. These problems and essays are designed to test your ability to think clearly and to present ideas in a logical, coherent fashion. You can bring an electronic hand-held calculator for use on the 40-minute free-response section. Essay and chemical-reaction questions comprise the last 50 minutes of the test, during which calculators are not permitted. A final note about calculators: Most hand-held models are allowed in the test center; the only notable exceptions are those with typewriter-style (QWERTY) keypads. If you are unsure if your calculator is permitted, check with your teacher or Educational Testing Service. SCORING The multiple-choice section of the exam is scored by crediting each correct answer with one point, and deducting only partial credit (one-fourth of a point) for each incorrect answer. Omitted questions receive neither a credit nor a deduction. The essay section is scored by a group of more than 1,000 college and high school educators familiar with the AP Program. These graders evaluate the accuracy and coherence of the essays accordingly. The grades given for the essays are combined with the results of the multiple-choice section, and the total raw score is then converted to the program''s five-point scale: 5 - Extremely well qualified 4 - Well qualified 3 - Qualified 2 - Possibly qualified
Book Synopsis The Impact of Participation in the Advanced Placement Program on Students College Admissions Test Scores by : Russell Warne
Download or read book The Impact of Participation in the Advanced Placement Program on Students College Admissions Test Scores written by Russell Warne and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The Advanced Placement (AP) program is an educational program that permits high school students to take introductory college-level courses and receive college credit by passing a standardized end-of-course exam. Data were obtained from a statewide database of 2 high school graduating cohorts (N = 90,044). We used a series of propensity score analyses and marginal mean weighting through stratification to examine the impact of the AP program on students' academic achievement as measured by ACT scores. Results indicate that merely enrolling in an AP course produces very little benefit for students. Students who take and pass the AP exam, however, obtain higher ACT scores, even after controlling for a wide variety of academic, socioeconomic, and demographic variables. The authors conclude the article by discussing aspects of the AP program that remain unanswered.
Book Synopsis The 10th Annual APʼ Report to the Nation by : College Entrance Examination Board
Download or read book The 10th Annual APʼ Report to the Nation written by College Entrance Examination Board and published by . This book was released on 2014 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: From the moment students step into an Advanced Placement Programʼ (APʼ) classroom, they notice the difference in the teacher's approach to the subject, in the attitude of their classmates, in the new way of thinking the curriculum requires. More than just a class, AP is a community of students and educators who are passionate, curious, and committed to academic excellence. In AP classrooms, students examine texts, data, and evidence with great care, learning to analyze source material, develop and test hypotheses, and craft effective arguments. They engage in intense discussions, solve problems collaboratively, and learn to write and speak clearly and persuasively. The Advanced Placement Programʼ--the collaborative community of AP teachers and students, states, districts, schools, colleges, and universities committed to the daily work of developing college-level knowledge and skills--has grown significantly in the past 10 years. This expansion is built on the deep conviction that all students who are academically prepared--no matter their location, background, or socioeconomic status--deserve the opportunity to access the rigor and benefits of AP. When compared to their matched peers, research consistently shows that students who score a 3 or higher on an AP Exam typically: (1) Earn higher GPAs in college; (2) Perform as well or better in subsequent college courses in the discipline than non-AP students who took the introductory class in college; (3) Take more--not less--college course work in the discipline; (4) Are more likely to graduate college within five years; and (5) Have higher graduation rates. When students succeed on AP Exams, it means that their mastery of college-level content and skills has been externally validated by experts in the field. This validation is honored by thousands of colleges and universities around the world, who award credit, placement, or both for the demonstrated accomplishments of these motivated students. The expansion of AP has nearly doubled the number of students who have been given access to the opportunity of AP, more than quadrupled the number of low-income graduates who have been given this opportunity AND the expansion has resulted in a larger increase in successful AP experiences than not, a tribute to the educators who have worked hard to prepare many more students and to the students who have embraced the opportunity. However, there are more academically ready students out there who are not participating. Nearly 300,000 students in the class of 2013 with potential to succeed in AP graduated having never participated in a matched AP course. The next step toward equitable access and responsible expansion is to identify those students with potential, using validated tools, and ensure they have the AP opportunities they have earned. The hope of College Board is to accomplish two things with this 10th Annual AP Report to the Nation: (1) to celebrate the AP community's hard work and incredible achievement; and (2) to highlight areas for continuous improvement. The appendix contains the following tables: (1) "Participation" presents the Total Number of Graduates by State 2003-2013, Number of Graduates Who Took an AP Exam During High School, and Percentage of Graduates Who Took an AP Exam During High School. (2) "Success" presents the Number of Graduates by state 2003-2013 who Scored 3+ on an AP Exam During High School, and the percentage of Graduates Who Scored 3+ on an AP Exam During High School.
Book Synopsis Research on the Academic Benefits of the Advanced Placement Program by : Russell Warne
Download or read book Research on the Academic Benefits of the Advanced Placement Program written by Russell Warne and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: With more than 3 million participants per year, the Advanced Placement (AP) program is one of the most popular programs in the United States for exposing high-achieving high school students to advanced academic content. Sponsored by the College Board, the AP program provides a framework in which high school teachers can teach introductory college-level courses to high school students. These students then take one of 34 standardized tests at the end of the year, and students who score well on their course's AP test can receive college credit from their university in which they later enroll. Despite the popularity of the AP program, remarkably little independent research has been conducted on the academic benefits of AP. In this article, I summarize the state of knowledge about the academic benefits of AP. Previous research and descriptive data indicate that AP students outperform non-AP students on a variety of academic measures, but many other aspects of the program are poorly understood, partially due to variability across AP subjects. These aspects include the causal impact of AP, which components of the program are most effective in boosting academic achievement, and how students engage with the AP program. I also conclude by making suggestions for researchers to use new methodologies to investigate new scientific and policy questions and new student populations to improve the educational scholars' and practitioners' understanding of the AP program.
Author :Florida. Office of Program Policy Analysis and Government Accountability Publisher : ISBN 13 : Total Pages :8 pages Book Rating :4.3/5 (126 download)
Book Synopsis Modifying Advanced Placement Program Incentive Funding Could Produce Significant Cost Savings by : Florida. Office of Program Policy Analysis and Government Accountability
Download or read book Modifying Advanced Placement Program Incentive Funding Could Produce Significant Cost Savings written by Florida. Office of Program Policy Analysis and Government Accountability and published by . This book was released on 2009 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Evaluating the Relationship Between Advanced Placement and Financial Well-Being in Adulthood by : Julian Hsu
Download or read book Evaluating the Relationship Between Advanced Placement and Financial Well-Being in Adulthood written by Julian Hsu and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is growing policy interest in understanding how educational opportunity influences long-run life trajectories. We examine the relationship between Advanced Placement (AP) and early-career financial well-being using a unique dataset that links the universe of PSAT-takers with their high school AP experiences and financial information thirteen years after high school completion. We find that AP students earn $6,500-$14,000 more per year in their early-30s compared to individuals who did not take AP Exams after controlling for differences in student backgrounds, academic preparation, and access to AP. The largest incremental increase in estimated income - from $82,416 to $88,977 - is associated with students taking their first AP Exam. Early-career income continues to rise with additional AP Exam-taking, but at a slower rate. Presumably because of these income gains, students who take more AP Exams are less likely to miss payments on their student loans, despite holding more education debt on average in their early-30s. Furthermore, our results indicate that AP is a strong predictor of early-career financial well-being across students from many different backgrounds and across all regions of the country. These findings provide suggestive evidence that the benefits to taking AP courses are widespread and accrue well beyond college.
Book Synopsis Closing the Advanced Placement Opportunity Gap for Traditionally Underrepresented Students by : Jennifer Roberts
Download or read book Closing the Advanced Placement Opportunity Gap for Traditionally Underrepresented Students written by Jennifer Roberts and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Exposure to rigorous curriculum is a significant predictor of college persistence and success. Traditionally underrepresented students, those who are African American, Hispanic, and identified as economically disadvantaged often do not engage in Advance Placement (AP) courses. There are several factors that lead to decreased participation of underrepresented students in AP courses including lack of information and education of the benefits of engaging in the AP curriculum. The purpose of this study was to examine the social capital of students and the students' perceptions of their high school experiences related to college readiness. This study examined student perspectives in the areas of attitude toward college, teacher expectations and interactions, college readiness, school-wide support, and parental engagement. Additionally, student perspective was examined related to their high school experiences in terms of preparation for college and support from school faculty. Data were collected from a purposeful sample of seniors enrolled in English IV. The participants were individually matched by enrollment or non-enrollment in AP courses, gender, and ethnicity. The matched sample consisted of 123 students in AP courses and 123 students not in AP courses. Nine students participated in a focus group to obtain a deeper understanding of their high school experiences. The findings in this study show overall students in AP courses and those not in AP courses have comparable perspectives of their high school experiences as it relates to attitude toward college, teacher expectations and interactions, school wide support, and parental engagement. Only in the area of college readiness do students not enrolled in AP courses perceive they are not as prepared as their counterparts enrolled in AP courses. The focus group data revealed students felt their teachers and the College and Career Advisor were instrumental in assisting them with college planning and course selection. The students in the focus group spoke to the influence of their peers in selecting courses. The students also pointed to the importance of participating in extracurricular activities as a way to round out their high school experiences.
Book Synopsis AP Courses. Research Brief by : Karen Walker
Download or read book AP Courses. Research Brief written by Karen Walker and published by . This book was released on 2006 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: What are ways to encourage minority students and those from low socioeconomic backgrounds to take and succeed in AP classes? Advanced Placement courses and their final national standardized exams began in 1954 to help students, mostly white males, get through college more quickly so that they would have more time in the work force. 50 years later, these courses and subsequent test results are being used to gain entrance into college. One research study found that high school seniors who took no AP courses, graduated from college at a rate of only 33% by age 30. Other studies have found that just being in an AP class without taking the exam and/or not passing with a 3 or higher, do not have the same benefits as passing the exam. By passing the exam, the chances of completing college and receiving a degree are greatly increased. Currently, there is a push to offer more AP courses and encourage more minority students and those from low socioeconomic backgrounds to take them. This paper lists issues surrounding offering more courses, as well as things being done to encourage and support more student enrollment in AP courses. (Contains 25 online resources.).
Book Synopsis Effects of Advanced Placement Courses on College Academic Success by : Stephen L. Brown
Download or read book Effects of Advanced Placement Courses on College Academic Success written by Stephen L. Brown and published by . This book was released on 2019 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: The principal objective of high school learning is to prepare students for college success, even if they choose an alternative path of post-high school education or the workforce. Ideally, the most rigorous courses offered by high schools would provide students the greatest opportunities for collegiate academic success. The purpose of this study was to develop an understanding of how advanced placement courses affect college readiness and ultimately college academic success. This study investigated how advanced placement curricula affected college learning. The mixed method study used a Likert scale survey that collected demographic, perception, and open-ended responses. In addition to the survey, interviews were conducted to further clarify survey responses. Fifty-three college students participated in the survey and four of those students chose to partake in an interview. The researcher used the networking features of Facebook to procure participants and Facebook profile pages to help diversify the participant pool. Data from the study presented strong correlations to AP course enrollment and college academic success. This study found students who enrolled in AP courses, regardless of the number of courses taken and their college GPA, perceived their AP courses to have supported their college success through the development of college readiness skills. When analyzing survey data for each of the college readiness skills studied, the three skills the greatest percent of all participants believed affected their college success were problem solving, supporting arguments with evidence, and research writing.
