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"The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success"

The importance of prior skills; the complexity & holisticness of the AP Class/test

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giving all willing and academically prepared students the opportunity to participate in AP.

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"Schools should make every effort to ensure their AP classes reflect the diversity of their student population. "

I think this statement is important because some responsibility does fall on the school and the systems in place in our district to ensure kids of all backgrounds have a chance to participate in AP.

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equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP

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The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.

Many of the students lack the reading and writing skills needed before entering the AP class. I wish our school could work with middle schools and have the lower grades come together to discuss strategies that would help them understand how to write essays and how to read higher-level texts.

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Emily Patrick - "The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success."

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Emily Patrick - "The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success."

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At Oaks we teach APUSH at the 10th grade level after the students have taken Global West History (World History). How we have structured this class is to use it as a way to see which students are prepared for APUSH. They have exposure to skills of AP history at the CP level with many "safety nets" as the work through these skills.

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"We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial and socioeconomic groups that have been traditionally underserved."

Studies in Gifted and Talented education have yielded similar conclusions.

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"Giving all willing and academically prepared students the opportunity to participate in AP."
I think that this statement is important because it important for everyone to have an opportunity to participate in the classes that want to take. Having this system allows for a better experience for all students not just themselves.

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Students come from different backgrounds and homelives and each needs a different approach to help them reach the same point. Requires us as teachers to vary the work and instruction to include all students

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"We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial and socioeconomic groups that have been traditionally underserved."

It is the belief that all students, no matter their background, are more than capable to take on the rigors of AP courses, which was not the case a few decades ago.

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"We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial and socioeconomic groups that have been traditionally underserved."

I think this speaks to a systems issue in public education. There are barriers that restrict access both historically and presently. I think CB recognizing this and making a statement is the first step to providing equity for BIPOC students. I am wondering what schools have done to recognize these barriers and working to overcome them. Are there groups of teachers, other workshops, affinity spaces...etc.

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"Schools should make every effort to ensure their AP classes reflect the diversity of their student population"

Students should have the opportunity to be able to see themselves reflected in their classrooms and curriculum to make learning meaningful. All of this exists, we should make an effort to share and highlight multiple voices and perspectives.

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"The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success."

Students need to have academically rigorous coursework which is something that is not always followed or pushed when it comes to policies. Students being presented with rigorous coursework gives them the chance to practice skills and habits such as goal setting, perseverance, and academic stamina. These skills are important for success in an AP course but also in life.

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The College Board also believes that all students should have access to academically challenging course work before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.
~This point resonated with me because of concerns I have at my school. Tenth grade history and English honors courses do not have the rigor necessary to prepare students for APUSH. AVID teachers and counselors are actively discouraging students from taking AP because the courses are 'too hard'.

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"It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved."

Students don't just need access to the course, they also need support in developing the skills necessary to succeed in the course. Access is a step, but if must be paired w/ intentional collaboration among the social studies department and with supports in the class itself in order to be truly meaningful.

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It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.

Achieving both equity and excellence is easy to put in a mission statement, but challenging to implement in a real classroom.

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Students should enter the program from WHAP or regents level Global History prepared with the skills required to help them succeed in the course.  {Connecting back to equity - some Global students don't know the skills and will require to be taught them.  Doing so might "bore" the WHAP students so the teacher must find ways to teach the skills that challenge students of all levels.}

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"Schools should make every effort to ensure their AP classes reflect the diversity of their student population."

This quote reminds teachers that even the advanced classes should reflect the overall school population and not just the non-advanced courses.

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Daphne White - "Schools should make every effort to ensure their AP classes reflect the diversity of their student population."

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Daphne White - "Schools should make every effort to ensure their AP classes reflect the diversity of their student population."

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AP classes are often one of many "tracks" established at the high school level. Given the many socioeconomic factors that play into students' access/resources/motivation/success in their schooling, it makes sense the consequences are uneven scales of AP enrollment. At my school, I am very curious to see which students choose to enroll in our first AP class, since it will only be offered for APUSH (no other APs ever). I hope I can encourage a few students to join who do not think they perhaps fit the "typical AP student" image.

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"Schools should make every effort to ensure their AP classes reflect the diversity of their student population. "

This is tremendously important but also an extremely difficult school and societal task. I have not personally seen this happen in my career yet.

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John Barich "The College Board also believes that all students should have access to academically challenging coursework...."

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John Barich "The College Board also believes that all students should have access to academically challenging coursework...."

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The questions that comes to mind as I read this quote are the following,

1, What constitutes academically challenging coursework? How can we provide to students?
2. How can we put this into practice?
3.  If we allow a person to take our course who is not prepared, do we allow credit remediation if they fail the class?
4. Are we setting up kids for failure if they are not prepared academically?

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Joshua Mason