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Harvard embraces generative AI in the classroom, adopting it as an official learning tool for its flagship coding course.

Starting this fall, students enrolled in Computer Science 50: Introduction to Computer Science (CS50) will be encouraged to use AI to help them debug code, give feedback on their designs, and answer individual questions about error messages and unfamiliar lines of code.

"Our own hope is that, through AI, we can eventually approximate a 1:1 teacher [to] student ratio for every student in CS50, as by providing them with software-based tools that, 24/7, can support their learning at a pace and in a style that works best for them individually," says CS50 professor David J. Malan, as reported by The Harvard Crimson.

It's a swift turnaround from the last school year: Harvard did not have an AI policy at the end of the fall 2022 semester.

The hugely popular CS50 course is taught in a large hall. (Credit: Boston Globe / Contributor / Getty Images)

The new approach will not use ChatGPT or GitHub Copilot, both of which are popular among programmers. Malan says the tools are "currently too helpful." Instead, Harvard has developed its own large language model, a "CS50 bot" that will be "similar in spirit," but will focus on "leading students toward an answer rather than handing it to them," he says.

CS50 is also available for non-Harvard students to take on the online platform edX. The new AI policy will extend to the edX version. "Even if you are not a student at Harvard, you are welcome to "take" this course for free by working your way through the course's eleven weeks of material," says the site. Teachers at other institutions can also license the material for their own courses.

"Providing support that's tailored to students' specific questions has long been a challenge at scale via edX and OpenCourseWare more generally, with so many students online, so these features will benefit students both on campus and off," Malan says.

The adoption of generative AI by one of the nation's top universities adds a new wrinkle to the use of tools like ChatGPT in an academic setting. Since ChatGPT launched in November 2022, teachers and professors have struggled with students turning in work generated by it.

One professor at Texas A&M University-Commerce refused to grade work he believed was " ChatGPT shit." Tools to detect AI-written work have also gained popularity, but they focus on text, not programming languages.

"We'll make clear to students that they should always think critically when taking in information as input, be it from humans or software," Malan says. "But the tools will only get better through feedback from students and teachers alike. So they, too, will be very much part of the process."

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Harvard's New Computer Science Teacher Is a Chatbot

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The university is encouraging students to use 'CS50 bot' as their 24/7 learning assistant.

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Science Museum of Virginia | For curious-minds of all ages!

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Virginia STEM - Science Museum of Virginia | For curious-minds of all ages!

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​Through experiential exhibits, awesome artifacts, interactive technologies, innovative programs, dynamic films, impressive live animals and interesting lab demos, the Science Museum of Virginia inspires hundreds of thousands of guests each year to enrich

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Data-informed Practices, Barriers, & Priorities

School divisions across the country continue to face challenges related to educator recruitment and retention. Nationally, 40 percent of school division leaders and principals describe their current staff shortages as "severe" or "very severe," according to a survey conducted by the EdWeek Research Center. Longstanding challenges such as low salaries and the financial burden of completing licensure requirements have become even more concerning as a result of the COVID-19 pandemic, which brought increased levels of stress among educators, greater concerns over safety, and further financial strain related to the 2020 recession.

According to the 2021 Annual Report on the Condition of Needs of Public Schools in Virginia by the Virginia Board of Education, there were 1,063 unfilled teaching positions for the 2019-20 school year. As of April 2023, the Staffing and Vacancy Report tool shows 3,573 teacher vacancies for the 2022-23 school year. It is important to note that the Staffing and Vacancy report is based on a new data collection tool (the Positions and Exits Collection), first implemented in 2021-2022, which expanded the vacancy data from previous years.

Recruitment and Retention Advisory Committee

In response to these concerns, the Virginia Department of Education (VDOE), surveyed its current programs and initiatives related to recruitment and retention and to articulate clear plans for moving forward. In January of 2022, the Department of Teacher Education and Licensure formed the Recruitment and Retention Advisory Committee, with representatives from key stakeholders across all eight superintendent's regions. Members include parents, students, human capital professionals, teachers, principals, VDOE employees, higher education partners, community members, and more.

The committee began by reviewing and discussing current efforts, such as more flexible licensure policies, offering hiring and retention funding for school divisions, awarding grants to help cover the cost of assessments, and offering scholarships to college students completing their student-teaching experience. Although these efforts have been well received and greatly appreciated by recipients, successes are scattered across the Commonwealth, rather than united under one guiding initiative. To the Advisory Committee, the need for a statewide strategic plan became more and more apparent.

Turning the Tide: Addressing the Educator Shortage in Virginia

Between January and August of 2022, the Advisory Committee worked diligently to develop this strategic plan, which they call, "Turning the Tide: Addressing the Educator Shortage in Virginia." The plan includes background on the shortage and provides recommendations for moving forward over the next three years. These actions are guided by the below goals and strategies and align with Governor Youngkin's Executive Directive Number 3:

Goals

Goal 1: Reduce barriers for qualified individuals to enter the profession

Goal 2: Increase the number of candidates eligible to fill public school divisions' hard-to-staff positions

Goal 3: Strengthen strategies to recruit and retain a diverse, highly-qualified educator workforce

Strategies

Strategy 1: Implement policies and practices to make careers in education more attractive and attainable

Strategy 2: Implement programs and practices to recruit, support, and retain highly-qualified educators with an emphasis on critical shortage areas

It is hoped that this plan will be helpful to Virginia's school divisions, institutions of higher education, VDOE employees, and other stakeholders committed to securing a diverse, highly-qualified educator workforce and contribute to fulfilling our shared vision of maximizing the potential of all learners. The complete strategic plan document will be available for download soon.

What is currently being done to address these challenges?

Although the "Turning the Tide" strategic plan offers a helpful review of recruitment and retention initiatives and a pathway forward, it is important to remember that the VDOE has been working with stakeholders to address the educator shortage for years. Below are a few examples of the work already completed or in progress, organized into a few categories:

Numerous grants have been developed and offered. Some are funded by American Rescue Plan (ARP) Act's Elementary and Secondary School Emergency Relief III (ESSER III). These grants are typically offered on an ad-hoc basis and will not necessarily be offered on a regular basis. Other funding programs have been funded by the Virginia General Assembly and may be offered more regularly. Visit the Financial Support webpage for more information.

As of April 2023, significant milestones related to these grants include the following:

Grants amounting to 143K were awarded to incentivize divisions to develop teacher apprenticeship programs, through the Apprenticeship Implementation Grant.

Awards were issued to 110 college students enrolled in Virginia Educator Preparation Programs and completing their student teaching experiences during Fall 2022 and Spring 2023, with more to come.

As of April 2023, the VDOE had record of 444 school division employees having been served through the first cycle of the Recruitment and Retention Support Grant, which supports hiring bonuses and continuing education for teachers. In a recent questionnaire, over 90% of those individuals reported that they were likely to return to their divisions for the 2023-24 school year. A second cycle of the grant was announced in January 2023 and further allows for funds to be used for teacher retention bonuses as well.

Hundreds of teachers have received hiring incentives amounting to $3.8 Million through the Recruitment Incentive for Public Education (RIPE)Grant.

Several policies have been established to provide greater flexibility to educators, including 2022 General Assembly House Bill 829, which expanded the types of licenses issued by the DPH that may be eligible for provisional licensure with a school counselor endorsement and 2021 House Bill 1776, which establishes a two-year extension of the renewable license for public school teachers with licenses set to expire in 2021.

Programs

The Virginia Teaching Scholarship Loan Program offers scholarships to teacher candidates from in approved teacher education programs committed to teaching in critical shortage areas, in career and technical education, or high-needs area as determined by the Board of Education. Established by the 1999 General Assembly House Bill 2710, the National Teacher Certification Incentive Reward Program and Fund established awards for teachers who obtain certification.

Resources

The Department of Teacher Education and Licensure continue to provide resources to divisions including trainings on the online licensure application portal and other topics related to licensure, access to weekly newsletters featuring important information and opportunities, and the use of a job recruitment tool. Additionally, the VDOE also launched a marketing campaign in October 2022, featuring the new BecomeATeacher microsite, and has made marketing assets, such as posters and graphics, available to divisions and Institutions of Higher Education. Based on data from February 2023, about 550 users visit BecomeATeacher.Virginia.gov each day.

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Turning the Tide: A Strategic Plan to Address the Educator Shortage | Virginia Department of Education

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School divisions across the country continue to face challenges related to educator recruitment and retention. Nationally, 40 percent of school division leaders and principals describe their current staff shortages as "severe" or "very severe," according to a survey conducted by the EdWeek Research Center.

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VDOE Resource Hub and VVA Statewide LMS 

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VDOE Resource Hub and VVA Statewide LMS 

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Accessibility in Canvas: Statewide LMS Weekly Meetings

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Virtual Virginia, VSTE, and Instructure invite you and your team to sign up for our Statewide LMS Weekly Meetings, every Tuesday at 1 p.m.

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Come listen to math and data science leaders share their innovative ideas - many of which can be incorporated into the classroom.

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Ask the new artificial intelligence tool ChatGPT to write an essay about the cause of the American Civil War and you can watch it churn out a persuasive term paper in a matter of seconds.

That's one reason why New York City school officials this week started blocking the impressive but controversial writing tool that can generate paragraphs of human-like text.

The decision by the largest U.S. school district to restrict the ChatGPT website on school devices and networks could have ripple effects on other schools, and teachers scrambling to figure out how to prevent cheating. The creators of ChatGPT say they're also looking for ways to detect misuse.

The free tool has been around for just five weeks but is already raising tough questions about the future of AI in education, the tech industry and a host of professions.

WHAT IS CHATGPT?

ChatGPT launched on Nov. 30 but is part of a broader set of technologies developed by the San Francisco-based startup OpenAI, which has a close relationship with Microsoft.

It's part of a new generation of AI systems that can converse, generate readable text on demand and even produce novel images and video based on what they've learned from a vast database of digital books, online writings and other media.

But unlike previous iterations of so-called "large language models," such as OpenAI's GPT-3, launched in 2020, the ChatGPT tool is available for free to anyone with an internet connection and designed to be more user-friendly. It works like a written dialogue between the AI system and the person asking it questions.

Millions of people have played with it over the past month, using it to write silly poems or songs, to try to trick it into making mistakes, or for more practical purposes such as helping compose an email. All of those queries are also helping it get smarter.

WHAT ARE THE PITFALLS?

As with similar systems, ChatGPT can generate convincing prose, but that doesn't mean what it says is factual or logical.

Its launch came with little guidance for how to use it, other than a promise that ChatGPT will admit when it's wrong, challenge "incorrect premises" and reject requests meant to generate offensive answers. Since then, however, its popularity has led its creators to try to lower some people's expectations.

"ChatGPT is incredibly limited, but good enough at some things to create a misleading impression of greatness," OpenAI CEO Sam Altman said on Twitter in December.

Altman added that "it's a mistake to be relying on it for anything important right now."

"It's a preview of progress; we have lots of work to do on robustness and truthfulness."

CAN IT BE USED FOR WRITING SCHOOL PAPERS?

This is what ChatGPT said when The Associated Press asked it to answer that question in all caps from the perspective of a principal shouting a brief message through a school's PA system:

"DO NOT USE CHATGPT OR ANY OTHER AUTOMATED WRITING TOOL FOR SCHOOL PAPERS. THIS IS CHEATING AND WILL NOT BE TOLERATED. IF YOU ARE CAUGHT USING CHATGPT OR ANY OTHER AUTOMATED WRITING TOOL FOR SCHOOL PAPERS, THERE WILL BE SERIOUS CONSEQUENCES."

But when asked to answer the same question on its own, ChatGPT offered this more measured warning: "As a general rule, it is not appropriate to use ChatGPT or any other automated writing tool for school papers, as it is considered cheating and does not benefit the student in the long run."

WHAT DO SCHOOLS SAY?

Many school districts are still scrambling to figure out how to set policies on if and how it can be used.

The New York City education department said Thursday that it's restricting access on school networks and devices because it's worried about negative impacts on student learning, as well as "concerns regarding the safety and accuracy of content."

But there's no stopping a student from accessing ChatGPT from a personal phone or computer at home.

"While the tool may be able to provide quick and easy answers to questions, it does not build critical-thinking and problem-solving skills, which are essential for academic and lifelong success," said schools spokesperson Jenna Lyle.

HUMAN OR AI?

"To determine if something was written by a human or an AI, you can look for the absence of personal experiences or emotions, check for inconsistency in writing style, and watch for the use of filler words or repetitive phrases. These may be signs that the text was generated by an AI."

That's what ChatGPT told an AP reporter when asked how to tell the difference.

OpenAI said in a human-written statement this week that it plans to work with educators as it learns from how people are experimenting with ChatGPT in the real world.

"We don't want ChatGPT to be used for misleading purposes in schools or anywhere else, so we're already developing mitigations to help anyone identify text generated by that system," the company said.

DOES THIS THREATEN GOOGLE?

There's been some speculation that ChatGPT could upend the internet search business now dominated by Google, but the tech giant has been working on similar technology for years - it's just more cautious about releasing it in the wild.

It was Google that helped jumpstart the trend for ever-bigger, ever-smarter AI language models that could be "pre-trained" on a wide body of writings. In 2018 the company introduced a system known as BERT that uses a "transformer" technique that compares words across a sentence to predict meaning and context. Some of those advances are now baked into Google searches.

But there's no question that successive iterations of GPT - which stands for Generative Pre-trained Transformer - are having an impact. Microsoft has invested at least $1 billion in OpenAI and has an exclusive license to use GPT-3.

HEY CHATGPT, CAN YOU PUT ALL THIS IN A RAP?

"ChatGPT's just a tool,

But it ain't no substitute for school.

You can't cheat your way to the top,

Using a machine to do your homework, you'll flop.

Plagiarism's a no-no,

And ChatGPT's text is not your own, yo.

So put in the work, earn that grade,

Don't try to cheat, it's not worth the trade."

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EXPLAINER: What is ChatGPT and why are schools blocking it?

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Ask the new artificial intelligence tool ChatGPT to write an essay about the cause of the American Civil War and you can watch it churn out a persuasive term paper in a matter of seconds.

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Learn about Open Education Resources from educator guests, including Jeffrey Elkner, a teacher in our CoP!

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Association for Computing Machinery (ACM)

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ACM2Y Panel - Is OER Right for Your Computing Classroom? - Jan 27, 2023

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Your school offers AP classes and the community college nearby has dual enrollment courses for high school students. And now you may be wondering if taking them is worth your time and energy, given that a teenager like you is perpetually stressed and busy and bound to have a crazy schedule once the college application season comes.
AP or dual enrollment classes look good on college applications. This is especially true if they are challenging and the grades earned by the students who took them are high. In many instances, AP or dual enrollment courses count as college credits, depending on the college or program or score obtained.
Read on if you are wondering about things related to AP and dual enrollment classes - what are the differences, which ones are harder, where they are taken and whether or not they allow for college credits.

How Does AP or Dual Enrollment Affect College Applications?

AP and dual enrollment classes demonstrate an applicant's readiness for college-level coursework, which can increase the chances of succeeding in college. Taking difficult AP or dual enrollment courses as well as earning high grades in them can have a favorable impact on one's admissions chances.

There is no denying that the high school GPA is one of the most important admissions factors.

However, when reviewing applications, admissions officers don't just take a peek at an applicant's high school GPA and then decide whether or not the student should receive an acceptance letter or a denial letter.

In order to have a much better understanding of an aspirant's GPA, colleges and universities also check out academic rigor. This is most especially true if the high school uses an unweighted system in which all courses taken, high school and college-level alike, have the same exact weight.

Considering academic rigor makes it easier for admissions officers to determine whether or not an applicant's performance level is what the college or university is looking for exactly. And when the rest of the academic and non-academic factors are taken into account, too, coming up with a decision can become easier for them.

More institutions in the US have a preference for AP classes over dual enrollment programs. This is true for many private and out-of-state public schools.

However, not all of those that prefer AP classes give college credits for successfully completed ones - some of them do, while others simply allow applicants to take higher-level courses.

On the other hand, many state colleges award college credits for dual enrollment courses.

Whether AP or dual enrollment classes, taking them and earning good grades, too, can make your application stand out from the rest - nothing can prove that you are ready to take on the challenges college offers more than completing college-level courses while still in high school.

Is Dual Enrollment Harder Than AP?

Unlike AP classes, dual enrollment courses do not have standardization. This means that the same class can be difficult at one community college and easy at another. As a result, some dual enrollment courses may be harder than some AP classes. Similarly, some AP classes may be harder than dual enrollment ones.

Some AP classes are harder than the rest. Similarly, some dual enrollment courses are tougher than the rest.

No matter the case, one thing remains true: all AP and dual enrollment courses are more demanding than high school courses, which is why taking them can make your high school curriculum more challenging and essentially impressive, which is what many colleges and universities, especially selective ones, want in applications.

While both are college-level, AP and dual enrollment classes are differentiated by many things.

For instance, AP classes are typically held at high schools where they are taught by high school teachers to high school students. On the other hand, dual enrollment classes are usually held at community colleges where they are taught by college teachers to both high schoolers and college students.

If you feel more comfortable learning in a high school environment surrounded by same-age students, then you may find taking AP courses easier than dual enrollment ones. Meanwhile, if you love learning in a different environment and also among new students, chances are that you may find taking dual enrollment more motivating and exciting.

Typically, AP classes take one full academic year to complete. Meanwhile, dual enrollment courses usually last for one semester only, which means that you could finish two dual enrollment classes in the time it would take you to complete a single AP class.

What are the Best AP Classes to Take?

The best AP classes for high school students to take will depend on which college or university they are planning to attend. It will also depend on which program they like to enroll in or which major they like to declare. In some instances, it's recommended to take AP classes according to one's interests.

Planning to fill your college list with prestigious schools? Then consider taking challenging AP courses alongside easier ones in order to have a transcript that's worthy of an acceptance letter.

Some recommended AP courses to take if you want to be a student at an elite college one day include:

AP Biology

AP Calculus AB

AP Calculus BC

AP Chemistry

AP Computer Science Principles

AP Macroeconomics

AP Microeconomics

AP English

AP French Language and Culture

AP Physics

AP Psychology

AP Spanish Language and Culture

AP Statistics

AP US History

AP World History

Sometimes, it's not the college or university one plans on attending that should be considered when deciding which AP classes to take. There are instances, too, when it's a much better idea to take AP classes that have something to do with the desired academic program or major.

Planning on enrolling in a highly competitive engineering program? Then consider taking these AP classes:

AP Biology

AP Calculus AB

AP Calculus BC

AP Chemistry

AP Computer Science Principles

AP Macroeconomics

AP Physics 1

AP Physics 2

AP Statistics

Meanwhile, someone who is considering majoring in business may consider the following AP classes:

AP Calculus AB

AP Calculus BC

AP English

AP French

AP Macroeconomics

AP Microeconomics

AP Psychology

AP Spanish

What are the Best Classes to Take in Dual Enrollment?

The best dual enrollment courses can vary from one high school student to the next. Some could benefit from taking dual enrollment courses that their high school curriculum does not offer, while others could benefit from courses that allow them to pursue their interests or discover which majors would suit them.

One of the nicest things about dual enrollment is that it gives high schoolers a firsthand experience of what it's like to attend college - classes are typically held at community colleges and taught by college teachers.

Don't forget the fact that dual enrollment also usually involves sharing the classroom with actual college students.

If you are planning on taking dual enrollment courses instead of AP classes, it's a good idea to consider courses that will allow you to pursue an interest or a life passion. Not only will this make high school stimulating but may also help you determine whether or not it's something you should consider your major in college.

You may also consider courses that your high school does not offer in order to improve academic rigor and thus make your transcript more appealing to admissions officers, especially at selective institutions.

Some of the most popular dual enrollment courses among college-bound teens include:

American Government

Architecture

Art History

Biology

Business

Child Development

College Algebra

Computer Concepts

Computer Science

Cultural Anthropology

Engineering

English Literature

Environmental Science

Fashion

Geography

Geology

History

Humanities

Introduction to Business

Introduction to Psychology

Mathematics

Medical Terminology

Music

Nutrition Science

Philosophy

Physics

Political Science

Public Speaking

Research Writing

Sociology

Spanish I

Trigonometry

World Regional Geography

What Colleges Accept AP Credits?

Many institutions, public and private alike as well as university systems, accept AP credits. However, some of the most prestigious schools in the US, including the Ivy League schools, do not give credit for AP courses, although many allow students with certain AP scores to enroll in higher-level courses.

Compared to dual enrollment classes, AP classes are preferred more by many colleges and universities in the US.

It's for the fact that AP classes and exams, too, are standardized, given the fact that the curricula and test questions are developed and created by the College Board, which is the one that administers the SAT.

Because of this, many institutions find it so much easier to put into context AP exam scores, which are on a scale of 1 to 5.

However, it's important to note that AP classes are taught by high school teachers who, according to the College Board itself, are not required to undergo special training, although it's highly recommended.

Dual enrollment courses, on the other hand, are taught by college teachers.

Although many colleges and universities give credit to AP courses, there are also those that, as mentioned earlier, do not honor them at all. The majority of them are elite schools such as the Ivy Leagues and those with Ivy-like statuses.

But the good news is that some of these schools allow students with high AP exam scores, usually 4 or 5, to satisfy program requirements or enroll in higher-level courses, which means that they can skip lower-level classes. Still, the rules can vary from school to school as well as from program to program within the same institution.

As of 2020, the following colleges and universities accept AP credits:

Adelphi University

American University

Auburn University

Baylor University

Beloit College

Bennington College

Black Hills State University

Boston College

Boston University

Bowling Green State University

Brandeis University

Brigham Young University

Bryn Mawr College

California State University system

Carleton University

Carnegie Mellon University

Central State University

Chapman University

Clarkson University

Cleveland State University

College of Idaho

College of Wooster

Colorado State University

Concordia University - Irvine

Cornell University

Dakota State University

Davidson College

Duke Kunshan University

Eckerd College

Elon University

Emory University

Evergreen State College

Furman University

George Washington University

Georgetown University

Georgia Institute of Technology

Georgia Southern University

Gettysburg College

Gonzaga University

Hofstra University

Hunter College

Illinois State University

Indiana Wesleyan University

James Madison University

Kansas State University

Kennesaw State University

Kent State University

Lawrence Technological University

Lawrence University

Loyola Marymount University

Marist College

Marquette University

Massachusetts Institute of Technology

Meredith College

Miami University

Michigan State University

Michigan Technological University

New York University

Northeast Ohio Medical University

Northern Arizona University

Northern State University

Occidental College

Ohio State University

Ohio University

Oregon State University

Pacific Lutheran University

Plymouth State University

Pomona College

Purdue University

Rollins College

Rutgers University

Ryerson University

Saginaw Valley State University

Saint Anselm College

Saint Louis University

Samford University

Seattle University

Shawnee State University

South Dakota School of Mines and Technology

South Dakota State University

Southern Methodist University

St. Olaf College

Stony Brook University

Syracuse University

Temple University

The Catholic University of America

The New School

Tulane University

Union College

University of Bath

University of Akron

University of California system

University of Chicago

University of Cincinnati

University of Colorado - Boulder

University of Connecticut

University of Delaware

University of Denver

University of Hartford

University of Illinois - Urbana-Champaign

University of Iowa

University of La Verne

University of Mary Washington

University of Massachusetts - Amherst

University of Minnesota - Twin Cities

University of Missouri - St. Louis

University of New Hampshire

University of Notre Dame

University of Oklahoma

University of Pennsylvania

University of Portland

University of Rhode Island

University of Richmond

University of Rochester

University of San Francisco

University of South Dakota

University of South Florida

University of Southern California

University of St. Thomas

University of Tennessee - Knoxville

University of Toledo

University of Toronto

University of Washington

University of Wisconsin - Madison

University of Wisconsin - La Crosse

Vanderbilt University

Virginia Tech

Washington State University

Wayne State University

Western Michigan University

Wheaton College - Massachusetts

William and Mary

Worcester Polytechnic Institute

Wright State University

Youngstown State University

Yale University

What Colleges Accept Dual Enrollment Credits?

Many in-state public colleges and universities accept dual enrollment credits. In some states where there's a statewide dual enrollment policy in place, public institutions are required to honor dual enrollment credits. Private and out-of-state public schools are less likely to accept dual enrollment credits.

As established earlier, many institutions for higher education have a penchant for AP classes rather than dual enrollment because the former has a more standardized form, just like the SAT or ACT.

However, it doesn't mean that you should opt for AP classes rather than dual enrollment right away.

While it's true that private colleges and universities as well as out-of-state public institutions are more likely to prefer AP classes and thus give credit to them, there are many public schools that accept dual enrollment credits. As a matter of fact, some of them are required by the law to award college credits to students who took dual enrollment classes.

This is especially true among a lot of in-state public institutions, which is why you might benefit more from dual enrollment classes than AP classes if you plan to earn a degree at a public institution in your state.

But refrain from assuming that private schools do not give credit to dual enrollment classes - some do. However, it goes without saying that elite ones, including the Ivy Leagues, rarely accept them.

Below are the different states (and Washington, DC) and whether they have a statewide dual enrollment program policy and if their public colleges and universities are required to accept dual enrollment credits, according to the most recent data from the Education Commission of the States (ECS):

What Happens If You Fail AP or Dual Enrollment Courses?

Getting failing grades in AP or dual enrollment courses can lower the high school GPA. This is especially true since AP classes or dual enrollment programs are weighted. In addition, bad AP or dual enrollment grades will appear on the transcript, which can have an impact on the admissions outcome.

It's true that earning AP or dual enrollment credits can boost academic rigor - and this is a good thing, especially if you are planning on applying to a competitive college or university.

However, it's also important to note that taking college courses in high school can also do more harm than good.

This is particularly true if you fail to get a passing grade - it will keep you from enjoying college credits as well as a good high school GPA. Just like high school course grades, AP and dual enrollment course grades will count toward your GPA. They will also follow you around as they will be included on your high school transcript.

Earlier, we mentioned that you should consider the school you will apply to and/or the program you will enroll in or the major you will declare when choosing which college-level courses to take.

But don't just choose AP or dual enrollment classes according to these deciding factors - it's also a good idea to take your interest or passion in life into account. This will keep you engaged with your classes, thus making it easier to get good grades. In deciding which classes to opt for, you may also choose based on your existing knowledge and skills.

Have a plan on which career path to take? Then grab the opportunity to have a much better idea of whether or not it's the right one for you before you actually attend college by choosing related AP or dual enrollment courses.

Picking the right college-level classes is not enough.

It's also a definite must that you manage your time very well and stay motivated and disciplined in order to pass them.

Because you will be taking both regular high school courses and advanced college courses, you can be certain that you will have to face more challenges than your classmates who choose to opt out of the AP or dual enrollment experience.

Just Before You Take College Classes in High School

There is no denying that both AP classes and dual enrollment programs can boost academic rigor and thus make your college application look better. However, it doesn't necessarily mean that you will automatically enjoy college credits - it will depend on the grade or score you get as well as the college or university you enroll in.

If you are planning on attending a private or public out-of-state school, consider taking AP classes.

Meanwhile, if you are thinking about filling your college list with mostly state colleges, then it's a much better idea to take dual enrollment courses instead.

But don't forget the importance of also considering factors such as accessibility, your schedule, budget and the kind of experience you wish to get from taking college courses in high school. Always keep in mind that AP and dual enrollment grades will affect your high school GPA and also appear on your transcript.

Disclaimer: The views and opinions expressed in this article are those of the authors and do not necessarily represent those of the College Reality Check.

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Does AP or Dual Enrollment Look Good on College Applications?

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Your school offers AP classes and the community college nearby has dual enrollment courses for high school students. And now you may be wondering if taking them is worth your time and energy, given that a teenager like you is perpetually stressed and busy and bound to have a crazy schedule once the college application season comes.

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Virginia Association of Science Teachers - Home

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Teaching and learning resources.

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The homebase for updating our K-12 curriculum to the 21st century with data science for everyone, with curriculum models, teacher resources, advocacy packs, and more. Maintained by the Center for RISC at University of Chicago, and inspired by Steve Levitt's Freakonomics podcast on high school math.

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US DOE launches STEAM initiative (Dec. 2022)

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US DOE launches STEAM initiative (Dec. 2022)

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Today, the U.S. Department of Education (Department) will host the YOU Belong in STEM National Coordinating Conference in Washington, D.C. as a key initiative for the Biden-Harris Administration. The Raise the Bar: STEM Excellence for All Students initiative is designed to strengthen Science, Technology, Engineering and Mathematics (STEM) education nationwide. This new Biden-Harris Administration initiative will help implement and scale equitable, high-quality STEM education for all students from PreK to higher education-regardless of background- to ensure their 21st century career readiness and global competitiveness.

"Research shows how a sense of belonging in rich and rigorous classrooms is directly correlated to students' long-term academic success. Moreover, the Department's Civil Rights Data Collection continues to demonstrate that students of color and students with disabilities are disproportionately excluded from learning opportunities in STEM," said U.S. Deputy Secretary of Education Cindy Marten. "Today, we are saying unequivocally to all students and educators that they belong in STEM and that they deserve to have rigorous and relevant educational experiences that inspire and empower them to reach their full potential as productive, contributing members of our nation's workforce."

The new initiative unites government, nonprofits, professional organizations, industries, philanthropies, and other community stakeholders to take bold action towards breaking down long-standing barriers for student success in the STEM fields. With the support of $120 billion dollars dedicated to K-12 education in the American Rescue Plan (ARP) and all other federal education funds, the Department is galvanizing the broader education ecosystem to prioritize three goals for STEM education:

Ensure all students from PreK to higher education excel in rigorous, relevant, and joyful STEM learning.

Develop and support our STEM educators to join, grow, and stay in the STEM field.

Invest in STEM education strategically and sufficiently using ARP and other federal, state, and local funds.

These goals provide strategic direction for the Department's STEM-related efforts to meet the most pressing needs of students and educators. Further, through this initiative, the Department calls on all states, districts, schools, and STEM-connected organizations and industries to make specific, tangible commitments aligned to these goals to provide all students with the experiences and resources they need to succeed in STEM and in life.

In support of the initiative and its goals, the Department has:

Published a Dear Colleague Letter to state and district leaders outlining how federal education funds can be used to enhance STEM teaching and learning.

Announced a partnership with Beyond100K through an MOU. Beyond100K will partner with the Department to identify the key challenges to fully staffing schools with STEM teachers who reflect the diversity of their students and create classrooms of belonging. Beyond100K will also partner with the Department and other stakeholders to better understand and predict the supply and demand of STEM teachers at the state and local levels. Additionally, Beyond100K will co-sponsor a series of national communities of practices to support states, school districts, and other education organizations in developing and implementing innovative solutions to the STEM educator shortage and improve equitable access to high-quality STEM instruction for all students, especially those most excluded from STEM opportunity.

Additionally, over 90 public and private sector organizations from across the country have made specific commitments to enhance STEM education. These commitments range from local grassroots efforts to initiatives that are national in scope. Several excerpts of example commitments include:

Data Science for Everyone will assist 100+ school districts to leverage ARP and other funds for piloting and scaling data science education programs, impacting approximately 200,000 students, with a priority on serving Title I (~30%) and rural (~30%) communities; will launch working groups in 10 states to expand teacher training pathways into emerging technology education; will launch a research and development campaign for students with disabilities and other learning differences to engage in data science education by 2025.

DiscoverE will create 10 million K-12 engineering experiences, 5 million of which will serve girls and underrepresented students.

New York Hall of Science, through its STEM Equity Initiative, will engage over 300 three- and four-year-old students each year from the Corona community of Queens, New York, in its STEM-themed preschool through PreK program.

Smithsonian Science Education Center at the Smithsonian Institute will provide professional development to over 100 K-12 STEM educators on Universal Design for Learning in STEM classrooms and on culturally based pedagogy in STEM classrooms; will also support 20 education entities representing over 10,000 STEM teachers with the goal of ensuring a diverse STEM teacher pipeline.

STEM Next Opportunity Fund will expand the portfolios of Million Girls Moonshot partners to include local and regional STEM intermediaries and direct youth-serving organizations by investing an additional $1.5 million a year through 2025 to the existing $4 million planned; also by 2025 they will invest $8 million in developing a research agenda to increase public awareness of out-of-school time as a critical component of ensuring a sense of belonging for youth in STEM.

A full list of the organizations can be found here.

The YOU Belong in STEM National Coordinating Conference will welcome more than 200 STEM stakeholders from 30 states and territories in the Department's Lyndon B. Johnson building in Washington, D.C. Participants will collaborate and learn about the importance of belonging in STEM, connect with students and educators about their experiences in STEM education, and develop new partnerships and commitments. We invite you to join us virtually for the opening (9 a.m. ET - 12:15 p.m. ET) and closing (4 p.m. ET - 4:45 p.m. ET) plenary sessions.

Today's actions and conference build on the progress school communities have made this year in helping students and families recover from the pandemic, as they respond to President Biden's call to enlist 250,000 adult volunteers to support student success. This past summer, the Department launched two national initiatives-the National Partnership for Student Success (NPSS) and Engage Every Student - that focus on innovative ways to engage students and schools and support academic achievement and student wellness.

More information on the Raise the Bar: STEM Excellence for All Students initiative can be found here.

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U.S. Department of Education Launches New Initiative to Enhance STEM Education for All Students

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Today, the U.S. Department of Education (Department) will host the YOU Belong in STEM National Coordinating Conference in Washington, D.C. as a key initiative for the Biden-Harris Administration. The Raise the Bar: STEM Excellence for All Students initiative is designed to strengthen Science, Technology, Engineering and Mathematics (STEM) education nationwide.

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Virtual Virginia 2023 Blended Learning Conference

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Virtual Virginia 2023 Blended Learning Conference

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https://virtualvirginia.org/pl/blend23/

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2023 Blended Learning Conference

Saturday, February 25, 2023

A Free Virtual Conference

Virtual Virginia, VSTE, and Canvas by Instructure are gearing up for our third annual free, one-day Blended Learning Conference for public school educators nationwide. With topics in both synchronous and asynchronous instruction, "The Perfect Blend" will highlight some of the amazing things teachers and leaders are doing to improve instruction and create blended learning experiences that are meaningful and engaging for learners across the nation.

This year the conference is open to participants-and presenters-nationwide!

Call for Presenters

Proposal Deadline: Tuesday, November 1, 2022

We're looking for fun, informative, and engaging presentations for "The Perfect Blend" conference! Please submit your proposal by November 1.

Presentations should fall under one of the topics below:

Blended Learning: General Strategies / All Models

Brain-Based Learning

Canvas for Littles (Canvas for Younger Learners)

Collaborative Learning / Student Collaboration

Critical Thinking Skills

Ed Tech Tool Showcase

Family/Community Engagement

Instructional Mentoring/Coaching

Personalized Learning Pathways / Differentiated Instruction

Professional Learning

Project-Based Learning

School and/or Division Leadership

SEL and the Digital World

Student Engagement Strategies

Student Voice and Choice

Universal Design for Learning (UDL)

For questions about "The Perfect Blend," please contact VVA Professional Learning Coordinator Steven Sproles at [email protected] .

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The Perfect Blend: 2023 Blended Learning Conference - Virtual Virginia

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The Perfect Blend 2023 Blended Learning Conference Saturday, February 25, 2023 A Free Virtual Conference Virtual Virginia, VSTE, and Canvas by Instructure are gearing up for our third annual free, one-day Blended Learning Conference for public school educators nationwide. With topics in both synchronous and asynchronous instruction, "The Perfect Blend" will highlight some of the [...]

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Are you a passionate educator looking for innovative practices?

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Looking for the most dedicated and supportive individuals to join your PLN?

If you answered "YES!", then join us for IDEAcon, a 3-day national conference that draws in presenters, thought leaders, exhibitors, and partners from all over the world.

But IDEAcon isn't just a conference; IDEAcon is an experience.

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I am going to #IDEAcon 2023 this February! And you should, too! This #EdTech conference is for all educators, and I can't wait to learn and walk away inspired. #blowingupstereotypes

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Free resources for Econ & Personal Finance

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Empower your students with financial skills with NGPF's free, teacher-vetted curriculum for Grades 6-12 Personal Finance, Financial Math, and Economics Classes.

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Ordinarily, the borrowed high school classroom is dedicated to planetary and stellar science. Still, a question on the wall might apply to the new elective being taught: "What characteristics permit us to analyze and understand the design of the universe?"

The subject is data science. And since data underlies everything, it's a course with a lot of options - both in the nature of what can be explored, and how.

"If 'run all' doesn't work for you, you can also do this ...," Matt Dakolios tells the small collection of uniformed high school students who raptly work with him to code and solve the problem at hand.

Dakolios, formerly an award-winning high school math teacher, decided to switch careers in his mid-30s. He pursued a master's in the University of Virginia's School of Data Science, and when he completed the degree in December of last year, he landed a job as a data scientist with Crutchfield Corp., a major home electronics retailer.

So what's he doing teaching a class back at his old employer, The Covenant School in Charlottesville?

Dakolios had learned that one of his UVA instructors, Adam Tashman, an associate data science professor who previously co-directed the online master's program, had joined a Virginia Department of Education task force to make recommendations for the future of K-12 math instruction - with teaching data science being high on the list.

He reached out to Tashman, and together they built a pilot high school data science course.

"For students to even consider data science, they have to first have an understanding of what it is, in order to give that field a fighting chance," Dakolios said.
Putting Money Where Their Math Is
Covenant prides itself on its math offerings, he said, with Upper School head Colin Anderson being "a phenomenal former calculus teacher, and very much pro-technology and pro-innovation."

Dakolios pitched the data science course he and Tashman created to Anderson, who was more than willing to pilot it at Covenant this fall. With permission from Crutchfield to take a break in his database management responsibilities for two hours a week, the new course was born - now among only a few data science offerings currently being tried with high-schoolers in the state.

Nine students - five seniors, three sophomores and a freshman - ultimately stepped up for the challenge at Covenant. There were no prerequisites for the elective other than interest, Dakolios said. It was assumed that they all had Algebra II by that point, however.

"They have a knowledge of linear algebraic functions, which is helpful, because we will eventually build a linear regression model at the end of the course," he said.

For those readers scratching their heads, a "linear progression model" tracks data over time to see if there is a strong or weak correlation, in the interest of making predictions. The prognostication could range from the likelihood a kicker will score the winning field goal in the Super Bowl to the chances of whether a stock will tank.

Using Data to Game Out Possibilities

On a recent fall day, Dakolios' students picked apart an iris - not the physical flower, but a dataset of open-source statistics about the flower.

Dakolios keyed in students' instructions using Python code, and as a group they investigated how the data correlates. For example, is there a strong relationship between the length of the petals and the sepals that surround them? (The answer: Yes, they are highly correlated.)

As the students build their foundational knowledge, they will work in small groups to come up with their own prediction machines.

Three of the four groups are working on video game-centered projects - who will win the next big online gaming competition and how well a new game will sell are two of the queries - while the fourth group is focused on predicting GPAs.

"For students to even consider data science, they have to first have an understanding of what it is, in order to give that field a fighting chance."

Over the next three months, the students will learn the principles of statistics, basic coding and anything else they need to bootstrap their data "pipelines" into useful tools.

The projects are set to conclude in December with group presentations.

For Nathan Klintworth, a senior who applied to UVA within the past week, the course is already making a difference in terms of his ever-refining career focus.

"I've been pretty set for most of my life on my first choice of a career, math professor, but this class has made me realize that data science would also be a good career option," Klintworth said. "I am very interested in the idea of using math to help solve real-world issues, and data science seems to be a field in high demand nowadays. I will definitely want to continue learning more and taking classes about it in college."

Senior Josie Laugelli also plans to apply to UVA. She said the class has been valuable in demonstrating ways to extract meaning from raw information, even if data science probably won't be her path.

"I love the approach that this class takes with teaching various concepts, trying them on our own and talking about how they can be applied to the analysis of data," Laugelli said.

Though she's more interested in engineering and architecture, "I will keep my mind open."

Dakolios freely admits he borrowed heavily from his UVA mentors' courses, with permission. He specifically credits Practice and Application in Data Science, which is taught by Rafael Alvarado, an associate professor who directs the residential master's program. But he gives overall credit to Tashman for envisioning and building the course.

Both professors provided Dakolios with structures and insights that made his teaching a quick reality.

"I went back through old notebooks and said, 'OK, how did we build a pipeline in that course?' And then, 'How can we make it similar, but on a high school level?'"

Currently, the Covenant students are journaling about their learning experience, which will give Tashman some raw feedback he may use in his recommendations to the state for a more formalized data science course structure.

Everyone involved in the process is learning something new, said Dakolios, who is a former South Carolina Independent Schools Teacher of the Year. In addition to his master's in data science, he earned a master's in higher education/higher ed administration at UVA, in 2009.

"In many ways, I was an expert at what I was teaching before; I was teaching statistics and calculus, and had been doing it for a long time. It was very, very comfortable. I could just walk in and teach a lesson," Dakolios said. "And so this is something new, where I know enough to teach this course, certainly, and I feel like I'm well-prepared. But I'm going from learning a new field, and then just two years later, teaching it to high school students."

"Troubleshooting and doing your own research is paramount in this field," he continued. "And so I think that that's going to be important for me as the teacher to say, 'Oh, I haven't seen this error before. Let's look it up together.'"

Dakolios said despite his ongoing ties to Covenant that include having daughters in its elementary school, he isn't sure how much longer he'll be able to teach the course, simply because his primary job comes first. Still, he's enjoying the unexpected extension of his teaching career while it lasts.

"I'm an extrovert, so I get my energy from the students and being back in the classroom," he said.

In the meantime, Tashman and others in the School of Data Science are actively seeking both private- and public-school teachers who may have an interest to preparing the next generation for careers in data science. For information, contact datascience@virginia.edu.

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Should High Schools Teach Data Science? If So, Alum Says 'Why Not Me?' - School of Data Science

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Ordinarily, the borrowed high school classroom is dedicated to planetary and stellar science. Still, a question on the wall might apply to the new elective being taught: "What characteristics permit us to analyze and understand the design of the universe?" The subject is data science.