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ERIC Number: ED445106
Record Type: Non-Journal
Publication Date: 2000-Aug
Pages: 26
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Dispelling the Culture of Mediocrity: Expanding Advanced Placement.
College Entrance Examination Board, New York, NY.; Department of Education, Washington, DC.
This booklet discusses the need to expand advanced placement programs for high school students and gives some examples of programs that are giving more students the opportunity to take advanced placement courses. The greatest challenge is to increase the numbers of poor and minority students taking Advanced Placement, International Baccalaureate, and other demanding courses. Research has demonstrated the connection between taking more challenging courses and greater success in college. One of the greatest challenges to expanding advanced placement programs is low expectations that suggest that rigorous classes are too hard on students. New grants from the U.S. Department of Education are designed to fund the expansion of advanced courses and programs, and state governments are also working to increase advanced placement opportunities. Many colleges and universities are cooperating with the Advanced Placement program, the International Baccalaureate, and other courses to offer a college-level curriculum to high school students. Several examples show that these programs, like those sponsored by foundations, are helping greater numbers of students choose advanced placement. It is apparent, however, that the road to advanced placement should start well before high school, and even before middle school, with vocabulary development and reading achievement opportunities for young children. (SLD)
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html.
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: College Entrance Examination Board, New York, NY.; Department of Education, Washington, DC.
IES Cited: ED561144