Advanced Placement: An Exemplary Honors Model

1984 ◽  
Vol 2 (2) ◽  
pp. 139-142
Author(s):  
June Cox
Keyword(s):  
High School ◽  
Elementary School ◽  
School District ◽  
Advanced Placement ◽  
College Counseling ◽  
Fort Worth ◽  
Enrichment Programs ◽  
Elementary School District ◽  
University Of Texas ◽  
The University

This article, examining honors and Advanced Placement Courses, is the second in a series reporting on the Richardson Study, a national investigation of the educational opportunities available to able learners, being conducted by the Sid W. Richardson Foundation in Fort Worth, Texas. In addition to conducting a national survey and visiting schools throughout the country, I gathered information for the article by inviting six people actively involved with honors and Advanced Placement (AP) courses to meet with my committee and me to discuss these options from their respective vantage points. Working with us in Fort Worth on September 21 and 22, 1982 were Jewell Bindrup, Director of Gifted/Talented Programs for the Utah Department of Education; Steven Brown, Director of Academic Enrichment Programs for the Madison Elementary School District in Phoenix, Arizona; Robert Crawford, Director of College Counseling at Phillips Academy in Andover, Massachusetts; Dennis Day, teacher at Highland Park High School in Dallas, Texas; Marie Laine, teacher at O.D. Wyatt High School in Fort Worth, Texas; and Irwin Spear, Professor of Biological Science at the University of Texas at Austin. We sought diversity in selecting the programs for consideration. O. D. Wyatt High School in Fort Worth, with a student population of over 80% black, bears little resemblance to the high school in affluent Highland Park and even less to schools like Andover that ‘train the country's elite in the prep tradition, providing top education for top dollar’ (Williams, et. al., 1981). The Utah Development of Education represents a statewide effort to implement AP programs; the University of Texas, Austin, is engaged in training teachers in AP methods and curricula; and the Madison Elementary School District in Phoenix is developing a Junior AP program — a project that may become a part of the College Board's official program. Ideas and information flowed freely during two days of spirited discussions. This article reflects many of the thoughts shared and the recommendations generated.

Advanced Placement: An Exemplary Honors Model

G/C/T ◽  
1983 ◽  
Vol 6 (1) ◽  
pp. 47-51 ◽  
Author(s):  
June Cox
Keyword(s):  
High School ◽  
Elementary School ◽  
School District ◽  
Advanced Placement ◽  
Department Of Education ◽  
Fort Worth ◽  
Enrichment Programs ◽  
Elementary School District ◽  
University Of Texas ◽  
The University

This article, examining honors and Advanced Placement Courses, is the second in a series reporting on the Richardson Study, a national investigation of the educational opportunities available to able learners, being conducted by the Sid W. Richardson Foundation in Fort Worth, Texas. In addition to conducting a national survey and visiting schools throughout the country, I gathered information for the article by inviting six people actively involved with honors and Advanced Placement (AP) courses to meet with my committee and me to discuss these options from their respective vantage points. Working with us in Fort Worth on September 21 and 22, 1982 were Jewell Bindrup, Director of Gifted/Talented Programs for the Utah Department of Education; Steven Brown, Director of Academic Enrichment Programs for the Madison Elementary School District in Phoenix, Arizona; Robert Crawford, Director of College Counseling at Phillips Academy in Andover, Massachusetts; Dennis Day, teacher at Highland Park High School in Dallas, Texas; Marie Laine, teacher at O.D. Wyatt High School in Fort Worth, Texas; and Irwin Spear, Professor of Biological Science at the University of Texas at Austin. We sought diversity in selecting the programs for consideration. O.D. Wyatt High School in Fort Worth, with a student population of over 80% black, bears little resemblance to the high school in affluent Highland Park and even less to schools like Andover that “train the country's elite in the prep tradition, providing top education for top dollar” (Williams, et. al., 1981). The Utah Department of Education represents a statewide effort to implement AP programs; the University of Texas, Austin, is engaged in training teachers in AP methods and curricula; and the Madison Elementary School District in Phoenix is developing a Junior AP program — a project that may become a part of the College Board's official program. Ideas and information flowed freely during two days of spirited discussions. This article reflects many of the thoughts shared and the recommendations generated. — J.C.

Growing AP in Gotham

2019 ◽  
pp. 72-93
Author(s):  
Chester E. Finn ◽  
Andrew E. Scanlan
Keyword(s):  
High School ◽  
New York ◽  
Advanced Placement ◽  
Major Change ◽  
Department Of Education ◽  
School Reforms ◽  
Fort Worth ◽  
College Board ◽  
Early Results ◽  
Growth Initiative

This chapter assesses how the nation's largest school district, New York City, is tackling its own Advanced Placement (AP) challenge. In 2018, the city's Department of Education (DOE) housed more AP students than all but a dozen states. It is therefore not surprising that the challenge of effecting any major change in how AP works in Gotham is gargantuan when placed alongside a city like Fort Worth. Yet the story of AP in the Big Apple shares many of the same dynamics seen in Texas. As recently as 2015–16, more than a hundred of the city's four-hundred-plus high schools offered no AP courses at all—and many of those schools are located in poor neighborhoods full of African American, Hispanic, and immigrant youngsters. Over the years, municipal leaders sought in various ways to rectify this obvious inequity, even as they undertook myriad other high school reforms. One such growth initiative came in September of 2013, when the DOE joined forces with the College Board and the National Math and Science Initiative (NMSI) to launch an “AP Expansion” program meant to last three years. Two years later, Mayor Bill de Blasio declared—as part of his own ambitious education initiatives—that AP would be introduced into every high school that did not already have it. The chapter then analyzes in detail these two citywide initiatives, including their early results and some lessons that may be drawn from their experience to date.

Refugee Children and Parental Involvement in School Education

2018 ◽  
pp. 139-161
Author(s):  
Zlata Kovacevic ◽  
Barbara Klimek ◽  
Iris Sharon Drower
Keyword(s):  
Elementary School ◽  
School District ◽  
Culturally Responsive ◽  
Refugee Children ◽  
Program Model ◽  
Children And Families ◽  
Elementary School District ◽  
Refugee Students ◽  
Refugee Education ◽  
Over Time

While much has been achieved in this country to bring about equality for many groups, for refugees it has been a struggle. This chapter explores the state of refugee education in terms of definition and impact for children and families, including coordination constraints. It provides a program-model for working with refugee students and their families within a culturally responsive partnership at Washington Elementary School District, Arizona, USA. In addition, challenges are addressed leading to constant adapting, changing, and improving the program model over time based on the needs of the refugee students and their families.

Integrating Accessible Multiplication Games into Inclusive Classrooms

2012 ◽  
pp. 273-292
Author(s):  
Cindy L. Anderson
Keyword(s):  
Elementary School ◽  
Statistical Analysis ◽  
School District ◽  
Universal Design ◽  
Fourth Grade ◽  
Inclusive Classrooms ◽  
Covariance Analysis ◽  
Analysis Of Covariance ◽  
Elementary School District ◽  
Multiplication Facts

Two accessible games were the focus of a study involving inclusive fourth grade classrooms in a suburban Chicago elementary school district. The games were created using software with universal design capability and were designed to teach multiplication facts. Data were collected that compared the classes using the software with classes that did not use the software. The statistical analysis used in the design of the study was analysis of covariance using a pretest assessment of multiplication facts as the covariate. Students used the games twice a week for four weeks during a period of 40 minutes a day. Results indicated a gain in accuracy of multiplication facts on the part of the groups using the games, but not enough to demonstrate significance. In addition to the analysis of covariance analysis, selected classes filled out surveys designed to measure the students’ opinions of the games and their effectiveness. Results of the surveys indicated that the students were somewhat unsure about their effectiveness as a tool to learn multiplication facts but found them enjoyable to play. Interpretation of both of these results is provided.

Arithmetic with Frames

1957 ◽  
Vol 4 (3) ◽  
pp. 119-124
Author(s):  
_ _
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Elementary School Students ◽  
School Mathematics ◽  
School Students ◽  
Project Staff ◽  
University Of Illinois ◽  
The University

The project of the university of Illinois Committee on school Mathematics is primarily concerned with students in grades nine through twelve. Frequently, the Project staff is asked if its work with high school students has implications for students in earlier grades, that is, if in attempting to work out better ways of presenting material to high school students, ideas have occurred for better ways to present mathematics to elementary school students.

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