Equity Indicator - Advanced Placement (AP) Course Enrollment
Introduction
This equity indicator, Advanced Placement (AP) Course Enrollment, examines the successful completion of at least one Advanced Placement (AP) course upon graduation by racial sub-group. . Wissahickon High School offers twenty-four AP courses as part of its program of studies; these advanced courses are approved by the College Board. Students who participate in these advanced courses may qualify for college-level credit upon passing the AP exam and engage in college-level course rigor.
- Offering high school students access to courses that can qualify for college credit upon passing the AP Exam.
- Qualifying a student to take more advanced classes while at college.
- Providing an introductory college experience.
Research shows that advanced coursework opportunities in high school prepare students for career and college success. By measuring and monitoring AP course participation, we ensure that there is equitable access to these advanced placement opportunities for all Wissahickon students. We will work to address the systemic bias in educator expectations and deploy the necessary resources (e.g., seat availability, scheduling conflicts, etc.) to ensure that all students may successfully complete at least one advanced placement course upon graduation from Wissahickon High School. To this end, Wissahickon students are ready for post-graduate life, in college or career paths, alongside their peers in the Wissahickon community and beyond.
Last Update: November 2023
Action Plan
- Continue to maintain high expectations for all students.
- Continue to employ a two-prong approach: Access & Belonging (Engagement).
- Administer and analyze Belonging Climate Tool, specifically regarding impact on teaching and learning in the classroom and student perceptions.
- Continue to leverage flexible scheduling as part of small group instruction.
- Continue building teachers' capacity by addressing deficit-thinking and cultivating their cultural responsiveness in their teaching practices.
- Employ Curriculum Audit Tool to proceed with developing Culturally Responsive and Culturally Relevant Curriculum.
- Offer Acceleration Opportunity in 6th grade Math, opening pathways.
- Establish Qualities of Learner and qualitative information to identify students for Honors and AP opportunities beginning in middle school.
- Maintain engagement in intentional conversations with students and parents/guardians.
- Continue to review respective cohorts as an ongoing process.
- Maintain an approach of reviewing the recommendation list before and after teacher and parent/guardian recommendations have been submitted.
- Review demographic data for Honors courses to monitor how many Black and Hispanic students are enrolling in these classes.
Equity Indicator - Advanced Placement (AP) Course Enrollment
In this table and chart, the data are percentages of students who successfully completed at least one AP course by twelfth grade by racial sub-group and school year. To interpret these data, an example is: in the 2015-2016 school year, 30.43% of Black students successfully completed at least one AP course by their senior year.
|
|
2015-16 |
2016-17 |
2017-18 |
2018-19 |
2020-21 |
2021-22 |
2022-23 |
|
Asian |
86.67% |
85.37% |
86.27% |
87.23% |
88.57% |
82.35% |
89.58% |
|
Black |
30.43% |
16.13% |
27.5% |
34.88% |
22.50% |
8.33% |
20.45% |
|
Hispanic |
41.67% |
28.57% |
16.67% |
46.67% |
20.69% |
34.78% |
36.36% |
|
Multi-Racial |
61.11% |
52.17% |
63.64% |
62.50% |
37.50% |
57.69% |
50.00% |
|
White |
58.7% |
67.33% |
62.22% |
62.56% |
52.79% |
52.51% |
65.45% |
|
All Students |
58.12% |
61.46% |
58.52% |
61.69% |
49.44% |
51.55% |
60.28% |
