1996-97.AP/IB.issue

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Examination

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in Texas

Texas Education Agency Austin, Texas February 2000

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Citation. Texas Education Agency. 2000. 1996-97 Advanced Placement and International

Baccalaureate Examination Results in Texas. Publication Number GE00-601-03. Austin, TX:

Texas Education Agency.

Abstract. The participation and performance of eleventh and twelfth grade Texas public

school district students in the College Board’s Advanced Placement (AP) and International

Baccalaureate Organisation’s (IBO) courses and examinations during the 1996-1997 school

year was investigated. Both the number of Texas AP and IB examinees was higher than in

previous years, as well as the number of schools with AP examinees. Participation rates for

Hispanics and African Americans continued to climb but still lagged behind those for Whites

and Asian Americans, while the rate for females continued rising faster than that for males.

Performance as measured by number of AP exams in the 3-5 score range and number of IB

exams in the 4-7 range was highest in 1997, improving steadily since 1995. Performance as

measured by the percentage of AP examinations in the 3-5 score range declined from 60.6

percent in 1996 to 58.7 percent in 1997, partly due to the rapid increase in the number of AP

examinees. Asian American, Native American, and White students continued to outscore

African Americans and Hispanics on AP and IB examinations. Comparisons of AP results to

other states and the nation were also drawn for all Texas public and non-public school stu-

dents. The dramatic increase in state funding tor the Texas AP/IB Incentive Program in the

2000-2001 biennium, as well as funding available through federal and local incentive pro-

grams, should provide many necessary supports for substantially increasing the number of

Texas high school students taking AP and IB courses and examinations.

Keywords. advanced placement, international baccalaureate, credit by examination,

testing, incentive, high school, financial need, scores, research and evaluation, gifted and

talented

Material in this publication is not copyrighted and may be reproduced. The Texas Education

Agency would appreciate credit for the material used and a copy of the reprint.

Additional copies of this document may be purchased using the order form in the back of

this publication.

Additional information about

this report may be obtained by contacting the Texas Education

Agency, Office of Policy Planning and Research, Research and Evaluation Division at

(512) 475-3523, or the web: http://www.tea.state.tx.us/research/.

For information regarding the Texas AP/IB Incentive Program, contact the Texas Education

Agency, Advanced Academic Services Division at (512) 463-9455, or the web:

http://www.tea.state.tx.us/gted/.

For information regarding administration, preparation for, and scoring of the Advanced

Placement (AP) examinations, contact the College Board’s Southwestern Regional Office at

(512) 891-8400, or the web: http://www.collegeboard.org/.

For information regarding administration, preparation for, and scoring of the International

Baccalaureate (IB), contact the IB Organisation’s North American Office at (212) 696-4464,

or the web: http://www.ibo.org/.

i

1996-97 ADVANCED PLACEMENT AND

INTERNATIONAL BACCALAUREATE

EXAMINATION RESULTS

IN

TEXAS

RESEARCH AND EVALUATION DIVISION

OFFICE OF POLICY PLANNING AND RESEARCH

TEXAS EDUCATION AGENCY

1701 NORTH CONGRESS AVENUE

AUSTIN, TEXAS 78701-1494

FEBRUARY 2000

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iii

PREFACE

This is the first report detailing the results of Texas public school district students on the College Board’s

Advanced Placement (AP) and International Baccalaureate Organisation’s (IB) examinations. Yearly reports,

describing course and examination participation and examination performance during the previous school

year, as well as selected trends, are planned. Comparisons of AP results also were made among all examinees

(from both public and non-public schools) in Texas, the nation and other states. Growth in the number of

examinees, especially AP examinees, has been increasingly more rapid since 1994-95 – the year legislation

partially funding the Texas AP (now AP/IB since 1995-96) Incentive program went into effect.

In 1996, AP performance and participation data was adopted as a report-only indicator for the Academic

Excellence Indicator System (AEIS) by the State Board of Education. In 1998, this indicator was defined and

reported as the unduplicated, or combined, AP and IB participation (one measure) and performance (two

measures) for both examinations and examinees at the district, region, and state levels (cf. TEA, 1998b). In

most cases, (excepting the 10 districts statewide with both AP and IB participation in 1996-97), the indicator

represents AP participation and performance only.

iv

ACKNOWLEDGMENTS

Commissioner of Education

Jim Nelson

Department of Finance and Accountability

Ron McMichael

Deputy Commissioner

Office of Policy Planning and Research

Criss Cloudt

Associate Commissioner

Research and Evaluation Division

Nancy MacCabe

Senior Director

Project Staff

Linda L. Hargrove

Manager

Angie H. Liu

Systems Analyst

Linda A. Roska

Systems Analyst

Claire C. Chiang

Research Specialist

Spring W. Lee

Systems Analyst

Rena Manning

Program Specialist

Editorial Assistance

Richard Kallus

Planner

Vicky A. Killgore

Graphics, Layout and Design

This report was prepared by the Texas Education Agency’s Research and Evaluation Division to promote

understanding of the extent to which the College Board’s Advanced Placement (AP) and the International

Baccalaureate (IB) Organisation’s IB Programs of courses and examinations can benefit students, their

teachers, and the colleges and universities they attend. By focusing on AP and IB examination results,

information is provided that, in large part, can be used in evaluating how well potential benefits of the two

programs are being realized statewide, as well as between and within schools and districts.

A debt of gratitude is owed to Educational Testing Service (ETS) staff for providing the College Board’s

Texas public high school AP examination data and to IBO staff in Cardiff, Wales, Great Britain for the Texas

public high school IB examination data. These data were used in many of the report’s analyses. In addition,

staff in the College Board’s Southwestern Regional Office, the IBO’s North American Office, and in TEA’s

Advanced Academic Services Division facilitated or contributed either by providing necessary information

for the report or with feedback on the document in draft.

v

TABLE OF CONTENTS

Preface ............................................................................................................................................................iii

Acknowledgments ..........................................................................................................................................iv

Executive Summary.......................................................................................................................................vii

Texas Public School Highlights ...................................................................................................................viii

Introduction ..................................................................................................................................................... 1

General Description of AP and IB Programs .................................................................................... 1

Access to Testing............................................................................................................................... 4

Specific Uses of AP and IB Examination Results............................................................................. 6

Data Sources .................................................................................................................................................... 7

Current Results and Trends ............................................................................................................................. 7

General Trends .................................................................................................................................. 7

Differentiating Trends and Patterns................................................................................................. 13

Summary.......................................................................................................................................... 18

Considerations for Educational Communities............................................................................................... 19

Student Access to AP and IB Courses and Examinations within Schools should be Examined..... 19

Student Access to AP and IB Courses and Examinations Statewide should be Examined............. 20

Rigor and Quality of AP and IB Courses should be Examined and Supported .............................. 20

Student Performance in AP and IB Courses should be Examined .................................................. 21

AP and IB Examination Performance should be Interpreted relative to College Success .............. 21

Subject-specific, College-level Learning from AP and IB Courses is Foremost ............................ 22

References ..................................................................................................................................................... 23

Appendix A: AP and IB Summary Tables ................................................................................................... 27

Appendix B: 1997 Texas AP and IB Results by District ............................................................................. 37

Notes about Tables in Appendix B.................................................................................................. 39

Appendix C: 1997 Texas AP and IB Results by District Analyze Categories ............................................. 57

Notes about Tables in Appendix C.................................................................................................. 59

Glossary of Texas Education Agency 1996-97 Analyze Category Descriptions .......................................... 71

List of Tables

Table 1: AP Examination Trends for Texas and the Nation: 1986-87 through 1996-97 .......................... 8

Table 2: Texas AP Examination Participation: 1994-95 through 1996-97 Public Schools,

Grades 11-12 ............................................................................................................................... 9

Table 3: Texas AP Examinee Performance: 1994-95 through 1996-97 Public Schools,

Grades 11-12 ............................................................................................................................. 10

Table 4: Texas AP Examination Performance: 1994-95 through 1996-97 Public Schools,

Grades 11-12 ............................................................................................................................. 10

Table 5: Texas IB Examination Participation: 1994-95 through 1996-97 Public Schools,

Grades 11-12 ............................................................................................................................. 12

Table 6: Texas IB Examinee Performance: 1994-95 through 1996-97 Public Schools,

Grades 11-12 ............................................................................................................................. 13

Table 7: Texas IB Examination Performance: 1994-95 through 1996-97 Public Schools,

Grades 11-12 ............................................................................................................................. 13

Table 8: Correspondence between AP Examination Scores and AP Courses Completed:

1992-93 to 1996-97 Texas Public Schools, Grades 9-12 .......................................................... 14

Table 9: 1996-97 AP Examinees by Grade Level, Gender, and Ethnicity for Texas and the Nation ..... 15

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List of Figures

Figure 1: Number of Texas Public Schools with Grade 9-12 AP Courses and Examinations:

1992-93 to 1996-97 ............................................................................................................... 11

Figure 2: 1996-97 AP Participation: Percent of Students Taking at Least One Examination;

1996-97 AP Performance: Percent of Examinees Scoring 3 or Above ................................. 17

Figure 3: 1996-97 AP Participation and Performance by District Characteristics................................ 18

Tables in Appendix A

Table A-1: AP and IB Examination Grading Scales: Correspondence between Scores and

Verbal Descriptions ............................................................................................................... 29

Table A-2: 1996-97 AP Examination Results by State and for the Nation .............................................. 30

Table A-3: 1996-97 AP Examinations, Texas Public School Courses, and Minimum Recommended

College Credit Hours ............................................................................................................. 31

Table A-4: Texas AP/IB Incentives through the 1998-99 Biennium ...................................................... 32

Table A-5: Texas Advanced Courses and Students with Advanced Course Completions:

1992-93 to 1996-97, Grades 9-12.......................................................................................... 33

Table A-6: AP Examinee and Advanced Course Completer Correspondence: 1992-93 to 1996-97

Texas Public Schools, Grades 9-12 ....................................................................................... 33

Table A-7: Advanced Course Completers and AP Examinee Correspondence: 1992-93 to 1996-97

Texas Public Schools, Grades 9-12 ....................................................................................... 34

Table A-8: Correspondence between Specific AP Examinations and AP Courses Completed:

1992-93 to 1996-97 Texas Public Schools, Grades 9-12 ...................................................... 34

Table A-9: 1996-97 AP Examination Score Statistics by Subject for Texas and the Nation .................. 35

Table A-10: 1996-97 IB Examination Score Statistics by Subject for Texas ............................................ 36

Tables in Appendix B

Table B-1: 1997 Texas AP Examination Results by District ...................................................................41

Table B-2: 1997 Texas IB Examination Results by District .................................................................... 55

Tables in Appendix C

Table C-1: 1997 Texas AP Examination Participation by District ANALYZE Categories .................... 61

Table C-2: 1997 Texas IB Examination Participation by District ANALYZE Categories ..................... 65

Table C-3: 1997 Texas AP Examination Results by District ANALYZE Categories ............................. 67

vii

EXECUTIVE SUMMARY

In 1996-97, 37,563 students in 834 Texas schools (public and non-public) took 62,318 Advanced Placement

(AP) examinations, according to College Board reports. This put Texas third in the nation, behind California

and New York, in the number of AP examinees and examinations. Texas, at 56.3 percent, also was above the

nation (52.9%) in the percentage of schools with AP examinees. Although there have been increasing num-

bers of Texas students taking AP examinations since 1986-87, the numbers began rising at an even more rapid

rate in 1994-95, the year legislation partially funding the Texas AP [now AP/IB] Incentive Program went into

effect. (Funding also applies to International Baccalaureate, or IB, examinations effective from 1995-96.)

While the percentage of AP examination scores of 3, 4, or 5 earned by Texas students has remained below the

national percentage since 1994-95, the number of examinations scored 3-5 rose to its highest value yet in

1996-97. In 1997, Texas students scored 3 or higher on 37,526 AP examinations—60.2 percent of all exami-

nations taken. Nationally, 64.5 percent of examinations had scores of 3 or higher. Generally, colleges will

award students credit, advanced placement, or both upon enrollment for scores of 3, 4, or 5 on AP examina-

tions in corresponding college courses. Thus, a greater number of Texas students in 1997 than ever before

had a greater number of AP examination scores than ever before that qualified potentially for college

course placement or credit.

Similarly, but on a much smaller scale, 619 Grade 11-12 students in 12 Texas public schools took 1,481 of the

International Baccalaureate Organisation’s IB examinations in 1996-97, according to Texas Education

Agency (TEA) analyses of IB data. These numbers are up somewhat from 1994-95, when 429 students in 11

Texas public schools took 910 IB examinations. Texas students earned scores of 4, 5, 6, or 7 on 76.0 percent

(1,126) of 1,481 examinations taken in 1996-97—up from 74.7 percent (or 680 examinations) in 1994-95. Of

the colleges that recognize IB scores, students generally are awarded credit or advanced placement in corre-

sponding college courses for IB scores of 4-7.

More schools and districts are participating in the AP and IB programs, and more students are taking the

examinations and making high scores, especially for AP. More students are also completing AP, IB, and other

TEA-defined advanced courses. Taken together, these trends should contribute ultimately to increases in the

number of Texas graduates who complete the more difficult course requirements of the Recommended and

Distinguished Achievement high school diploma programs.

While the most important factor is whether or not students in AP or IB courses are experiencing subject-

specific, college-level learning, performance on the AP and IB examinations is the result of objective, exter-

nal standardized measurement of how well students are likely to perform in the same courses taken in college.

The quality and rigor of the advanced courses, the effectiveness of the teaching, and increased student access

to the AP or IB courses and examinations must be combined before these important college-level learning

experiences can occur. Funding available through state, federal, and local incentive programs can help in

providing some of the supports necessary for an increasing number of high school students to experience such

high-level academic learning.

viii

TEXAS PUBLIC SCHOOL HIGHLIGHTS

Selected Participation and Performance Trends

• From 1995 to 1997, the percentage of 11th- and 12th-graders in Texas public schools taking AP examina-

tions rose from 6.8 percent to 8.5 percent.

• The percentage of AP examinees and examinations with scores of 3-5 slipped from 1996 to 1997 by less

than 2 percentage points—from 62.6 to 61.7 percent for examinees and from 60.6 to 58.7 percent for

examinations. In contrast, the percentage of Texas IB examinees earning scores of 4-7 went from 79.7

percent in 1996 to 85.9 percent in 1997; the percentage of examinations with scores of 4-7 rose from

73.4 to 76.0 percent.

• Grade 9-12 AP examinees who also completed at least one AP course rose to 70.5 percent in 1997 from

56.4 percent only 2 years earlier, according to TEA analysis of AP data and Public Education Information

Management System (PEIMS) course data. In addition, 9 out of 10 AP examinees tested in 1997 com-

pleted some type of TEA-defined advanced course that year. AP examinees who completed the corre-

sponding AP courses in the same year continued to outscore examinees not completing the corresponding

courses.

• Just over half (523) of the 980 Texas public school districts with Grade 11-12 enrollment had students

who took at least one AP examination. Nine of these 523 districts also had students who took one or more

IB examinations.

• School districts with the highest 1997 AP examination participation (above 9.0% of students tested)

tended to be in four major urban/suburban education service center (ESC) regions of the state: Austin,

Fort Worth, Houston, and Richardson. In addition, district AP participation and performance generally

tended to increase along with increases in other performance measures such as percentages of: students

passing all TAAS tests taken, graduates taking the SAT I or ACT, and examinees with scores of at least

an 1110 SAT I Total or 24 ACT Composite. District AP participation and performance also increased as

district average teacher salaries increased.

• Ethnic group participation and performance trends. Clearly, issues of ethnic minority group (especially

African American and Hispanic) access to, and performance on, AP and IB examinations and courses call

for continued attention in the state’s and nation’s schools.

♦ Although the participation rate for Texas Hispanics and African Americans has been climbing

steadily over the past three years, only 5.2 percent of Hispanics and 3.2 percent of African Americans

took a 1997 AP examination. By comparison, 10.7 percent of Whites and about one-quarter (25.3%)

of Asian Americans took an AP examination that year. Growth in participation rates also has been

less rapid for Hispanics and African Americans than for Asian Americans and Whites, while the rate

for Native Americans has fallen.

♦ Similar to AP participation, Texas public school Asian Americans had the highest IB examination

participation rate from 1995 to 1997 on a percentage basis (almost 1.0%) among all ethnic groups.

They also exceeded in number (112) both African American (61) and Hispanic (31) IB examinees.

ix

♦ Compared to 1995 results, percentages of Texas public school AP examinees scoring 3-5 dipped

slightly in 1997 for all ethnic minority groups, as did the 3-5 examination score percentages, while

the percentages for Whites rose slightly. From 1995 to 1997, nearly three-fourths of Asian American

examinees received 3-5 scores, followed by about two-thirds of Native Americans, nearly two-thirds

of Whites, over half of Hispanics, and around one-third of African Americans.

♦ Similar to AP examinees, Asian Americans as a group (at 96.4% in 1997) had the highest percentage

of Texas IB examinees scoring 4-7 from 1995 to 1997, followed by Whites (91.2%), Hispanics

(77.4%), and African Americans (34.4%). In contrast to AP results, IB examinee percentages with

4-7 scores increased for all groups from 1995 to 1997.

• Female and male participation and performance trends. The expanding gap between males and females

participating in AP and IB examinations, as well as the declining percentage of males with 3-5 AP scores,

raises questions about the reasons for these trends.

♦ From 1995 to 1997, the percentage of Texas Grade 11-12 female students taking AP examinations

increased by 1.9 percentage point; participation for males only increased by 1.4 percentage point.

Also, the percentage of female examinees with 3-5 scores remained relatively steady (60.5% in 1995

and 1997), while the percentage of male examinees earning such scores declined by 1.6 percentage

point. Females exceeded males in the number of examinees earning 3-5 AP scores due, in part, to the

higher number of female examinees.

♦ Similar to AP participation, a greater number of Texas females (358) than males (257) took 1997

IB examinations, and the participation gap between the two grew larger since 1995. While a higher

percentage of female IB examinees than males achieved 4-7 scores in 1995 only, a higher number

of females than males achieved 4-7 scores from 1995 to 1997.

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1

INTRODUCTION

This report includes background and general descriptions of the College Board’s Advanced Placement

Program (AP Program) and the International Baccalaureate Organisation’s Program (IB Program) of college-

level courses and examinations for high school students. Included in the background descriptions are interpre-

tative issues regarding examination score scales, access to the courses and examinations, and specific uses and

benefits associated with the courses and examinations. Data sources and the various types of definitions for

commonly reported measures are described. Details follow, showing the 1996-97 AP and IB results and

trends for the examinations and courses. Evidence for improved access to the AP and IB programs is summa-

rized, as well as the status of examination performance and the extent to which students are prepared for

college.

Report purposes are threefold. A first purpose is to promote an understanding of the AP and IB programs and

of the diversity existing among high school students who attempt advanced academic challenges while still in

high school. A second report purpose is to promote an understanding of the diversity existing among Texas

districts in AP and IB program participation and examination performance. A final report purpose is to

suggest areas for educational consideration or action for students, teachers, schools, and communities.

GENERAL DESCRIPTION OF AP AND IB PROGRAMS

Advanced Placement (AP) Program. The AP program is a cooperative educational endeavor between sec-

ondary schools and colleges and universities. High school students who participate in AP courses are

exposed to college-level material and are challenged to complete more rigorous assignments. By doing so,

students gain valuable skills in problem analysis, writing, studying, and examination preparation. Many

students choose to demonstrate their mastery of the material by taking an AP examination (College Entrance

Examination Board [CEEB] & Educational Testing Service [ETS], 1994a), although students can take the

examinations without having taken AP courses.

Colleges and universities can grant credit, placement, or both to students who have qualifying scores (CEEB,

1996a). Generally, colleges will award credit or advanced placement for scores of 3, 4, or 5 on AP examina-

tions, although a few colleges and universities grant credit in some courses for scores of 2. (See Table A-1

on page 29 in Appendix A for verbal descriptions of scores on the 1-5 AP grading scale.) Each year, the AP

Program presents several types of AP Scholar Awards, tied to graduated levels of achievement, to students

who perform well on three or more AP examinations (CEEB, 1997a). Students are awarded certificates and

their achievements are acknowledged on AP score reports sent to colleges in the following fall (CEEB, 1999).

Sufficiently high scores on AP examinations also can be used to obtain the Advanced Placement International

Diploma for overseas study. This component of the AP program is intended to certify the achievement of AP

candidates whose higher education plans include the prospect of enrolling in a university outside the United

States or Canada. The designation is not a substitute for a high school diploma; it merely acknowledges that

the recipient has earned grades of 3 or higher on a specified number of AP examinations from a prescribed set

of courses (CEEB, 1997c).

Since the program’s inception in 1955, approximately 6 million students have taken nearly 9 million AP

examinations worldwide. From 1987 to 1997, the total number of students in the U.S. taking an AP examina-

2

tion increased from 258,984 to 566,720, and the total number of AP examinations taken increased from

364,481 to 899,463 (CEEB, 1997e). On average, 65 percent of those who take an AP examination receive a

grade that is accepted for college credit, advanced placement, or both. Almost 53 percent of U.S. secondary

schools currently participate in the program (CEEB, 1997d) (see Table A-2 on page 30 in Appendix A).

AP courses and examinations. AP courses are developed locally, based on course descriptions and other

materials provided by the College Board to interested schools. AP teachers typically supplement textbook and

College Board course description materials with other materials, special studies, student presentations, and

other student performance activities (CEEB, 1993). In addition, instructional approaches used in AP courses

can include student-centered seminars with student presentations, instructor-guided discussion on supplemen-

tary readings, laboratory activities, field investigation activities, and outside projects.

Annual AP examinations are developed by committees that include discipline experts from college faculty

and teachers of the relevant high school AP courses. Development periods for annual examinations span two

or more years. The development committees also formulate AP course descriptions in each subject area,

which they review and revise every two years to ensure that current thinking about course content and

instructional reforms, such as technological advances are being reflected. In addition to these approaches to

ensure the content validity of AP examinations, the AP program employs established educational measure-

ment practices to ensure that AP grades (scores) are valid measures of college-level performance (CEEB &

ETS, 1994a).

Each AP examination consists of two or more sections. In all but the AP Studio Art examination, which

requires a portfolio of work from students, AP examinations include both multiple-choice items for breadth of

content coverage and free-response items that allow students to demonstrate both their understanding in an

area and the ability to organize and present ideas. Free-response items are presented in a variety of formats:

essays, analysis of historical documents, audiotaped responses, extended problem solving, and case study

management (CEEB, 1996b).

For three weeks in June of each year, several thousand faculty consultants, comprised of approximately half

AP high school teachers and half university professors, convene at five sites throughout the U.S. to read and

score the free-response answers written by AP examinees in May. The beginning of the three-week session is

spent training the faculty consultants on the use of the scoring standards that have been developed that year

by each examination’s Chief Faculty Consultant and Test Development Committee. The application of the

scoring standards is closely monitored by frequently pausing to revisit the standards, comparing the scores on

the same question to ensure consistency among faculty consultants, and keeping track of each consultant’s

scoring pattern to watch for fatigue (CEEB & ETS, 1997a).

Table A-3 on page 31 in Appendix A shows 1996-97 AP examinations, corresponding AP courses offered in

Texas public schools, and the most recent recommendations by the American Council on Education (CEEB

& ETS, 1994a) for minimum college credit hours to be granted for AP examination scores of 3 or higher.

The Texas Education Agency’s Division of Academic Services (TEA, n.d.), maintains a sourcebook of

college course credit hours granted by Texas public and private colleges and universities for specific AP and

IB examination scores. Two new courses and examinations have recently been added: AP Statistics in 1996-

97 and AP Environmental Science in 1997-98. The College Board will offer AP Human Geography course

descriptions, associated materials, and an examination in the 2000-01 school year (CEEB & ETS, 1999).

AP Examination fees. For the 1996-97 academic year, the fee for each AP examination was $73, of which

the schools normally retain $7. The College Board offers a $22 per-examination credit to qualified students

3

with acute financial need. Schools are expected to forgo their $7 administrative rebate for these candidates

(CEEB, 1997b). With the $22 College Board credit, the $7 school rebate, and the $25 fee reduction approved

and funded by the Legislature (under the Texas Advanced Placement Incentive Program, Texas Education

Code [TEC] §§28.052-28.054) for students with financial need, the potential cost for an AP examination was

as low as $19 in 1996-97. In 1998-99, additional sources of fee reductions from the federal government and

the Texas AP/IB Incentive Program allowed financially needy students to pay as little as $6 per examination

(TEA, n.d.).

International Baccalaureate (IB) Program. The IB program is a comprehensive two-year curriculum for

high school students 16-19 years old. Students in the IB program are encouraged to take one subject from

each of six subject groups. Students generally take examinations in May of their junior and senior years or

during the last two years of their IB programs. (A smaller November testing session is available for schools in

the southern hemisphere.) Students may receive advanced placement or credit, or both, upon entering college.

Colleges that recognize IB scores usually award credit, advanced placement, or both to students who score in

the 4-7 range on IB examinations. (See Table A-1 on page 29 in Appendix A for verbal descriptions of scores

on the IB 1-7 grading scale.) It is recommended that students contact the educational institutions they are

interested in attending regarding specific policies on granting credit for scores achieved on IB examinations,

as policies vary widely by institution.

Candidates numbering 27,469 of 167 different nationalities from 78 countries took the written IB examination

papers in May 1997. From the 1996 to the 1997 testing session, there was an 11.0 percent growth internation-

ally in student numbers and a 10.3 percent growth in the number of schools participating (IBO, 1997a).

According to IB reports, each year 70-75 percent of all students internationally who attempt the diploma earn

it (IBO, 1997c).

IB courses and examinations. Diploma candidates must follow a program including interdisciplinary courses

and components, along with six courses from at least five subject areas. All candidates must complete the

Theory of Knowledge (TOK) course; Creativity, Action, and Service (CAS) activities; and an extended essay

project based on original, independent research. In addition, one course must be taken in each of five subject

areas: Language A1 (first language), Language A2 (second modern language), Individuals and Societies,

Experimental Sciences, and Mathematics. A sixth course may be chosen from a list of Arts and Electives,

which also includes course choices from the five main subject areas and any school-based course with an

IBO-approved syllabus. The six subject area courses are taken at either the Standard (or Subsidiary) Level

(SL, representing 150 teaching hours) or Higher Level (HL, representing 240 teaching hours). Students must

take at least three, but not more than four, subject area courses at the Higher Level. This allows students

sufficient freedom to investigate favorite subjects in greater depth, while helping ensure that a broad curricu-

lum is completed during a two-year period (International Baccalaureate Organisation [IBO], 1999).

To receive an IB diploma, a student must accumulate 24 of 45 total points across six IB examination scores in

the required subject areas, plus satisfactory completion of the extended essay, TOK course and CAS activi-

ties. The maximum score of 45 points includes scores of 7 on each of the six subject examinations (42 points)

and 3 bonus points for an exceptional essay and work in TOK. Students who fail to satisfy all requirements

or elect to take fewer than six subject examinations are awarded a certificate for examinations completed with

acceptable scores (IBO, 1999).

Evaluations of the quality of candidates’ work is the responsibility of both classroom teachers and more than

3,000 examiners worldwide, who are led by chief examiners with international authority. A variety of assess-

ment methods are used to evaluate both the content and the process of academic achievement, and to take into

account different learning styles and cultural patterns. Conventional external examination techniques (essay,

4

º

short answer, multiple choice, etc.) are complemented by internal assessment of course work by the teachers

responsible for evaluating students over the two-year period. Specialized forms of assessment appropriate to

the nature of a given subject are used. Teachers’ internal marks are assessed by the IB examiners to assure

that consistent standards are used in all IB schools. A criterion-referenced grading system is used by the IBO,

with each student’s performance measured against well-defined levels of achievement consistent from one

examination to the next. Top grades reflect attainment of knowledge and skills relative to set standards

equally applied to all schools (IBO, 1997d).

IB Examination and school fees in 1997/98. For diploma candidates taking all six examinations in one

session, the fee per student is $125 plus $65 for registration. For candidates seeking a certificate and not a

diploma, the fee per student is $70 plus $45 for registration. For each examination at either the higher and

standard levels, a $48 fee applies. For each extended essay examination, a $30 fee is applied. Schools pay a

$300 fee for diploma candidates taking the Theory of Knowledge test (IBO, 1997b). As has been the case for

AP examinees, fee reductions for financially needy Texas public school IB examinees have been available

through the Texas AP/IB Incentive Program. An additional fee reduction of about $10 per examination was

available in 1998-99 from federal funds for financially needy examinees (TEA, n.d.).

Schools wishing to participate in the IB program pay an application fee of $2,500. Once authorized, schools

then pay an annual subscription fee of $7,300 to offer IB courses and examinations. Schools authorized to

participate in the program, but which are not immediately offering IB courses, pay a fee of $2,000 to remain

affiliated with the program (IBO, 1997b).

ACCESS TO TESTING

Overview. On both a state and national level, efforts are designed to facilitate access to testing and help to

ensure increasing participation rates. Texas State Board of Education rules (19 TAC §§74.11-74.13, 1998),

for example, allow AP and IB courses to satisfy high school graduation requirements. In addition, state and

federal funding provide support for financially needy students interested in taking AP and IB examinations.

The College Board strives to enhance test access to both students and teachers. Flexibility in administration

accommodations is offered for students with disabilities or students experiencing extreme hardship. Also,

professional development opportunities are provided to teachers interested in teaching advanced courses. The

IBO provides similar resources for training and support.

At the local level, high schools can have a significant impact on the number and diversity of students partici-

pating in AP and IB courses and examinations. More students are likely to participate in AP and IB courses

and examinations when all students are encouraged to undertake such course work and when the opportuni-

ties for such course-taking are provided in the curriculum. Teachers tend to participate more as they are

provided professional development opportunities on the teaching of advanced subject areas. Schools, teach-

ers, and students are more likely to participate in these programs as financial assistance is provided to support

training, curriculum changes, and examination taking.

Texas AP/IB Incentive Program. The formal purpose of the Texas AP/IB Incentive Program (TEC

§§28.051-28.058, 1997) is to recognize and reward demonstrated success in achieving the state’s educational

goals. Table A-4 on page 32 in Appendix A presents the incentives aimed at schools, teachers, and students

and whether or not each incentive was funded in the 1998-99 biennium.

Until the start of the current biennium, the AP/IB Incentive Program had been severely constrained. The

Texas Legislature approved a total of $3.0 million for the fiscal 1998-99 biennium: $500,000 per year from

5

the Foundation School Program and $2.0 million from the biennium allocation for Gifted and Talented

students. These funds were used to reimburse AP teachers who attended AP summer institutes, and to provide

fee reductions for students with financial need. Effective in the fiscal 2000-01 biennium, the state legislative

appropriation was substantially increased to a total of $21.0 million for the biennium. This includes $2.0

million from the biennium allocation for Gifted and Talented education for both Pre-AP/IB activities (for

middle school and early high school students) and the Texas AP/IB Incentive Program over the biennium. A

remaining $8.0 million and $11.0 million were allocated for the Texas AP/IB Incentive Program for FY 2000

and FY 2001, respectively (Rider 30 of the General Appropriations Act, Article III–Education, 76th Legisla-

ture). Thus, additional components of the AP/IB Incentive program to be funded in 1999-2000 include:

(a) $30 of the cost of every AP or IB examination taken by high school students completing a PEIMS-

designated AP or IB course, (b) financial bonuses to campuses for each student scoring 3-5 on an AP exami-

nation or 4-7 on an IB examination, and (c) equipment grants of up to $3,000 (based on need) to up to 150

campuses submitting applications (TEA, 1999a).

Federal AP fee assistance program. The federal AP fee assistance program was first authorized in the 1992

Higher Education Act; however, the program was not actually funded by Congress until federal fiscal year

(FY) 1998, when a total of $3 million was awarded (CEEB, 1997f). This program was first implemented in 32

states, including Texas, to provide fee assistance for low-income students. Those students who qualified as

“low-income” were at 150 percent of the Census Bureau’s poverty guidelines. Consequently, $300,000,

Texas’ share of the $3 million in federal grants, was available to financially needy 1999 Texas examinees.

The Secretary of Education expanded the fee assistance program to financially needy students taking IB

examinations as well. The federal money resulted in about $15 extra in fee reductions per examination for

financially needy Texas examinees. In addition, Congress recently appropriated $4 million for federal FY

1999 AP fee assistance. Of the $4 million, Texas again will receive $300,000 for May 2000 examinations.

In addition, Texas has the opportunity to compete for another $300,000 to develop programs that increase

participation of low-income students in AP and IB programs.

Block scheduling and AP. Many high schools in Texas are using a variety of methods to schedule classes

known collectively as block scheduling. One of the most common forms is four courses meeting 80 to 90

minutes a day for about ninety days (Kramer, 1996). With this type of schedule, students may be exposed to

advanced material only one semester out of the year. If the advanced course ends in December, with AP and

IB examinations administered in May, there is a concern that the students may not perform as well as if they

had more recently finished the course. When courses are compressed into the spring semester, students may

not have finished the course work by the time examinations are administered in May. Some educators main-

tain, however, that students actually can fit more advanced courses into their schedules under a block sched-

ule arrangement than under traditional schedules (Edwards, 1995).

In a recent College Board study of the four most popular AP examinations (Calculus AB, Biology, U.S.

History, and English Literature), students on year-long schedules generally performed better on the four AP

examinations than students on semester-long course schedules (CEEB, Office of Research and Development,

1998). Moreover, when students were on compressed schedules, results suggested they achieved higher AP

scores when instruction was more recent (e.g., spring course followed by May examination) and when more

time was scheduled for instruction. Results for the English Literature and U.S. History examinations tended to

be less compelling than those for the Calculus AB and Biology examinations. One possible explanation may

involve the way these courses are taught, with better or multiple opportunities for schooling (including self-

study) in English and history throughout Grades K-12.

Results from studies of the impact of block scheduling on AP examination scores should continue to be

carefully considered, along with educational, course-specific, and other (e.g., discipline or cost-related)

6

factors that may also play into the various local scheduling scenarios. For example, results were inconclusive

from a multivariate study conducted by TEA (1999b) of the impact of block scheduling on a number of

performance indicators in Texas public high schools. The College Board’s AP Program (1996) suggested that

“performance gaps may narrow or disappear as teachers gain more experience with the use of the 90-minute

period of instruction” (p. 3).

SPECIFIC USES OF AP AND IB EXAMINATION RESULTS

State and national reporting on overall progress. For many years, the College Board has prepared summary

reports of AP examination results for the nation and the individual states (e.g., CEEB & ETS, 1995, 1996,

1997b). The national results have provided an implicit benchmark for examining state performance. How-

ever, the state versus national AP performance comparisons are most appropriate when AP examination

participation rates, educational and demographic characteristics or examinees, and AP policies within states

and within secondary and postsecondary institutions are similar. Such comparisons, when made with consid-

eration of other potential explanations for performance differences, can help in evaluating educational

progress within and among institutions over time.

In recent years, interest in using AP examination results as indicators of educational progress and compara-

tive performance has emerged nationally, as well as within certain regions of the nation. One example is the

National Education Goals Panel’s (NEGP, 1994a, 1994b) annual progress reporting of AP examination

participation and performance. It was chosen as a direct measure of Goal 3, one of the eight National Educa-

tion Goals adopted by Congress in 1994. Goal 3 calls for the nation’s students to demonstrate competency

over challenging subject matter in a broad array of academic subjects by the year 2000. The AP measure in

the NEGP reports is the number of AP examination scores of grade 3 or higher per 1,000 11th- and 12th-

graders. These reports compare the most recent year’s performance to a prior benchmark year to gauge

progress on the measure for the nation and for individual states. In Texas, significant improvement was

observed, with the number of scores 3-5 more than doubling from 1991 to 1997 (34 per 1,000 students, 1991;

78 per 1,000 students, 1997). The national number of scores 3-5 also increased over this period from 55 per

1,000 students to 85 per 1,000 students (NEGP, 1997).

State policy regarding the Academic Excellence Indicator System (AEIS). The Academic Excellence

Indicator System (AEIS) and the accountability system support the accomplishment of the state’s goals for

public education. These systems recognize, reward, sanction, and intervene with school districts and cam-

puses to ensure excellence in education for all segments of the student population. Information used to rate

and acknowledge districts and schools, or to provide a more comprehensive profile of characteristics and

performance, is compiled into the AEIS reports. Three types of performance and profile indicators are used in

the system.

• Base indicators are identified in statute and used to determine accountability ratings.

• Additional indicators are used to acknowledge high performance on other statutorily defined indicators.

• Report-only indicators are furnished on annual campus-, district-, and state-level reports. They may

be identified by statute, identified by the commissioner, or adopted by the State Board of Education

(TEA, 1997b).

In April 1996, the State Board of Education adopted AP performance and participation data as a report-only

indicator for the AEIS. The reporting of this indicator began in 1996 with inclusion of examination results for

that year and the previous year. At the time, it was requested that IB performance and participation data be

included as part of the AEIS as soon as possible, but at least within the next two years (State Board of

Education, 1996). Effective in the fall of 1998, this indicator was defined and reported as the unduplicated, or

7

DATA SOURCES

combined, AP and IB participation (one measure) and performance (two measures) for both examinations and

examinees at the district, region, and state levels (cf. TEA, 1998b). Except for the few districts with both AP

and IB participation (10 statewide in 1996-97), the indicator actually represents AP participation and perfor-

mance only.

Data were compiled and analyzed from a number of sources for this report. Consistent with the compilation

and reporting of AP and IB examination data from these sources, results are summarized by the year within

which the May examinations are taken.

First, College Board summary reports of AP score results for all examinees (from both public and non-public

schools) from 1986-87 through 1996-97 were used as the source for comparisons among Texas, the nation,

and other states (CEEB & ETS, 1987, 1988, 1989, 1990, 1991, 1992, 1993, 1994b, 1995, 1996, 1997b). No

comparable reports (cf. IBO, 1995) were available from the IBO for summaries of all (both public and non-

public school) IB score results for Texas, others states, the nation, other nations, or internationally. Second,

score results for Texas public school students were provided directly to TEA by the College Board (via

Educational Testing Service [ETS] on contract for the College Board) and by the IBO in Cardiff, Wales,

Great Britain. Note that Texas public school results were the only IB score data available and comparable

to AP for inclusion in this report. Third, the Texas public school AP and IB examination score results were

examined in conjunction with data taken from TEA’s Public Education Information Management System

(PEIMS) database. These second and third data sources are also the sources used for AP and IB data reported

in the Academic Excellence Indicator System (AEIS).

Student grade level, ethnicity, and gender, as well as other district, campus, and student coursework comple-

tion information from PEIMS, were used to analyze the Texas public school AP and IB results. When student

grade level, ethnicity, and gender were not available from PEIMS, they were obtained from the Texas AP

examinee files. In a very few instances, when these same student data were unavailable from PEIMS for IB

examinees, they remained unavailable because they could not be obtained from the Texas IB examinee files.

CURRENT RESULTS AND TRENDS

GENERAL TRENDS

AP examination trends for Texas, the nation, and other states. In May 1997, 37,563 students in 834 Texas

schools (public and non-public) took 62,318 Advanced Placement (AP) examinations (see Table A-2 on page

30 in Appendix A). This put Texas third in the nation, behind California and New York, in the number of AP

examinees and examinations. Texas was fourth among the states in the percentage change (+18.0%) in

number of examinees from the previous year—especially impressive because each of the other states posting

a greater percentage of growth had fewer than 2,500 examinees versus Texas’ 37,000+ examinees.

Table 1 on page 8 shows that, from 1987 to 1997, the number of Texas AP examinees more than quadrupled

from 8,792 to 37,563, while national numbers went from 259,222 to 566,720. At the same time, the number

of AP examinations taken in Texas rose almost fivefold (from 12,506 to 62,318), while the number of exami-

nations taken nationally more than doubled (from 364,804 to 899,463). The number of Texas schools (public

8

TABLE 1

AP Examination Trends for Texas and the Nation: 1986-87 through 1996-97

Data Sources: CEEB and ETS (1987-1993, 1994b, 1995-1996, 1997b) and personal communication with P. Williamson, College

Board Southwestern Regional Office, November 10, 1997, for number of schools data for 1987-1990. Examination score data are for

all schools (public and non-public).

The percentage of Texas schools with AP examinees in 1996-97 was 56.3 percent compared to 52.9 percent

nationwide.

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7991438424,11365,73027,665813,26364,998625,73568,9752.065.46

6991657631,11348,13270,525651,25923,428183,23123,3251.265.36

5991946472,11077,72362,394337,54188,767600,82723,6742.160.26

4991445368,01871,12279,744449,33944,486506,32773,2545.961.66

3991205495,01931,81939,314734,82339,326433,91652,1040.863.46

2991154191,01463,51296,873276,32630,665244,61249,9635.964.56

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0991493292,9667,21637,323526,91696,084763,31369,8131.864.66

9891643867,8238,11157,903318,71699,554201,21318,7929.763.56

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7891582677,7297,8222,952605,21408,463798,8854,6421.176.76

and non-public) participating in AP examinations also rose during the period, nearly tripling from 285 to

834, while the same increase nationally was almost 50 percent (from 7,776 to 11,424). In 1997, the percent-

age of Texas schools participating in AP examinations (56.3%) exceeded the national percentage (52.9%),

while New Jersey was the highest (85.0%) and North Dakota was the lowest (7.4%) (see Table A-2 on page

30 in Appendix A).

From 1987 to 1997, patterns of the most marked increases in Texas AP examinee and examination volumes

and number of participating schools coincided in 1994-95, while corresponding growth nationally was

relatively steady (see Table 1). In some part, this can be linked to 1993 Texas legislation first authorizing and

partially funding the Texas Advanced Placement Incentive Program in 1994-95, which has been continued

through the current biennium, spanning 1999-2000 through 2000-01.

Along with increasing numbers of examinations, Texas has experienced a dramatic increase in the number of

3-5 AP scores over the past 11 years (from 8,897 to 37,526), as shown in Table 1. Since 1994-95, however,

the percentage of AP examination scores of 3-5 earned by Texas students (60.2% in 1996-97) has slipped

below the national percentage (64.5%). Considering the large increases in the total number of examinees and

examinations, most notably in Texas since 1994-95, the decline in overall AP examination scores is not

surprising—because the decline coincides with an increase in schools participating in the AP program for the

first time.

9

Table A-2 on page 30 in Appendix A shows that there was a moderately positive correlation between 1996-97

state percentages of 11th- and 12th-graders taking AP examinations, and the percentages of examinations with

scores of 3-5. That is, the two percentages tended to increase or decrease together. Because the percentages of

all (public and non-public school) students taking AP examinations in most states remains quite low, this

suggests that there is still a great deal of untapped potential in student participation and performance among

states.

Statewide AP and IB participation and performance trends for public schools. Texas public school AEIS

indicator trends statewide on AP mirrored trends mentioned earlier for all Texas schools. From 1995 to 1997,

the percentage of 11th- and 12th-graders taking AP examinations rose from 6.8 percent to 8.5 percent (see

Table 2). While both the percentage of examinees and of examinations with 3-5 scores slipped from 1996 to

1997 (from 62.6% to 61.7% for examinees, and from 60.6% to 58.7% for examinations), both a greater

number of examinees and a greater number of examinations than ever before qualified potentially for

advanced standing or college course credit (see Tables 3-4 on page 10).

As with the AP program, public school IB participation also has increased over time, though on a much

smaller scale. There were 619 Grade 11-12 students in 12 Texas public schools who took 1,481 IB examina-

tions in 1997—up from the 429 students in 11 schools taking 910 IB examinations in 1995 (see Table 5 on

page 12). Thus, most of the growth in IB examination participation has occurred within rather than across

schools. In contrast to the AP performance dip most recently, the percentage of Texas public school IB

examinees earning scores of 4-7 went from 79.7 percent in 1995-96 to 85.9 percent in 1996-97, while the

percentage of examinations with these same scores rose from 73.4 percent to 76.0 percent (see Tables 6-7

on page 13).

Statewide AP and other advanced course taking trends and examination taking correspondences. Funda-

mental to preparation for success on both AP and IB examinations is relevant coursework, such as AP, IB, or

other types of advanced courses. Paragraphs below summarize to what extent students in Texas public schools

appear to be completing such coursework, according to data collected through PEIMS. Even assuming that

some inaccuracies may exist in reporting the courses completed by individual high school students, the trends

by and large fairly consistently and compellingly suggest steadily increasing numbers of students completing

the relevant AP and other TEA-approved advanced courses each year.

TABLE 2

Texas AP Examination Participation: 1994-95 through 1996-97 Public Schools, Grades 11-12

Data Sources: TEA analysis of CEEB 1994-95 through 1996-97 Texas AP public school examination data using grade level, gender,

and ethnicity from TEA PEIMS as available and from AP files otherwise.

59-499169-599179-6991

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llA785,253089,328.6633,953314,726.7582,773170,235.8

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elaM953,071963,011.6986,271138,119.6295,181166,315.7

naciremAnacirfA118,348489.1948,54081,16.2120,94865,12.3

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10

The College Board encourages schools with AP examinees to offer AP courses in corresponding subject

areas. However, circumstances such as resource constraints or too few students may mitigate against AP

courses being offered at some high schools. On the other hand, non-AP advanced courses may prepare

students sufficiently to perform well on the AP examinations. As Figure 1 shows, Texas public schools with

students completing AP courses rose from 158 schools in 1993 to 632 schools (or 41.5% of schools with

11th- and 12th-graders) in 1997. While the number of schools with students taking AP examinations but not

completing AP courses decreased from 288 to 179 over the same period, the number of schools with students

completing both AP courses and examinations grew from 135 to 557 (36.6% of schools). In addition, the

number of schools with students completing AP courses without taking AP examinations went from 23 to

75, perhaps representing the recent rapid increase in the number of schools offering AP courses for the first

time.

TABLE 3

Texas AP Examinee Performance: 1994-95 through 1996-97 Public Schools, Grades 11-12

Data Sources: TEA analysis of CEEB 1994-95 through 1996-97 Texas AP public school examination data using grade level, gender,

and ethnicity from TEA PEIMS as available and from AP files otherwise.

TABLE 4

Texas AP Examination Performance: 1994-95 through 1996-97 Public Schools, Grades 11-12

Data Sources: TEA analysis of CEEB 1994-95 through 1996-97 Texas AP public school examination data using grade level, gender,

and ethnicity from TEA PEIMS as available and from AP files otherwise.

59-499169-599179-6991

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11

Data Sources: TEA analysis of CEEB 1992-93 through 1996-97 Texas public school AP examination data and analysis of 1992-93

through 1996-97 TEA PEIMS course completion data, using only last semester completion of courses as the basis for numerical

counts.

Note. 1994-95 counts for the number of schools with AP examinations and the number of schools with AP courses vary slightly from

counts reported for these data in TEA (1995), which were preliminary at that time. Counts for schools with “exams but no courses”

and with “both exams and courses” sum to slightly less than the total number of schools with “AP exams” because of slight differ-

ences in the public schools appearing in both the AP examination and PEIMS course completion data files in 1992-93 and 1993-94.

Since 1992-93, the number of Texas public schools with AP examinees has increased substantially, as well as the

number of schools with students completing AP courses. In 1996-97, 75 schools had students completing AP courses

without taking the examinations, while the number of schools with AP examinees and no AP courses decreased by more

than 100 from 1992-93 to 1996-97.

The five-year period from 1993 to 1997 also saw student participation in AP and other advanced courses

increase (see Table A-5 on page 33 in Appendix A). The number of Texas public school Grade 9-12 students

completing at least one AP course more than quintupled from 11,402 to 59,939, while the number of AP

courses completed went from 17,073 to 170,503—almost a 10-fold increase. In 1996-97, 19.6 percent of

Texas public school Grade 9-12 students completed and received credit for TEA-defined advanced courses

(AP, IB, and other), also up from earlier years (TEA, 1998a).

0

1992-93 1993-94 1994-95 1995-96 1996-97

100

200

300

400

500

600

700

800

FIGURE 1

Number of Texas Public Schools with Grade 9-12 AP Courses and Examinations

1992-93 to 1996-97

426

454

568

665

736

288

262

398

542

632

158

331

465

557

241

237

200

179

23

47

67

75

135

215

Number

of Schools

AP Exams

Exams but no Courses

AP Courses

Both Exams and Courses

Courses but no Exams

77

12

Not all of the students who participate in advanced courses ultimately take AP examinations, nor do all AP

examinees take AP courses. These correspondences were examined for school years 1992-93 through 1996-

97. Beginning in 1995 for the first time, over half (rather than under half) of the public school Grade 9-12 AP

examinees (56.4%) also completed at least one AP course; this rose to 70.5 percent in 1997 (see Table A-6 on

page 33 in Appendix A). In addition, 9 out of 10 (90.8%) 1997 AP examinees completed some type of TEA-

defined advanced course that same year.

Table A-7 on page 34 in Appendix A shows that, while less than one-fifth (17.8%) of public school Grade 9-

12 students completing any TEA-defined advanced course also took an AP examination in 1997 (up from

12.2% in 1993), over 40 percent of AP course completers took an AP examination (up slightly since 1993).

Specifically, more than half (57.0%) of 1997 AP examinations were taken by students completing the corre-

sponding AP subject course (an increase from 27.2% in 1993), and more than one-third (34.3%) of AP course

completers in 1997 took corresponding AP subject examinations (a slight decrease since 1993) (see Table

A-8 on page 34 in Appendix A). On average, AP examinees completing the corresponding AP courses in the

same year continued outscoring examinees not completing the corresponding courses, as shown in Table 8 on

page 14.

Subject-specific AP and IB examination participation and performance patterns. A richer understanding of

AP and IB examination participation and performance can be obtained by studying examination data by

subject. Table A-9 on page 35 in Appendix A shows the AP English Language and Composition, English

Literature and Composition, and U.S. History examinations combined accounted for almost half (48.2%) of

all 1997 AP examinations taken by Texas (public and non-public school) students, followed by Calculus AB

and Spanish Language. Nationally, the AP English Literature and Composition, U.S. History, Calculus AB,

and Biology examinations accounted for about half (53.6%) of 1997 examinations taken.

Texas students took relatively fewer AP examinations than students nationally in Biology, Chemistry, Physics

B, and European History. When at least 500 AP examinations were taken in a subject, Texas mean scores

exceeded national scores the most on Studio Art: General, Spanish Language, and Calculus BC examinations.

TABLE 5

Texas IB Examination Participation: 1994-95 through 1996-97 Public Schools, Grades 11-12

Data Sources: TEA PEIMS for student enrollment. TEA summary analyses of Texas public school examination data files provided in

1997 by the IBO in Cardiff, Wales, Great Britain. Grade level, gender, and ethnic group from TEA PEIMS as available. Thus, the

sums of examinees by gender and by ethnic group are slightly less than the total for all examinees. Statistics based on fewer than five

examinees are masked (–).

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llA785,25392421.0633,95391421.0582,77391661.0

elameF822,28124231.0746,68133221.0396,59185381.0

elaM953,07118111.0986,27138111.0295,18175241.0

naciremAnacirfA118,348390.0948,543370.0120,941621.0

naciremAnaisA981,110645.0355,113564.0811,2121129.0

cinapsiH348,7017230.0823,0114220.0575,7111330.0

naciremAevitaN2975< – 1285< – 1385< –

etihW259,88189261.0587,09160361.0047,79101412.0

13

TABLE 7

Texas IB Examination Performance: 1994-95 through 1996-97 Public Schools, Grades 11-12

Data Sources: TEA summary analyses of Texas public school examination data files provided in 1997 by the IBO in Cardiff, Wales,

Great Britain. Grade level, gender, and ethnic group from TEA PEIMS as available. Thus, the sums of examinees by gender and

by ethnic group are slightly less than the total for all examinees. Statistics based on fewer than five examinees are masked (–).

Data Sources: TEA summary analyses of Texas public school examination data files provided in 1997 by the IBO in Cardiff, Wales,

Great Britain. Grade level, gender, and ethnic group from TEA PEIMS as available. Thus, the sums of examinees by gender and by

ethnic group are slightly less than the total for all examinees. Statistics based on fewer than five examinees are masked (–).

TABLE 6

Texas IB Examinee Performance: 1994-95 through 1996-97 Public Schools, Grades 11-12

The most popular IB subject examination in 1996-97 was English A1, accounting for just over one-fifth

(21.1%) of Texas public school examinations, followed by Spanish B, Economics, and History: Americas HL

(see Table A-10 on page 36 in Appendix A). Of these four, mean scores were highest on Spanish B and

History: Americas HL.

DIFFERENTIATING TRENDS AND PATTERNS

Examinee profiles by ethnicity. Texas Hispanics, African Americans, and Native Americans remained

underrepresented as groups among 1997 AP and IB examinees. However, both Texas African Americans, at

4.4 percent, and Hispanics, at 20.4 percent, increased as percentages of all (public and non-public school) AP

examinees from 1996 (see Table 9 on page 15). Among Texas public school IB examinees in 1997, Whites

represented the largest percentage of test takers, at 66.2 percent, followed by Asian Americans (18.1%),

African Americans (9.9%), Hispanics (5.0%), and Native Americans (less than 1.0%).

59-499169-599179-6991

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llA3430.084337.972359.58

elameF7914.180813.773036.48

elaM2415.872511.385226.78

naciremAnacirfA312.4372.12124.43

naciremAnaisA557.19251.898014.69

cinapsiH817.66718.07424.77

naciremAevitaN –– –– – –

etihW3529.486527.384732.19

59-499169-599179-6991

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llA0190867.477686364.37184,1621,10.67

elameF8055838.572540238.076286166.47

elaM5930924.370142131.670467947.77

naciremAnacirfA65223.9344316.92561638.12

naciremAnaisA5614312.187315119.385925421.38

cinapsiH84035.2664920.3656648.07

naciremAevitaN –––––– –––

etihW4369841.775365748.477392875.38

14

TABLE 8

Correspondence between AP Examination Scores and AP Courses Completed:

1992-93 to 1996-97 Texas Public Schools, Grades 9-12

Data Sources: TEA analysis of CEEB 1992-93 to 1996-97 Texas AP public school examination and TEA PEIMS course completion

data, using only last semester completion of courses as the basis for numerical counts.

Note. AP examinations were linked to corresponding AP courses by student to obtain the statistics above. In a small number of

instances, scores were not available for examinations that were taken and, thus, are not included in the statistics above.

39-299149-399159-499169-599179-6991

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)tnecreP()tnecreP()tnecreP()tnecreP()tnecreP()tnecreP()tnecreP()tnecreP()tnecreP()tnecreP(

5681,2380,1663,2527,1911,2336,2720,2862,3190,2238,4

)7.31()1.81()7.41()6.61()8.11()2.31()2.21()6.21()7.21()7.21(

4602,3414,1272,3273,2152,3511,4018,2614,5006,2234,7

)1.02()6.32()3.02()8.22()0.81()7.02()9.61()8.02()8.51()5.91(

3749,4808,1601,5083,3338,4067,5046,4837,7134,4428,01

)0.13()2.03()7.13()5.23()8.62()0.92()8.72()8.92()9.62()4.82(

2769,3722,1379,3871,2478,4012,5385,4257,6125,4487,9

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20.342.380.312.328.299.228.289.208.229.2

Compared to the nation, Texas had more than twice the percentage of 1997 (public and non-public school)

AP examinees who were Hispanic (20.4% versus 8.4%), but a lower percentage who were White (58.0%

versus 65.6%) and Asian American (9.3% versus 11.2%). Higher proportions of historically lower-scoring,

under-prepared groups of examinees in Texas may help explain Texas’ lower percentages of 3-5 AP examina-

tion scores overall versus the nation.

Ethnic group participation and performance trends. Although the participation rate for Texas public school

Hispanics and African Americans has been climbing steadily over the past three years, only 5.2 percent of

Hispanics and 3.2 percent of African Americans took a 1997 AP examination, versus 10.7 percent of Whites

and about one-quarter (25.3%) of Asian Americans (see Table 2 on page 9). Growth in participation rates also

has been less rapid for Hispanics and African Americans than for Asian Americans and Whites, while the rate

for Native Americans has fallen. Even with a 4:1 ratio of African American to Asian American students,

almost twice as many Asian American as African American students took a 1997 AP examination. Likewise,

Hispanic students outnumber Asian American students by almost 10 to 1, but there were just over twice as

many Hispanic as Asian American AP examinees.

15

Similar to AP participation, Texas public school Asian Americans had the highest IB examination participa-

tion rate in 1996-97 on a percentage basis (almost 1.0%) among all ethnic groups (see Table 5 on page 12).

Asian American examinees (112) also continued to exceed in number African American (61) and Hispanic

(31) IB examinees. Clearly, issues of ethnic minority group access to AP and IB examinations call for contin-

ued attention in the state’s, as well the nation’s, schools.

Compared to 1995 results, the percentages of Texas public school Grade 11-12 AP examinees scoring 3-5

dipped slightly in 1997 for all ethnic minority groups (see Table 3 on page 10), as did the 3-5 examination

score percentages (see Table 4 on page 10). Otherwise, these same percentages for Whites rose slightly.

Among examinees over the past three years, nearly three-fourths of Asian American examinees received 3-5

scores, followed by about two-thirds of Native Americans, nearly two-thirds of Whites, over half of Hispan-

ics, and around one-third of African Americans. Slightly lower but roughly the same pattern of 3-5 AP

examination score percentages also were achieved by all ethnic groups.

In contrast to AP results, Texas public school IB examinee percentages with 4-7 scores increased for all

groups from 1995 to 1997 (see Table 6 on page 13), while percentages of 4-7 IB examination scores rose for

all groups except African Americans (see Table 7 on page 13). Asian Americans (at 96.4% in 1997) as a

group had the highest percentage of examinees scoring 4-7, followed by Whites (91.2%), Hispanics (77.4%),

and African Americans (34.4%).

TABLE 9

1996-97 AP Examinees by Grade Level, Gender, and Ethnicity for Texas and the Nation

puorGeenimaxEseenimaxEforebmuN

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79-6991ot69-5991

saxeT.S.UsaxeT.S.UsaxeT.S.U

edarght01/ht9 579,1516,243.55.79.03.0

edarght11 388,61052,6129.442.835.26.0

edarght21 942,81740,1036.841.357.2– 4.0–

edarght21/ht11 231,53792,7155.393.192.0– 3.0

elameF 884,12154,3132.753.555.02.0

elaM 570,61962,3528.247.445.0– 2.0–

naciremAnacirfA 756,1964,424.43.45.00.0

naciremAevitaN 541025,24.04.01.0– 1.0–

naciremAnaisA 494,3825,363.92.113.0– 0.0

cinapsiH 566,7626,744.024.88.13.0

etihW 187,12606,1730.856.561.1– 1.0–

yticinhtErehtO 108309,511.28.24.03.0

detatStoN 020,2860,144.52.71.1– 5.0–

latoT 365,73027,6650.0010.001

Data Source: CEEB and ETS (1996, 1997b). Data are based on all (both public and non-public school) examinees.

Note. Statistics for examinees who were not in Grades 9-12 are excluded from the grade level groups above.

16

Examinee profiles by gender. Table 9 on page 15 shows that females continued to increase as a percentage

of all AP examinees nationally (55.3% in 1997) and in Texas (57.2% in 1997). Similarly, females made up

the largest share (57.8%) of 1997 Texas public school IB examinees. The growing underrepresentation of

males among examinees raises questions about the reasons for this trend.

Female and male participation and performance trends. Over the past three years, as shown in Table 2 on

page 9, the percentage of Texas public school female Grade 11-12 students taking AP examinations increased

more rapidly (from 7.5% in 1995 to 9.4% in 1997) than the percentage of males (from 6.1% in 1995 to 7.5%

in 1997). During the same period, the percentage of female examinees with 3-5 scores remained relatively

steady (60.5% in 1995 and 1997), while the percentage for male examinees declined from 64.9 percent to

63.3 percent (see Table 3 on page 10). Females exceeded males in the sheer number of examinees earning

3-5 AP scores due, in part, to the higher number of female examinees.

As with AP participation, a greater number of Texas public school females (358) than males (257) took 1997

IB examinations, and the participation gap between the two grew larger since 1995 (see Table 5 on page 12).

While a higher percentage of female IB examinees than males achieved 4-7 scores in 1995 only, Table 6 on

page 13 also shows that a higher number of females than males achieved 4-7 scores from 1995 to 1997.

AP and IB examination results by district. Of the 980 Texas public school districts with Grade 11-12

enrollment in 1996-97, 523 had students who took at least one AP examination, and 9 of the 523 also had

students who took one or more IB examinations. All 9 districts with IB examination participation also had

AP examination participation. Of the 980 districts with eleventh and twelfth graders, 457 had neither AP nor

IB participation. Of the 412 districts with five or more AP examinees, 110 districts had fewer than five

examinees or examinations with scores of 3, 4, or 5. Table B-1 on page 41 in Appendix B lists the 1997

Texas AP examination results for each district with eleventh and twelfth graders. Table B-2 on page 55 lists

the 1997 IB results for only the nine districts with examinees.

Characteristics of districts participating in AP and IB examinations. The majority of public school districts

with enrollments of 1,000 students or more were participating in 1997 AP examinations; all districts with

enrollments of 10,000 or more were participating (see Table C-1 on page 61 in Appendix C ). (See the

Glossary on page 71 for definitions of each of the 25 distinct groupings of districts shown in Appendix C

tables.) However, 78.4 percent of rural districts were not participating. A majority of districts in 10 of 20

education service center (ESC) regions (Regions 1-5, 10-11, 13, 19-20) had AP participation. Also, only a

minority of districts had AP examination participation when: there was less than 55.0 percent of SAT I- or

ACT-tested graduates; no student’s score exceeded 1110 for the SAT I Total or 24 for the ACT Composite;

average teacher salaries were below $29,392; the percentage of ethnic minority teachers was below 5.0

percent; and the percentage of teachers with advanced degrees was less than 13.8 percent.

The nine public school districts with IB participation had most characteristics in common with the types of

districts with majority AP participation (see Table C-2 on page 65 in Appendix C). All nine had enrollments

of 5,000 students or more, at least 20.0 percent of examinees scoring at least 1110 on the SAT I or 24 on the

ACT, and ethnic minority pupil enrollments of at least 20.0 percent. Only two of the districts had average

teacher salaries of less than $32,078, and only one had under 55.0 percent of SAT I- or ACT-tested graduates

or under 27.9 percent of teachers with advanced degrees.

17

1996-97 AP Participation: Percent of Students

Taking at Least One Examination

1996-97 AP Performance: Percent of

Examinees Scoring 3 or Above

FIGURE 2

Data Sources: TEA analysis of CEEB 1996-97 Texas public school AP examination data and TEA PEIMS 1996-97 enrollment data using

examinee grade level from PEIMS as available and from AP files otherwise.

17

18

19

16

9

13

14

15

20

1

2

3

4

5

6

7

8

12

10

11

Less Than 6%

6% to 9%

Over 9%

10

11

13

4

Less Than 6%

6% to 9%

Over 9%

17

18

19

16

9

13

14

15

20

1

2

3

4

5

6

7

8

12

10

11

Less Than 50%

50% to 60%

Over 60%

10

11

4

7

6

13

Less Than 50%

50% to 60%

Over 60%

Characteristics associated with district-wide AP examination participation and performance. Of Texas’ 523

public school districts with 1997 AP examination participation, those with the highest participation (above

9.0% of students tested) tended to be in four major urban/suburban ESC regions of the state: Austin, Fort

Worth, Houston, and Richardson (see Figure 2, and Table C-3 on page 67 in Appendix C). These four ESC

regions plus the Huntsville and Kilgore regions tended to have at least 60.0 percent of examinees scoring 3-5

on at least one AP examination. In addition, district AP participation and examinee performance generally

tended to increase along with increases in district characteristics such as average teacher salaries, percentages

of students passing all TAAS tests taken, percentages of graduates taking the SAT I or ACT, and percentages

of examinees with SAT I Total scores of at least 1110 or ACT Composite scores of at least 24 (see Figure 3

on page 18, and Table C-3 on page 67 in Appendix C).

It is important to recognize that the higher AP participation and performance in districts with higher average

teacher salaries may be linked in part to other district characteristics, such as district size, that are also related

to teacher salaries. For example, large districts, which have higher AP participation and performance, also

typically have higher teacher salaries.

18

0%

5%

10%

15%

20%

Under

67.4%

67.4% to

<74.2%

74.3% to

<79.0%

79.1% to

<84.4%

84.4% and

Over

0%

10%

20%

30%

40%

50%

60%

70%

80%

0% to <55% 55% to <70% 70% and Over

0%

5%

10%

15%

20%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Data Sources: TEA analysis of CEEB 1996-97 Texas public school AP

examination data and of TEA PEIMS 1996-97 enrollment data using

examinee grade level from PEIMS as available and from AP files

otherwise.

$29,392 to

<$30,603

$30,603 to

<$32,078

$32,078

and Over

Under

$29,392

0%

2%

4%

6%

8%

10%

12%

0%

10%

20%

30%

40%

50%

60%

70%

Average Teacher Salary

FIGURE 3

1996-97 AP Participation and Performance by

District Characteristics

Participation

Performance

Percent Passing All 1996-97 TAAS Tests Taken

1995-96 SAT/ACT Percent Tested

Participation Performance

6.1%

Taking

Exams

7.6%

Taking

Exams

9.6%

Taking

Exams

14.2%

Taking

Exams

7.6%

Taking

Exams

49.7%

Scoring 3

or Above

57.6%

Scoring 3

or Above

67.6%

Scoring 3

or Above

72.1%

Scoring 3

or Above

62.2%

Scoring 3

or Above

35.8%

Scoring 3

or Above

48.2%

Scoring 3

or Above

60.0%

Scoring 3

or Above

64.6%

Scoring 3

or Above

44.5%

Scoring 3

or Above

59.5%

Scoring 3

or Above

70.3%

Scoring 3

or Above

11.5%

Taking

Exams

5.9%

Taking

Exams

7.8%

Taking

Exams

3.7%

Taking

Exams

5.5%

Taking

Exams

7.6%

Taking

Exams

9.9%

Taking

Exams

SUMMARY

Overall, the AP results show robust growth

over the past eleven years (1987-1997) in

the number of Texas schools and districts

with students participating in the examina-

tions, number of students tested, number of

examinations taken, and number of ad-

vanced courses (AP, IB, and other TEA

advanced courses) completed by public

school students. AP examination perfor-

mance results are more mixed, with the

highest number yet (through 1997) of

examinees earning scores of 3-5 on the

examinations, but with a small slippage in

the percentage of examinees earning the

same range of scores. As educators and

students in schools with new or recently

expanding AP programs gain more experi-

ence with AP courses and examinations,

recovery in examination performance is

expected.

While the number of participating IB

public schools and districts remained

virtually constant from 1995 to 1997, the

1996-97 examinee and examination

numbers did represent respective increases

of about 50 percent and 70 percent above

those same numbers in the prior year.

Similarly, the number of 4-7 Texas IB

scores showed about a 77 percent increase

in 1996-97 over the previous year’s

number, and the percentage of scores at 4-7

(76.0%) was highest in 1996-97.

18

0% to < 55% 55% to < 70% 70% and Over

Under

67.4%

67.4% to

< 74.2%

74.3% to

< 79.0%

79.1% to

< 84.4%

84.4% and

Over

Under

$29,392

$29,392 to

< $30,603

$30,603 to

< $32,078

$32,078

and Over

19

CONSIDERATIONS FOR EDUCATIONAL COMMUNITIES

Benefits of the AP program extend not just to students, but also to their teachers, high schools, and the

colleges and universities they attend (CEEB, 1996b). Although only a few schools in Texas have IB pro-

grams, similar benefits most likely apply. Potentially, both programs provide students with the opportunity to

study certain academic subjects in greater depth and to develop analytical and other study skills that can

contribute to college-level success. The examinations can also enrich the academic experience because

comparisons of achievement with peers can motivate and inspire confidence for managing academic chal-

lenges in college. Most obviously, students with sufficiently high examination scores can receive college

credit or advanced placement, depending on the policies of the college or university they attend.

For secondary school teachers, both programs introduce opportunities for professional development and the

chance to teach challenging subjects to able, motivated students. For secondary schools, both programs can

help enrich the academic curriculum and enhance the quality and reputation of college preparatory programs.

For colleges and universities, both programs can provide additional means to identify and recruit students

who have successfully met demands in challenging college-level courses.

To reap the most in potential benefits from AP and IB courses and examinations, educational communities

(students, educators, policy makers, schools, and community members) should examine a number of educa-

tionally relevant factors and supports. Such considerations can help ensure that able, motivated students have

access to AP or IB courses and examinations and that students will be successful.

STUDENT ACCESS TO AP AND IB COURSES AND EXAMINATIONS WITHIN SCHOOLS

SHOULD

BE EXAMINED.

Access to courses. The challenge is to develop programs that will effectively prepare a broad range of high

school students for exposure to college-level academics offered in high school. To that end, curriculum

articulation and alignment may need scrutiny, including possible development of Pre-AP, Pre-IB, or other

relevant prerequisite courses to better prepare a large number and diversity (e.g., by ethnicity, gender, eco-

nomic status, etc.) of students for AP and IB courses. Forming AP vertical teams of educators across grades

(middle and high school) and content areas may help in this regard, as well as review of district and school

policies governing access to AP and IB courses. Educators must ensure that the opportunity for participation

in such courses is open to all students.

Access to examinations. As is the case for any examination not required of all students (e.g., SAT I, ACT,

AP, IB, etc.), the extent of student participation can be affected by any number of factors.

• One important factor is the fee charged per AP or IB examination taken. Although paying fees for exami-

nations that provide students the potential to earn college credit with qualifying scores is much less than

the cost of taking college courses, the fees can be prohibitive for many. However, examination cost has

become less of an issue with: College Board fee reductions for AP examinations; the funding of the

Texas AP/IB Incentive Program over the three previous biennia and especially the current biennium; the

new federal funding for AP and IB; and other locally sponsored fee reductions and waivers (e.g., Hager,

Antinone, Fleisher, & Vinson, 1997). These efforts usually include special provisions for assisting

financially needy students.

20

• While students may take AP and IB examinations for reasons other than for earning college course credit

or advanced placement, qualifying scores on other examinations, such as the College Board’s SAT II:

Subject Tests and CLEP tests, are often used by colleges and universities as alternative tests to grant

students course credit or advanced placement (e.g., Brasel, 1993; TEA, 1997a; The University of Texas at

Austin, 1995).

• Even students who receive high school credit for AP or IB courses without taking the examinations or

without achieving qualifying examination scores often receive more consideration in the college admis-

sions process than students who have not completed advanced high school courses.

STUDENT ACCESS TO AP AND IB COURSES AND EXAMINATIONS STATEWIDE SHOULD BE EXAMINED.

While the number of Texas schools and districts with AP courses, examinations, or both has been growing

quite rapidly over the past few years, there remain a large number of Texas public high schools and districts

with students taking neither the courses nor examinations. Texas public school data in 1997 continued

showing low-enrollment districts having lower AP examination participation than large districts. Because of

the type of review process maintained and the financial commitment required by the IBO for school and

district participation, the number of Texas schools and districts participating in the IB program has remained

both low and virtually constant.

• Small numbers of students may make it more difficult for schools or districts to offer AP, IB, or other

advanced courses. However, small districts have a history of collaborating to meet the educational needs

of students. Also, solutions through technology, such as increased access to distance learning courses

(e.g., TEA, T-STAR Information and Training Center, 1998), are becoming more of a reality.

• Schools with no recent or previous AP or IB examination experience may be at a disadvantage when

compared to schools with prior experience, and must be allowed ample time and support to establish such

programs.

• Percentages of all (public and non-public school) students taking AP examinations in most states remain

quite low, and these percentages across states tend to increase with state percentages of 3-5 examination

scores achieved. This suggests that there is still a great deal of untapped potential in student participation

and performance among states, including Texas. Currently, the correlation between participation and

performance percentages across Texas districts is negligible.

• Teacher training subsidies and equipment grants through the Texas AP/IB Incentive Program can help

support establishment of AP and IB programs in a greater number of schools and districts, as well as

expanding and improving existing programs.

RIGOR AND QUALITY OF AP AND IB COURSES SHOULD BE EXAMINED AND SUPPORTED.

Student examination performance is one type of check on the rigor and quality of AP and IB courses.

• If discrepancies in course grades assigned by teachers and scores obtained on AP and IB examinations are

observed, they may point to a possible need for evaluation of the curriculum and instruction.

• Careful evaluation of student performance on various components of the AP and IB examinations may

help identify areas needing improvement or better coverage in the curriculum.

21

• Discrepancies in examination performance among student groups (e.g., by ethnic group, gender, varying

amounts and quality of academic preparation, previous examinations taken, etc.) should be examined so

that supports (e.g., study guides, review sessions, extra tutoring, etc.), relevant teacher training, or cur-

riculum and instructional changes can be considered.

• Based on studies from the College Board (e.g., College Board, AP Program, 1996; CEEB, Office of

Research and Development, 1998), if semester-long (often known as block scheduling) rather than year-

long (or traditional) schedules are used for AP courses, careful consideration and evaluation may be

needed regarding the impact of schedule type, along with other factors, on student course and examina-

tion performance.

STUDENT PERFORMANCE IN AP AND IB COURSES SHOULD BE EXAMINED.

Analysis of TEA and College Board AP data continue to show increasing numbers and percentages of Texas

examinees completing AP and other advanced courses during the same year, along with increasing numbers

and percentages of AP and other advanced course completers who have taken AP examinations. Another

study (Henderson, Winitzky, & Kauchak, 1996) has indicated that training teachers to most effectively

prepare students in AP courses for AP examinations can have a major influence on how well students perform

on the examinations. Extending such generalizations to IB examination performance is reasonable but can

only be done on a tentative basis at best.

• Examinees who have taken the corresponding AP courses continue to outscore, on average, those who

have not taken the corresponding courses. Thus, students who take AP courses should be encouraged to

take the examinations and should be well informed about possible support available to help defray

examination costs. (IBO policy usually does not permit students to take an IB examination unless they

have taken the corresponding course.)

• Examinees who have had progressively rigorous academic preparation, along with progressively rigorous

experience with examinations such as the PSAT/NMSQT, SAT I, and ACT, may have some advantage

over students who have not the same type of preparation and experience.

• According to Henderson et al. (1996), effective teachers distribute and ask more questions of their stu-

dents, spend a greater percentage of time on task during a class period, provide more assignments and

greater amounts of feedback on those assignments, and create a learning environment that encourages

higher participation by students when responding to questions. They also have more elaborated and

organized knowledge structures of their subject matter than less effective teachers.

AP AND IB EXAMINATION PERFORMANCE SHOULD BE INTERPRETED RELATIVE TO

COLLEGE SUCCESS.

AP and IB courses and examinations appear to be means to many critical longer term goals. Willingham and

Morris’ (1986) study of AP examinees revealed the following patterns.

• Students who earned scores of 3, 4, or 5 on AP examinations tended to excel in college to a greater degree

than students who did not take the examinations. Such students were more likely to maintain a B average

their freshman year and were more likely to graduate with academic honors. They were more frequently

cited as leaders and as most successful overall. These students also were more often accepted to doctoral-

level programs following undergraduate work than their non-AP peers.

22

• Students who earned more scores of 4 or 5 on their AP examinations tended to have higher scores on a

college admissions test and to graduate in the top decile of their high school class. They also were more

likely to graduate from college with top honors. Students who scored 1 or 2 on the AP examinations

tended to do less well—for example, they were less likely to be among the top performers in high school

and were less likely to graduate from college with honors.

• AP examinees were more likely to take more course work in the subject areas in which they were tested.

In fact, they were also two to five times more likely to major in a subject area in which they were tested

than were college students in general. Thus, taking a particular AP subject examination may indicate a

special interest in that academic area.

SUBJECT-SPECIFIC, COLLEGE-LEVEL LEARNING FROM AP AND IB COURSES IS FOREMOST.

While the most important factor is whether or not students in AP or IB courses are experiencing subject-

specific, college-level learning, performance on AP and IB examinations is the result of objective, external

standardized measurement of how well students are likely to perform in the same courses taken in college.

Thus, the quality and rigor of the advanced courses, the effectiveness of the teaching, and the availability of

the AP or IB course and examination experience to an ever-increasing number and diversity of able and

motivated students must be combined before these all important college-level learning experiences can occur.

Ultimately, such higher-level learning should translate into a greater number of academically prepared Texas

high school graduates, as well as graduates who are better prepared overall for the college and university

experience.

While the most important factor is whether or not students in AP or IB courses are experiencing subject-

specific, college-level learning, performance on AP and IB examinations is the result of objective, external

standardized measurement of how well students are likely to perform in the same courses taken in college.

Thus, the quality and rigor of the advanced courses, the effectiveness of the teaching, and the availability of

the AP or IB course and examination experience to an ever-increasing number and diversity of able and

motivated students must be combined before these all important college-level learning experiences can occur.

Ultimately, such higher-level learning should translate into a greater number of academically prepared Texas

high school graduates, as well as graduates

23

REFERENCES

Brasel, M.D. (1993). Advanced Placement Program acceptance policies at Texas public postsecondary

institutions: An overview. Unpublished report to the Commissioner of the Texas Higher Education

Coordinating Board. Austin, TX.

College Board, AP Program. (1996, December). Performance of AP students who are block scheduled.

Report presented at the meeting of the Guidance and Admission Assembly Council, New York.

College Entrance Examination Board. (1993). The Advanced Placement challenge: Providing excellence and

equity for the future. New York: Author.

College Entrance Examination Board. (1996a). A guide to the Advanced Placement Program. New York:

Author.

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gram. New York: Author.

College Entrance Examination Board. (1997a). A guide to the Advanced Placement Program. New York:

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College Entrance Examination Board. (1997b). Advanced Placement fees [On-line]. Available:

www.collegeboard.org/ap/html/students/fees001.html. (Date accessed: 8/8/97.)

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[On-line]. Available:

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eligible for credit through advanced placement [On-line]. Available:

cbweb1.collegeboard.org/

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apfee.html. (Date accessed: 1/28/99.)

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College Entrance Examination Board and Educational Testing Service. (1987). 1987 AP Texas and national

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College Entrance Examination Board and Educational Testing Service. (1989). 1989 AP Texas and national

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College Entrance Examination Board and Educational Testing Service. (1993). 1993 AP Texas and national

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College Entrance Examination Board and Educational Testing Service. (1994a). College and university guide

to the Advanced Placement Program. New York: Author.

College Entrance Examination Board and Educational Testing Service. (1994b). 1994 AP Texas and national

summary reports. New York: Author.

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College Entrance Examination Board and Educational Testing Service. (1997a). 1997 Advanced Placement

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College Entrance Examination Board and Educational Testing Service. (1997b). 1997 AP Texas and national

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College Entrance Examination Board and Educational Testing Service. (1999). Advanced Placement Course

Description. Human Geography (May 1999 Preliminary Edition). New York: Author.

College Entrance Examination Board, Office of Research and Development. (1998). Block schedules and

student performance on AP examinations. Research Notes (RN-03). New York: Author.

Edwards, C.M., Jr. (1995). The 4x4 plan. Educational Leadership, 53(3), 16-19.

Hagar, S., Antinone, L., Fleisher, G., & Vinson, J. (1997, October). Exploding the elitist myth: Advanced

Placement in Dallas public schools. Paper presented at the meeting of the College Board National Forum,

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Henderson, J., Winitzky, N., & Kauchak, D. (1996). Effective teaching in Advanced Placement classrooms.

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References

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International Baccalaureate Organisation. (1995). Statistical bulletin. Geneva, Switzerland: Author.

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www.ibo.org/ibo/news/

m1997.htm. (Date accessed: 9/30/97.)

International Baccalaureate Organisation. (1997b). IB scale of fees, 1997/98. New York: Author.

International Baccalaureate Organisation. (1997c). The diploma programme curriculum [On-line]. Available:

www.ibo.org/ibo/dipcurr.html. (Date accessed: 9/29/97.)

International Baccalaureate Organisation. (1997d). University guide to the IB diploma program, Fall 1997.

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International Baccalaureate Organisation. (1999). The diploma programme [On-line]. Available:

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International Baccalaureate examinations. Austin, TX: Author.

Texas Education Agency. (1997b). 1997 accountability manual (GE7 602 03). Austin, TX: Author.

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Austin, TX: Author.

26

Texas Education Agency. (1998b). Glossary for the Academic Excellence Indicator System 1997-98 report.

Austin, TX: Author.

Texas Education Agency. (1999a). Advanced Placement/International Baccalaureate Incentive Programs

[On-line correspondence]. Available:

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No. 13 (GE9 601 05) Austin, TX: Author.

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A special look at for-credit satellite courses. T-STAR Guide Magazine (Special Issue). Richardson, TX:

Author.

Texas Education Code. (1997). Texas School Law Bulletin. Austin, TX: West Group.

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credit by examination 1995-96 [Brochure]. Austin, TX: Author.

Willingham, W.W., & Morris, M. (1986). Four years later: A longitudinal study of Advanced Placement

students in college (College Board Report No. 86-2, ETS RR No. 85-46). New York: College Entrance

Examination Board.

27

APPENDIX A

AP AND IB SUMMARY TABLES

Appendix A

28

Appendix A

29

TABLE A-1

AP and IB Examination Grading Scales:

Correspondence between Scores and Verbal Descriptions

Data Sources: CEEB and ETS (1994a); IBO (1997d).

Advanced Placement International Baccalaureate

All Exams Subject Exams

Theory of Knowledge and

Extended Essay Exams

Score Verbal Description Score Verbal Description Score Verbal Description

5 Extremely well qualified 7 Excellent A Excellent

4 Well qualified 6 Very good B Good

3 Qualified 5 Good C Satisfactory

2 Possibly qualified 4 Satisfactory D Mediocre

1 No recommendation 3 Mediocre E Elementary

2 Poor F No Grade

1 Very poor

30

TABLE A-2

1996-97 AP Examination Results by State and for the Nation

Data Sources: CEEB and ETS (1997b). Grade 11-12 enrollment data from Applied Educational Research, Inc., as cited in CEEB and ETS

(1997b). Above data include both public and private school examinees and enrollees.

etatS

rebmuN

PA

sloohcS

latoT

tnecreP

sloohcS

PAni

21-11edarG

tnemllornE

PAlatoT

seenimaxE

tnecreP

seellornE

1=>gnikat

maxEPA

79-6991

tnecreP

:egnahC

seenimaxE

latoT

smaxEPA

nekaT

tnecreP

smaxE

5-3erocS

amabalA6129.14851,29426,62.72.0– 975,95.55

aksalA137.11723,61161,11.76.4228,11.56

anozirA7116.64798,39514,68.63.4851,015.16

sasnakrA4112.03248,06754,20.44.81015,37.25

ainrofilaC250,19.86475,296323,598.312.7668,6519.56

odaroloC1719.74162,68669,72.92.01478,114.86

tucitcennoC8811.28861,37477,80.213.9543,413.37

erawaleD738.64071,61648,14.113.31119,25.96

aibmuloCfotcirtsiD335.28479,7146,16.029.6187,26.27

adirolF8738.65420,203539,436.116.6853,956.55

aigroeG9138.75655,461776,313.82.9361,127.56

iiawaH159.96493,92855,27.87.6182,45.86

ohadI268.24314,63795,14.43.72622,20.76

sionillI1342.25350,072990,326.83.7560,932.27

anaidnI6034.65387,241569,83.63.7– 231,315.64

awoI5319.13663,08313,31.41.31746,49.86

sasnaK888.22268,66375,28.30.4374,33.36

ykcutneK8915.26809,09607,53.60.4758,87.15

anaisiuoL9019.32391,701480,39.21.6215,45.56

eniaM0115.85011,03127,20.91.61869,35.56

dnalyraM7325.27712,701306,416.311.8892,328.17

sttesuhcassaM6134.08034,821020,713.315.11313,722.27

nagihciM2541.35468,222392,613.70.41207,420.56

atosenniM5021.34850,731963,98.67.01146,218.06

ippississiM4214.63182,36626,21.40.1457,39.54

iruossiM7519.42672,821293,44.38.5319,65.37

anatnoM960.53862,42481,19.40.0206,17.96

aksarbeN677.12598,54876,17.30.01733,21.46

adaveN632.25286,43751,22.63.4955,38.75

erihspmaHweN972.17758,82455,29.86.7837,39.96

yesreJweN2040.58843,551363,021.313.6457,332.07

ocixeMweN060.93737,24914,27.50.0065,39.75

kroYweN4097.37357,373992,061.618.6517,593.46

aniloraChtroN6339.36509,141634,616.113.3841,628.95

atokaDhtroN514.7487,810931.24.4– 7354.07

oihO8155.85015,272725,818.65.7056,725.56

amohalkO980.81462,88115,30.45.41562,57.26

nogerO0315.24567,47200,44.56.51315,56.66

ainavlysnneP2559.06463,572756,025.74.7890,230.66

dnalsIedohR546.27328,02987,16.81.4566,24.76

aniloraChtuoS3226.07659,08847,90.210.0– 683,514.45

atokaDhtuoS339.51166,322887.30.04561,14.35

eessenneT5022.05388,611268,77.60.4078,115.56

saxeT4383.65004,934365,735.80.81813,262.06

hatU290.37105,47107,117.514.9944,810.07

tnomreV867.47378,51692,12.82.7108,14.46

ainigriV3334.96301,441757,121.514.6388,637.56

notgnihsaW7228.25763,931098,77.57.71168,018.56

ainigriVtseW3015.75368,54033,21.55.0043,32.75

nisnocsiW4339.65317,931536,016.76.21046,517.66

gnimoyW424.03221,512533.21.8– 0641.16

noita

N

424,119.25655,080,6027,6653.99.7364,9985.46

31

TABLE A-3

1996-97 AP Examinations, Texas Public School Courses, and Minimum Recommended

College Credit Hours

Data Sources: CEEB and ETS (1994a); TEA PEIMS (1997) for Texas AP courses; and ACE (cited in CEEB and ETS, 1994a) for

recommended minimum college credit hours for qualifying AP examination scores.

*Comparability studies will determine appropriate course hours. American Council on Education will provide recommendations following

their 1998 review.

maxEPA

esruoCdnarebmuNesruoCPA

SMIEPni

dednemmoceR

egelloCmuminiM

sruoHtiderC

cisuMdnatrA

yrotsiHtrA0010053AtrAfoyrotsiH6

gniwarD–trAoidutS0030053A)tinu1(gniwarD–trAoidutS6

lareneG–trAoidutS0020053AlareneG–trAoidutS6

yroehTcisuM0020513AyroehTcisuM6

hsilgnE

noitisopmoCdnaegaugnaLhsilgnE0010223AnoitisopmoCdnaegaugnaLhsilgnE6

noitisopmoCdnaerutaretiLhsilgnE0020223AnoitisopmoCdnaerutaretiLhsilgnE6

]1991retfadetanimilemaxE[0010513AerutaretiLdnagninetsiLcisuM –

segaugnaL

egaugnaLhcnerF0010143AegaugnaLhcnerF8-6

erutaretiLhcnerF0020143AerutaretiLhcnerF21-6

egaugnaLnamreG0010243AegaugnaLnamreG8-6

erutaretiLnitaL0020343A)ecaroH-sullutaC(nitaL8-6

ligreV–nitaL0010343A)ligreV(nitaL8-6

egaugnaLhsinapS0010443AegaugnaLhsinapS8-6

erutaretiLhsinapS0020443AerutaretiLhsinapS21-6

ecneicSretupmoC/htaM

BAsuluclaC1010013A)tinu1(BAsuluclaC4-3

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scinahceM–CscisyhP0020303ACscisyhP4-3

yrotsiH/ecneicSlaicoS

evitarapmoC:scitiloPdna.t’voG0020333AscitiloPdnatnemnrevoGevitarapmoC3

setatSdetinU:scitiloPdna.t’voG0010333AscitiloPdnatnemnrevoGnaciremA3

naeporuE–yrotsiH0020433AyrotsiHnaeporuE6

setatSdetinU–yrotsiH0010433A)tinu1(yrotsiHsetatSdetinU6

scimonoceorcaM0020133AscimonoceorcaM3

scimonoceorciM0010133AscimonoceorciM3

ygolohcysP0010533AygolohcysP3

32

TABLE A-4

Texas AP/IB Incentives through the 1998-99 Biennium*

Data Sources: TEC (1997), §28.052-28.054 and Rider 34 of the Appropriations Act, Article III – Education, 75th

Texas Legislature.

*Effective with the 1999-2000 school year, additional incentives will be funded. (See TEA correspondence from the

commissioner dated 8/26/99 at http://www.tea.state.tx.us/taa/aas990826.html.)

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oN

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lauqenatnacilppaelbigilehcaeyapyamAET,noitacudEfo

.tnacilppahcaerof52$deecxeotton,tnuoma

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33

TABLE A-5

Texas Advanced Courses and Students with Advanced Course Completions:

1992-93 to 1996-97, Grades 9-12

Data Source: TEA analysis of 1992-93 to 1994-95 TEA PEIMS course completion data, using only last semester completion of

courses as the basis for numerical counts.

Note. Data were not available for cells marked with a dash (–).

Statistics for All Advanced Courses 1992-93 1993-94 1994-95 1995-96 1996-97

Number of Students with at Least One Course Completed 98,541 106,726 117,791 158,977 192,357

Number of Course Completions 145,346 164,391 188,283 437,750 560,840

Average Number of Courses Completed Per Student 1.5 1.5 1.6 2.8 2.9

Statistics for AP Courses

Number of Students with at Least One AP Course Completed 11,402 21,505 32,723 46,977 59,939

Number of AP Course Completions 17,073 32,667 51,270 131,683 170,503

(Percent of All Advanced Course Completions) (11.7%) (19.9%) (27.2%) (30.1%) (30.4%)

Average Number of Courses Completed Per Student 1.5 1.5 1.6 2.8 2.8

Statistics for IB Courses

Number of Students with at Least One IB Course Completed –––– 3,453

Number of IB Course Completions –––– 9,322

(Percent of All Advanced Course Completions) ––––(1.7%)

Average Number of Courses Completed Per Student ––––2.7

Statistics for non-AP/IB Courses

Number of Students with at Least One Course Completed 93,149 96,530 102,247 139,695 167,688

Number of Course Completions 128,273 131,724 137,013 306,067 381,015

(Percent of All Advanced Course Completions) (88.3%) (80.1%) (72.8%) (70.0%) (67.9%)

Average Number of Courses Completed Per Student 1.4 1.4 1.3 2.2 2.3

TABLE A-6

AP Examinee and Advanced Course Completer Correspondence:

1992-93 to 1996-97 Texas Public Schools, Grades 9-12

Data Sources: TEA analysis of CEEB 1992-93 to 1996-97 Texas AP public school examination and TEA PEIMS course completion

data, using only last semester completion of courses as the basis for numerical counts.

39-299149-399159-499169-599179-6991

seenimaxE rebmuNtnecrePrebmuNtnecrePrebmuNtnecrePrebmuNtnecrePrebmuNtnecreP

sesruoCPA

sesruocoN433,93.66075,87.15901,016.34348,86.33996,95.92

esruocenotsaeltA747,47.33410,83.84760,314.65864,714.66332,325.07

sesruoCdecnavdA

sesruocoN860,27.41170,25.21879,28.21855,27.9710,32.9

esruocenotsaeltA310,213.58315,415.78891,022.78357,323.09519,928.09

34

TABLE A-7

Advanced Course Completers and AP Examinee Correspondence:

1992-93 to 1996-97 Texas Public Schools, Grades 9-12

Data Sources: TEA analysis of CEEB 1992-93 to 1996-97 Texas AP public school examination and TEA PEIMS course completion

data, using only last semester completion of courses as the basis for numerical counts.

39-299149-399159-499169-599179-6991

sretelpmoCesruoC rebmuNtnecrePrebmuNtnecrePrebmuNtnecrePrebmuNtnecrePrebmuNtnecreP

sretelpmoCesruoCPA

smaxeoN556,64.85194,317.26912,915.95524,523.95076,137.75

maxeenotsaeltA747,46.14410,83.73760,315.04864,717.04332,323.24

sretelpmoCesruoCdecnavdA

smaxeoN825,688.78312,294.68395,799.28598,5110.38323,8312.28

maxeenotsaeltA310,212.21315,416.31891,021.71357,320.71519,928.71

TABLE A-8

Correspondence between Specific AP Examinations and AP Courses Completed:

1992-93 to 1996-97 Texas Public Schools, Grades 9-12

Data Sources: TEA analysis of CEEB 1992-93 to 1996-97 Texas AP public school examination and TEA PEIMS course completion

data, using only last semester completion of courses as the basis for numerical counts.

Note. AP examinations were linked to corresponding AP courses by student to obtain the statistics above.

39-299149-399159-499169-599179-6991

dnaseenimaxE

sretelpmoCesruoC rebmuNtnecrePrebmuNtnecrePrebmuNtnecrePrebmuNtnecrePrebmuNtnecreP

tuohtiwnekatsmaxE

esruocPAgnidnopserroc299,518.27531,618.06012,326.16098,229.35663,320.34

htiwnekatsmaxE

esruocPAgnidnopserroc189,52.72014,012.93184,414.83585,911.64199,030.75

tuohtiwdetelpmocesruocPA

maxegnidnopserroc481,112.56653,222.86557,637.17212,945.17863,957.56

htiwdetelpmocesruocPA

maxegnidnopserroc189,58.43014,018.13184,413.82585,915.82199,033.43

35

rebmuN

smaxEfo

latoTfotnecreP

smaxE

maxEfotnecreP

5-3serocS

naeM

erocS

noitanimaxEsaxeT

.S.UsaxeT .S.UsaxeT .S.UsaxeT .S.U

noitisopmoC&egaugnaLhsilgnE223,21 039,568.91 3.77.95 1.5648.2 99.2

noitisopmoC&erutaretiLhsilgnE255,01 079,4519.61 2.714.36 9.8649.2 80.3

.S.U:yrotsiH341,7

160,9415.11 6.613.54 7.4506.2 48.2

BAsuluclaC595,5

734,8010.9 1.218.45 3.9586.2 28.2

egaugnaLhsinapS543,4 441,540.7 0.53.38 0.9748.3 36.3

.S.U:scitiloPdnatnemnrevoG577,3 131,541.6 0.50.85 2.1477.2 39.2

ygoloiB215,3

864,966.5 7.71.45 3.7697.2 81.3

yrtsimehC301,2 308,044.3 5.41.35 1.8527.2 58.2

scimonoceorcaM:scimonocE270,2 592,513.3 7.14.26 7.0601.3 50.3

naeporuE:yrotsiH452,1

594,240.2 7.43.07 9.3730.3 80.3

CBsuluclaC142,1 943,220.2 5.22.08 9.8706.3 84.3

ygolohcysP749 352,815.1 0.24.56 6.2700.3 52.3

scimonoceorciM:scimonocE839

574,115.1 3.15.44 9.0655.2 69.2

AecneicSretupmoC898 299,64.1 8.09.64 0.7445.2 25.2

BscisyhP996

016,021.1 3.29.45 8.9536.2 57.2

lareneG:trAoidutS986 709,61.1 8.06.48 3.5745.3 52.3

scinahceM:CscisyhP266 047,111.1 3.16.17 8.0762.3 72.3

erutaretiLhsinapS445

698,59.0 7.01.47 8.4711.3 81.3

egaugnaLhcnerF005 123,218.0 4.10.74 2.6555.2 67.2

BAecneicSretupmoC944

763,47.0 5.07.17 7.1704.3 73.3

msitengaM&.rtcelE:CscisyhP614 717,57.0 6.03.16 9.5662.3 23.3

yrotsiHtrA473 595,66.0 7.07.86 4.4770.3 32.3

scitsitatS263

155,76.0 8.01.76 1.2631.3 79.2

gniwarD:trAoidutS862 501,34.0 3.05.37 8.0734.3 42.3

egaugnaLnamreG451 349,22.0 3.08.75 9.0670.3 40.3

evitarapmoC:scitiloP&.t’voG641

474,62.0 7.08.34 3.1694.2 09.2

erutaretiLnitaL411 247,12.0 2.08.15 4.0626.2 48.2

yroehTcisuM001 203,32.0 4.00.17 3.7622.3 61.3

ligreV:nitaL59

559,22.0 3.01.16 1.7678.2 60.3

erutaretiLhcnerF94 614,11.0 2.05.57 4.9673.3 42.3

TABLE A-9

1996-97 AP Examination Score Statistics by Subject for Texas and the Nation

Data Source: CEEB and ETS (1997b). Data are based on all (both public and non-public) examinees.

36

TABLE A-10

1996-97 IB Examination Score Statistics by Subject for Texas

Exam

Number

of Exams

Percent of

Total Exams

Percent of Exam

Scores 4-7

Mean

Score

English A1* 313 21.1 70.0 4.1

French B* 43 2.9 81.4 4.3

German B* 9 0.6 55.6 4.0

Spanish B* 115 7.8 99.1 5.1

Russian B* 11 0.7 100.0 5.9

Mandarin B* 5 0.3 100.0 6.4

History SL 66 4.5 34.9 2.8

History: Americas HL 104 7.0 92.3 4.7

Economics* 112 7.6 63.4 4.0

Psychology 73 4.9 94.5 4.8

Biology* 98 6.6 72.5 4.0

Chemistry HL 29 2.0 58.6 3.7

Chemistry SL 47 3.2 76.6 4.2

Physics* 96 6.5 88.5 4.6

Mathematics HL 64 4.3 40.6 3.2

Mathematical Methods SL 86 5.8 72.1 4.3

Mathematical Studies SL 98 6.6 89.8 5.5

Art/Design HL 6 0.4 100.0 6.7

Art/Design SL Option A 5 0.3 100.0 6.4

Art/Design SL Option B 7 0.5 100.0 5.4

Computer Science* 60 4.1 81.7 4.9

Data Source: TEA summary analyses of Texas public school examination data files provided in 1997 by

the IBO in Cardiff, Wales, Great Britain. Excluded above are subject examinations with fewer than five

examinees, as well as satisfactory Theory of Knowledge (TOK) Course and Essay completions, which are

required for the IB diploma but are excluded in TEA accountability system reporting of AP and IB subject

examinations. There were 158 examinees with valid scores on the TOK exam; 147 examinees had valid

scores on the essay examination.

*Subjects with both Higher Level (HL) and Subsidiary Level (SL) examinees in 1997.

37

APPENDIX B

1997 TEXAS AP AND IB RESULTS BY DISTRICT

Appendix B

38

Appendix B

39

RESULTS AND NOTES LISTED IN TABLES

The AP examination results listed for each district in Table B-1 include: the 1996-97 total number of students

enrolled in Grades 11-12, number and percent of 11th- and 12th-graders who took at least one AP examina-

tion, number and percent of examinees with at least one score of 3-5, total number of examinations taken,

number and percent of AP examinations with scores of 3-5, and a “note” column for district-specific com-

ments. Similarly, IB results are listed by district in Table B-2; however, columns pertaining to the number and

percent of examinees and examinations refer to scores within a 4-7 range.

More specifically, AP score data for districts are not listed in Table B-1 when the number of students

with scores is less than five because of the instability of statistics based on such low numbers of scores.

A “< 5-masked*” note is printed for districts with fewer than five students tested. This precaution also helps

to ensure that single sets of scores cannot be identified or linked with any individual. Districts with no 11th or

12th-graders tested received a “none tested” note. In contrast, Table B-2 only lists the 9 districts with IB

examinees. In both Tables B-1 and B-2, districts with five or more examinees but with fewer than five scores

of either 3-5 for AP or 4-7 for IB were given a “< 5-masked+” comment. Some IB examination scores for one

district in Table B-2 were pending as of September 3, 1997, and were thereby masked with a “< 5-masked+”

note because of incomplete score results.

SOURCES OF DATA FOR TABLES

Texas data were obtained from the College Board via its contractor, the Educational Testing Service, on

34,075 students who took one or more AP examinations in May 1997. Similarly, Texas data were obtained

from the International Baccalaureate Organisation in Cardiff, Wales, Great Britain, on 685 Texas students

who took IB examinations in May 1997. District results included 32,071 AP examinees and 619 IB examinees

with valid scores who were 11th- and 12th-graders enrolled in Texas public high schools in 1996-97. Some of

the IB examination scores were pending in one district as of September 3, 1997. Data on enrollment for

students who were not receiving special education services and their grade levels were obtained from TEA’s

Public Education Information Management System (PEIMS). When grade level on an AP examinee was not

available from PEIMS, it was obtained from the AP examinee data file. PEIMS data were also used to distin-

guish public from non-public school data. Because Texas public school AP results include Grade 11-12

examinees only and are based on PEIMS identification of Texas public schools, College Board summaries of

Texas public school AP results may vary somewhat from those published by TEA. The IBO publishes no

comparable summaries of Texas IB examination results.

NOTES ABOUT TABLES IN APPENDIX B

40

41

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

ANDERSON CAYUGA ISD 93 . . . . . . . NONE TESTED

ELKHART ISD 111 5 4.5 . . . . . < 5-MASKED+

FRANKSTON ISD 88 . . . . . . . NONE TESTED

NECHES ISD 31 . . . . . . . NONE TESTED

PALESTINE ISD 376 22 5.9 11 50.0 29 15 51.7

SLOCUM ISD 45 . . . . . . . NONE TESTED

WESTWOOD ISD 199 . . . . . . . NONE TESTED

ANDREWS ANDREWS ISD 375 22 5.9 . . . . . < 5-MASKED+

ANGELINA CENTRAL ISD 137 . . . . . . . NONE TESTED

DIBOLL ISD 176 8 4.5 . . . . . < 5-MASKED+

HUDSON ISD 206 14 6.8 6 42.9 24 13 54.2

HUNTINGTON ISD 179 . . . . . . . NONE TESTED

LUFKIN ISD 894 37 4.1 32 86.5 42 35 83.3

ZAVALLA ISD 40 . . . . . . . NONE TESTED

ARANSAS ARANSAS COUNTY I 327 13 4.0 . . . . . < 5-MASKED+

ARCHER ARCHER CITY ISD 58 . . . . . . . NONE TESTED

HOLLIDAY ISD 129 . . . . . . . NONE TESTED

MEGARGEL ISD 12 . . . . . . . NONE TESTED

WINDTHORST ISD 53 . . . . . . . < 5-MASKED*

ARMSTRONG CLAUDE ISD 70 . . . . . . . NONE TESTED

ATASCOSA CHARLOTTE ISD 60 . . . . . . . NONE TESTED

JOURDANTON ISD 116 6 5.2 . . . . . < 5-MASKED+

LYTLE ISD 128 . . . . . . . NONE TESTED

PLEASANTON ISD 358 31 8.7 12 38.7 42 13 31.0

POTEET ISD 187 . . . . . . . NONE TESTED

AUSTIN BELLVILLE ISD 236 . . . . . . . NONE TESTED

SEALY ISD 281 . . . . . . . < 5-MASKED*

WALLIS-ORCHARD I 103 . . . . . . . NONE TESTED

BAILEY MULESHOE ISD 169 36 21.3 15 41.7 45 17 37.8

THREE WAY ISD 18 . . . . . . . NONE TESTED

BANDERA BANDERA ISD 189 24 12.7 7 29.2 56 9 16.1

MEDINA ISD 41 8 19.5 5 62.5 9 5 55.6

BASTROP BASTROP ISD 492 17 3.5 11 64.7 25 18 72.0

ELGIN ISD 266 14 5.3 8 57.1 18 8 44.4

SMITHVILLE ISD 168 12 7.1 . . . . . < 5-MASKED+

BAYLOR SEYMOUR ISD 92 . . . . . . . NONE TESTED

BEE BEEVILLE ISD 498 10 2.0 10 100.0 10 10 100.0

PETTUS ISD 56 . . . . . . . NONE TESTED

SKIDMORE-TYNAN I 86 11 12.8 . . . . . < 5-MASKED+

BELL ACADEMY ISD 114 7 6.1 5 71.4 14 9 64.3

BARTLETT ISD 48 17 35.4 6 35.3 21 7 33.3

BELTON ISD 674 35 5.2 26 74.3 48 31 64.6

HOLLAND ISD 66 . . . . . . . NONE TESTED

KILLEEN ISD 2,541 119 4.7 72 60.5 206 105 51.0

ROGERS ISD 110 . . . . . . . NONE TESTED

SALADO ISD 104 11 10.6 5 45.5 14 6 42.9

TEMPLE ISD 730 32 4.4 19 59.4 58 30 51.7

TROY ISD 138 . . . . . . . < 5-MASKED*

BEXAR ALAMO HEIGHTS IS 529 79 14.9 65 82.3 106 83 78.3

BLESSED SACRAMEN 61 . . . . . . . NONE TESTED

BUILDING ALTERNA 22 . . . . . . . NONE TESTED

EAST CENTRAL ISD 708 29 4.1 14 48.3 39 17 43.6

EDGEWOOD ISD 989 39 3.9 18 46.2 45 18 40.0

FT SAM HOUSTON I 128 6 4.7 . . . . . < 5-MASKED+

HARLANDALE ISD 1,185 12 1.0 10 83.3 12 10 83.3

JUDSON ISD 1,538 164 10.7 128 78.1 312 212 68.0

LACKLAND ISD 46 17 37.0 11 64.7 20 13 65.0

NORTH EAST ISD 4,937 286 5.8 209 73.1 476 306 64.3

NORTHSIDE ISD 6,219 618 9.9 469 75.9 1,159 800 69.0

RANDOLPH FIELD I 82 28 34.1 11 39.3 57 15 26.3

SAN ANTONIO ISD 5,125 463 9.0 168 36.3 612 192 31.4

SOMERSET ISD 179 10 5.6 5 50.0 15 5 33.3

SOUTH SAN ANTONI 982 71 7.2 14 19.7 89 15 16.8

SOUTHSIDE ISD 321 51 15.9 15 29.4 93 16 17.2

SOUTHWEST ISD 686 . . . . . . . NONE TESTED

BLANCO BLANCO ISD 100 18 18.0 5 27.8 19 5 26.3

JOHNSON CITY ISD 70 7 10.0 5 71.4 10 7 70.0

BORDEN BORDEN COUNTY IS 30 . . . . . . . NONE TESTED

BOSQUE CLIFTON ISD 145 . . . . . . . < 5-MASKED*

CRANFILLS GAP IS 12 . . . . . . . NONE TESTED

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

42

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

BOSQUE IREDELL ISD 16 . . . . . . . NONE TESTED

KOPPERL ISD 32 6 18.8 . . . . . < 5-MASKED+

MERIDIAN ISD 50 . . . . . . . NONE TESTED

MORGAN ISD 21 . . . . . . . NONE TESTED

VALLEY MILLS ISD 60 8 13.3 . . . . . < 5-MASKED+

WALNUT SPRINGS I 20 . . . . . . . NONE TESTED

BOWIE DEKALB ISD 137 18 13.1 7 38.9 33 12 36.4

HOOKS ISD 150 . . . . . . . NONE TESTED

LIBERTY-EYLAU IS 285 . . . . . . . NONE TESTED

MAUD ISD 52 . . . . . . . NONE TESTED

NEW BOSTON ISD 179 . . . . . . . NONE TESTED

PLEASANT GROVE I 224 16 7.1 6 37.5 21 7 33.3

REDWATER ISD 125 18 14.4 . . . . . < 5-MASKED+

SIMMS ISD 63 . . . . . . . NONE TESTED

TEXARKANA ISD 541 31 5.7 21 67.7 38 23 60.5

BRAZORIA ALVIN ISD 992 28 2.8 20 71.4 47 30 63.8

ANGLETON ISD 667 14 2.1 11 78.6 18 11 61.1

BRAZOSPORT ISD 1,220 63 5.2 51 81.0 108 87 80.6

COLUMBIA-BRAZORI 400 28 7.0 13 46.4 32 14 43.8

DANBURY ISD 106 . . . . . . . < 5-MASKED*

PEARLAND ISD 898 126 14.0 79 62.7 199 118 59.3

SWEENY ISD 277 . . . . . . . < 5-MASKED*

BRAZOS BRYAN ISD 1,152 160 13.9 104 65.0 296 191 64.5

COLLEGE STATION 808 140 17.3 123 87.9 266 241 90.6

BREWSTER ALPINE ISD 165 . . . . . . . NONE TESTED

MARATHON ISD 11 . . . . . . . NONE TESTED

TERLINGUA CSD 7 . . . . . . . NONE TESTED

BRISCOE SILVERTON ISD 34 . . . . . . . < 5-MASKED*

BROOKS BROOKS ISD 187 . . . . . . . NONE TESTED

BROWN BANGS ISD 109 . . . . . . . < 5-MASKED*

BLANKET ISD 22 . . . . . . . NONE TESTED

BROOKESMITH ISD 30 6 20.0 . . . . . < 5-MASKED+

BROWNWOOD ISD 389 5 1.3 . . . . . < 5-MASKED+

EARLY ISD 120 19 15.8 11 57.9 19 11 57.9

MAY ISD 24 . . . . . . . NONE TESTED

ZEPHYR ISD 27 . . . . . . . NONE TESTED

BURLESON CALDWELL ISD 186 . . . . . . . < 5-MASKED*

SNOOK ISD 33 . . . . . . . NONE TESTED

SOMERVILLE ISD 90 5 5.6 . . . . . < 5-MASKED+

BURNET BURNET CONS ISD 247 27 10.9 17 63.0 37 18 48.7

MARBLE FALLS ISD 337 18 5.3 12 66.7 23 17 73.9

CALDWELL LOCKHART ISD 350 . . . . . . . NONE TESTED

LULING ISD 166 6 3.6 . . . . . < 5-MASKED+

PRAIRIE LEA ISD 16 . . . . . . . NONE TESTED

CALHOUN CALHOUN CO ISD 432 . . . . . . . < 5-MASKED*

CALLAHAN BAIRD ISD 61 . . . . . . . NONE TESTED

CLYDE CONS ISD 170 6 3.5 6 100.0 8 8 100.0

CROSS PLAINS ISD 59 . . . . . . . NONE TESTED

EULA ISD 71 . . . . . . . < 5-MASKED*

CAMERON BROWNSVILLE ISD 3,338 111 3.3 47 42.3 150 58 38.7

HARLINGEN CONS I 1,667 76 4.6 44 57.9 119 56 47.1

LA FERIA ISD 273 16 5.9 . . . . . < 5-MASKED+

LOS FRESNOS CONS 580 . . . . . . . < 5-MASKED*

POINT ISABEL ISD 199 17 8.5 16 94.1 19 17 89.5

RIO HONDO ISD 210 14 6.7 . . . . . < 5-MASKED+

SAN BENITO CONS 781 . . . . . . . < 5-MASKED*

SANTA MARIA ISD 51 . . . . . . . NONE TESTED

SANTA ROSA ISD 146 . . . . . . . NONE TESTED

SOUTH TEXAS ISD 594 144 24.2 91 63.2 220 112 50.9

CAMP PITTSBURG ISD 219 15 6.8 10 66.7 24 14 58.3

CARSON GROOM ISD 32 . . . . . . . NONE TESTED

PANHANDLE ISD 89 . . . . . . . NONE TESTED

WHITE DEER ISD 65 . . . . . . . NONE TESTED

CASS ATLANTA ISD 210 5 2.4 . . . . . < 5-MASKED+

AVINGER ISD 27 . . . . . . . NONE TESTED

BLOOMBURG ISD 36 . . . . . . . NONE TESTED

HUGHES SPRINGS I 97 11 11.3 . . . . . < 5-MASKED+

LINDEN-KILDARE C 133 7 5.3 . . . . . < 5-MASKED+

MCLEOD ISD 48 . . . . . . . NONE TESTED

QUEEN CITY ISD 161 . . . . . . . < 5-MASKED*

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

43

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

CASTRO DIMMITT ISD 177 . . . . . . . NONE TESTED

HART ISD 62 . . . . . . . < 5-MASKED*

NAZARETH ISD 44 6 13.6 . . . . . < 5-MASKED+

CHAMBERS ANAHUAC ISD 143 . . . . . . . NONE TESTED

BARBERS HILL ISD 255 32 12.5 23 71.9 44 28 63.6

EAST CHAMBERS IS 119 9 7.6 . . . . . < 5-MASKED+

CHEROKEE ALTO ISD 85 . . . . . . . NONE TESTED

JACKSONVILLE ISD 484 22 4.5 11 50.0 24 11 45.8

NEW SUMMERFIELD 36 . . . . . . . NONE TESTED

RUSK ISD 222 . . . . . . . NONE TESTED

WELLS ISD 34 . . . . . . . NONE TESTED

CHILDRESS CHILDRESS ISD 131 5 3.8 . . . . . < 5-MASKED+

CLAY BELLEVUE ISD 17 . . . . . . . < 5-MASKED*

BYERS ISD 19 . . . . . . . NONE TESTED

HENRIETTA ISD 137 9 6.6 7 77.8 10 7 70.0

MIDWAY ISD 23 . . . . . . . NONE TESTED

PETROLIA ISD 53 . . . . . . . NONE TESTED

COCHRAN MORTON ISD 73 . . . . . . . < 5-MASKED*

WHITEFACE CONS I 89 12 13.5 . . . . . < 5-MASKED+

COKE BRONTE ISD 39 . . . . . . . NONE TESTED

ROBERT LEE ISD 47 . . . . . . . NONE TESTED

COLEMAN COLEMAN ISD 138 8 5.8 . . . . . < 5-MASKED+

NOVICE ISD 14 . . . . . . . NONE TESTED

PANTHER CREEK CO 30 . . . . . . . NONE TESTED

SANTA ANNA ISD 41 . . . . . . . NONE TESTED

COLLIN ALLEN ISD 852 104 12.2 66 63.5 161 104 64.6

ANNA ISD 88 . . . . . . . NONE TESTED

BLUE RIDGE ISD 42 . . . . . . . NONE TESTED

CELINA ISD 106 . . . . . . . NONE TESTED

COMMUNITY ISD 106 6 5.7 . . . . . < 5-MASKED+

FARMERSVILLE ISD 123 . . . . . . . NONE TESTED

FRISCO ISD 247 . . . . . . . < 5-MASKED*

MCKINNEY ISD 711 75 10.5 50 66.7 116 69 59.5

PLANO ISD 4,584 1,315 28.7 1091 83.0 2,890 2,277 78.8

PRINCETON ISD 198 8 4.0 . . . . . < 5-MASKED+

PROSPER ISD 70 6 8.6 . . . . . < 5-MASKED+

WYLIE ISD 334 34 10.2 19 55.9 57 24 42.1

COLLINGSWOR SAMNORWOOD ISD 13 6 46.2 . . . . . < 5-MASKED+

WELLINGTON ISD 87 . . . . . . . < 5-MASKED*

COLORADO COLUMBUS ISD 202 19 9.4 9 47.4 25 13 52.0

RICE CONS ISD 160 8 5.0 6 75.0 11 8 72.7

WEIMAR ISD 98 . . . . . . . < 5-MASKED*

COMAL COMAL ISD 943 42 4.5 31 73.8 50 35 70.0

NEW BRAUNFELS IS 704 27 3.8 18 66.7 36 25 69.4

COMANCHE COMANCHE ISD 145 . . . . . . . NONE TESTED

DE LEON ISD 77 . . . . . . . NONE TESTED

GUSTINE ISD 28 . . . . . . . NONE TESTED

SIDNEY ISD 17 . . . . . . . NONE TESTED

CONCHO EDEN CONS ISD 50 10 20.0 . . . . . < 5-MASKED+

PAINT ROCK ISD 38 . . . . . . . NONE TESTED

COOKE CALLISBURG ISD 103 . . . . . . . NONE TESTED

ERA ISD 43 . . . . . . . < 5-MASKED*

GAINESVILLE ISD 252 7 2.8 6 85.7 8 6 75.0

LINDSAY ISD 56 7 12.5 7 100.0 12 8 66.7

MUENSTER ISD 48 . . . . . . . < 5-MASKED*

VALLEY VIEW ISD 60 9 15.0 7 77.8 30 12 40.0

CORYELL COPPERAS COVE IS 783 36 4.6 26 72.2 60 43 71.7

EVANT ISD 42 . . . . . . . NONE TESTED

GATESVILLE ISD 252 . . . . . . . NONE TESTED

JONESBORO ISD 28 . . . . . . . NONE TESTED

OGLESBY ISD 19 . . . . . . . NONE TESTED

COTTLE PADUCAH ISD 53 . . . . . . . NONE TESTED

CRANE CRANE ISD 137 . . . . . . . < 5-MASKED*

CROCKETT CROCKETT CO CONS 136 17 12.5 . . . . . < 5-MASKED+

CROSBY CROSBYTON ISD 64 . . . . . . . NONE TESTED

LORENZO ISD 45 . . . . . . . NONE TESTED

RALLS ISD 80 . . . . . . . NONE TESTED

CULBERSON CULBERSON COUNTY 72 . . . . . . . < 5-MASKED*

DALLAM DALHART ISD 168 22 13.1 7 31.8 26 9 34.6

TEXLINE ISD 27 . . . . . . . NONE TESTED

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

44

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

DALLAS CARROLLTON-FARME 1,943 441 22.7 328 74.4 869 609 70.1

CEDAR HILL ISD 604 156 25.8 67 43.0 321 116 36.1

COPPELL ISD 612 71 11.6 61 85.9 119 95 79.8

DALLAS CAN! ACAD 75 . . . . . . . NONE TESTED

DALLAS ISD 11,885 1,363 11.5 522 38.3 2,530 864 34.2

DE SOTO ISD 761 120 15.8 77 64.2 237 138 58.2

DUNCANVILLE ISD 1,369 107 7.8 85 79.4 191 148 77.5

GARLAND ISD 4,296 657 15.3 300 45.7 1,093 451 41.3

GRAND PRAIRIE IS 1,668 56 3.4 26 46.4 101 39 38.6

HIGHLAND PARK IS 576 269 46.7 215 79.9 516 391 75.8

IRVING ISD 2,255 162 7.2 96 59.3 253 146 57.7

LANCASTER ISD 392 5 1.3 . . . . . < 5-MASKED+

MESQUITE ISD 2,882 184 6.4 109 59.2 254 139 54.7

RICHARDSON ISD 3,890 723 18.6 585 80.9 1,426 1,065 74.7

WILMER-HUTCHINS 352 . . . . . . . NONE TESTED

DAWSON DAWSON ISD 20 . . . . . . . NONE TESTED

KLONDIKE ISD 26 . . . . . . . NONE TESTED

LAMESA ISD 279 17 6.1 5 29.4 18 5 27.8

SANDS ISD 32 . . . . . . . NONE TESTED

DEAF SMITH HEREFORD ISD 502 34 6.8 21 61.8 42 24 57.1

DELTA COOPER ISD 98 . . . . . . . NONE TESTED

FANNINDEL ISD 29 . . . . . . . NONE TESTED

DENTON AUBREY ISD 89 . . . . . . . NONE TESTED

DENTON ISD 1,213 180 14.8 122 67.8 268 170 63.4

KRUM ISD 96 . . . . . . . NONE TESTED

LAKE DALLAS ISD 222 . . . . . . . < 5-MASKED*

LEWISVILLE ISD 2,836 225 7.9 151 67.1 316 213 67.4

LITTLE ELM ISD 116 . . . . . . . < 5-MASKED*

NORTHWEST ISD 486 61 12.6 32 52.5 121 62 51.2

PILOT POINT ISD 114 . . . . . . . < 5-MASKED*

PONDER ISD 58 . . . . . . . NONE TESTED

SANGER ISD 189 . . . . . . . NONE TESTED

DEWITT CUERO ISD 254 18 7.1 10 55.6 21 10 47.6

NORDHEIM ISD 15 . . . . . . . NONE TESTED

YOAKUM ISD 198 . . . . . . . < 5-MASKED*

YORKTOWN ISD 101 9 8.9 5 55.6 9 5 55.6

DICKENS PATTON SPRINGS I 23 . . . . . . . NONE TESTED

SPUR ISD 61 . . . . . . . NONE TESTED

DIMMIT ASHERTON ISD 43 . . . . . . . NONE TESTED

CARRIZO SPRINGS 276 25 9.1 13 52.0 32 14 43.8

DONLEY CLARENDON ISD 62 5 8.1 . . . . . < 5-MASKED+

HEDLEY ISD 18 . . . . . . . NONE TESTED

DUVAL BENAVIDES ISD 72 . . . . . . . NONE TESTED

FREER ISD 103 5 4.9 . . . . . < 5-MASKED+

SAN DIEGO ISD 166 10 6.0 . . . . . < 5-MASKED+

EASTLAND CISCO ISD 97 . . . . . . . NONE TESTED

EASTLAND ISD 123 . . . . . . . NONE TESTED

GORMAN ISD 46 6 13.0 . . . . . < 5-MASKED+

RANGER ISD 68 10 14.7 . . . . . < 5-MASKED+

RISING STAR ISD 25 . . . . . . . NONE TESTED

ECTOR ECTOR COUNTY ISD 2,786 179 6.4 96 53.6 321 149 46.4

EDWARDS NUECES CANYON CO 48 . . . . . . . NONE TESTED

ROCKSPRINGS ISD 43 16 37.2 12 75.0 19 13 68.4

EL PASO ANTHONY ISD 87 . . . . . . . < 5-MASKED*

CANUTILLO ISD 381 17 4.5 5 29.4 20 5 25.0

CLINT ISD 542 34 6.3 . . . . . < 5-MASKED+

EL PASO ISD 6,303 513 8.1 294 57.3 761 405 53.2

FABENS ISD 251 8 3.2 . . . . . < 5-MASKED+

SAN ELIZARIO ISD 332 13 3.9 13 100.0 13 13 100.0

SOCORRO ISD 1,951 21 1.1 15 71.4 26 15 57.7

TORNILLO ISD 60 . . . . . . . NONE TESTED

YSLETA ISD 5,630 474 8.4 165 34.8 654 184 28.1

ELLIS AVALON ISD 23 . . . . . . . NONE TESTED

ENNIS ISD 369 54 14.6 15 27.8 88 24 27.3

FERRIS ISD 133 29 21.8 5 17.2 36 5 13.9

ITALY ISD 75 . . . . . . . NONE TESTED

MAYPEARL ISD 58 . . . . . . . NONE TESTED

MIDLOTHIAN ISD 396 67 16.9 35 52.2 106 46 43.4

MILFORD ISD 22 . . . . . . . NONE TESTED

PALMER ISD 80 10 12.5 8 80.0 13 9 69.2

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

45

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

ELLIS RED OAK ISD 377 34 9.0 25 73.5 49 32 65.3

WAXAHACHIE ISD 605 144 23.8 41 28.5 297 60 20.2

ERATH DUBLIN ISD 119 . . . . . . . NONE TESTED

HUCKABAY ISD 17 . . . . . . . NONE TESTED

LINGLEVILLE ISD 18 . . . . . . . NONE TESTED

STEPHENVILLE ISD 406 35 8.6 13 37.1 40 13 32.5

FALLS CHILTON ISD 34 . . . . . . . NONE TESTED

MARLIN ISD 126 . . . . . . . NONE TESTED

ROSEBUD-LOTT ISD 111 . . . . . . . < 5-MASKED*

FANNIN BONHAM ISD 216 . . . . . . . NONE TESTED

DODD CITY ISD 22 . . . . . . . NONE TESTED

ECTOR ISD 17 . . . . . . . NONE TESTED

HONEY GROVE ISD 69 . . . . . . . NONE TESTED

LEONARD ISD 78 . . . . . . . NONE TESTED

SAM RAYBURN ISD 51 . . . . . . . < 5-MASKED*

SAVOY ISD 32 . . . . . . . NONE TESTED

TRENTON ISD 39 . . . . . . . NONE TESTED

FAYETTE FAYETTEVILLE ISD 32 . . . . . . . NONE TESTED

FLATONIA ISD 52 11 21.2 . . . . . < 5-MASKED+

LA GRANGE ISD 233 13 5.6 8 61.5 31 19 61.3

ROUND TOP-CARMIN 27 . . . . . . . NONE TESTED

SCHULENBURG ISD 112 . . . . . . . < 5-MASKED*

FISHER ROBY CONS ISD 27 . . . . . . . < 5-MASKED*

ROTAN ISD 58 . . . . . . . NONE TESTED

FLOYD FLOYDADA ISD 123 10 8.1 . . . . . < 5-MASKED+

LOCKNEY ISD 75 5 6.7 . . . . . < 5-MASKED+

FOARD CROWELL ISD 36 . . . . . . . NONE TESTED

FORT BEND FORT BEND ISD 5,371 863 16.1 729 84.5 1,746 1,388 79.5

LAMAR CONSOLIDAT 1,283 61 4.8 41 67.2 85 52 61.2

NEEDVILLE ISD 274 24 8.8 14 58.3 31 17 54.8

STAFFORD MSD 207 21 10.1 10 47.6 30 16 53.3

FRANKLIN MOUNT VERNON ISD 164 . . . . . . . < 5-MASKED*

FREESTONE FAIRFIELD ISD 187 25 13.4 7 28.0 42 7 16.7

TEAGUE ISD 130 17 13.1 7 41.2 19 7 36.8

WORTHAM ISD 46 . . . . . . . NONE TESTED

FRIO DILLEY ISD 104 . . . . . . . NONE TESTED

PEARSALL ISD 258 38 14.7 8 21.0 44 8 18.2

GAINES LOOP ISD 19 . . . . . . . NONE TESTED

SEAGRAVES ISD 63 16 25.4 . . . . . < 5-MASKED+

SEMINOLE ISD 230 37 16.1 10 27.0 65 11 16.9

GALVESTON CLEAR CREEK ISD 3,257 385 11.8 307 79.7 705 539 76.5

DICKINSON ISD 575 . . . . . . . < 5-MASKED*

FRIENDSWOOD ISD 570 50 8.8 28 56.0 67 39 58.2

GALVESTON ISD 820 132 16.1 76 57.6 207 113 54.6

HIGH ISLAND ISD 42 . . . . . . . NONE TESTED

HITCHCOCK ISD 154 . . . . . . . NONE TESTED

LA MARQUE ISD 538 123 22.9 12 9.8 132 12 9.1

SANTA FE ISD 463 47 10.2 21 44.7 69 26 37.7

TEXAS CITY ISD 559 55 9.8 19 34.6 67 19 28.4

GARZA POST ISD 108 . . . . . . . NONE TESTED

SOUTHLAND ISD 26 . . . . . . . < 5-MASKED*

GILLESPIE FREDERICKSBURG I 333 20 6.0 18 90.0 32 24 75.0

HARPER ISD 37 . . . . . . . < 5-MASKED*

GLASSCOCK GLASSCOCK COUNTY 45 18 40.0 5 27.8 21 6 28.6

GOLIAD GOLIAD ISD 145 18 12.4 5 27.8 26 5 19.2

GONZALES GONZALES ISD 293 7 2.4 . . . . . < 5-MASKED+

NIXON-SMILEY CON 109 . . . . . . . NONE TESTED

WAELDER ISD 18 . . . . . . . NONE TESTED

GRAY LEFORS ISD 21 . . . . . . . NONE TESTED

MCLEAN ISD 30 . . . . . . . NONE TESTED

PAMPA ISD 460 21 4.6 11 52.4 34 15 44.1

GRAYSON BELLS ISD 90 . . . . . . . < 5-MASKED*

COLLINSVILLE ISD 51 . . . . . . . NONE TESTED

DENISON ISD 422 . . . . . . . NONE TESTED

GUNTER ISD 69 5 7.2 . . . . . < 5-MASKED+

HOWE ISD 97 . . . . . . . NONE TESTED

POTTSBORO ISD 144 . . . . . . . NONE TESTED

S AND S CONS ISD 93 . . . . . . . NONE TESTED

SHERMAN ISD 583 59 10.1 48 81.4 89 67 75.3

TOM BEAN ISD 108 . . . . . . . NONE TESTED

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

46

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

GRAYSON VAN ALSTYNE ISD 114 . . . . . . . < 5-MASKED*

WHITESBORO ISD 166 14 8.4 5 35.7 16 5 31.3

WHITEWRIGHT ISD 69 . . . . . . . NONE TESTED

GREGG GLADEWATER ISD 208 23 11.1 11 47.8 28 12 42.9

KILGORE ISD 448 22 4.9 15 68.2 26 18 69.2

LONGVIEW ISD 834 91 10.9 68 74.7 149 103 69.1

PINE TREE ISD 586 83 14.2 60 72.3 163 114 69.9

SABINE ISD 168 . . . . . . . NONE TESTED

SPRING HILL ISD 176 . . . . . . . NONE TESTED

WHITE OAK ISD 152 19 12.5 11 57.9 22 12 54.6

GRIMES ANDERSON-SHIRO C 56 . . . . . . . < 5-MASKED*

IOLA ISD 57 . . . . . . . NONE TESTED

NAVASOTA ISD 297 . . . . . . . NONE TESTED

RICHARDS ISD 10 . . . . . . . NONE TESTED

GUADALUPE MARION ISD 87 . . . . . . . < 5-MASKED*

NAVARRO ISD 79 14 17.7 7 50.0 24 11 45.8

SCHERTZ-CIBOLO-U 579 53 9.2 33 62.3 55 34 61.8

SEGUIN ISD 707 130 18.4 41 31.5 212 51 24.1

HALE ABERNATHY ISD 87 . . . . . . . < 5-MASKED*

COTTON CENTER IS 22 . . . . . . . NONE TESTED

HALE CENTER ISD 72 . . . . . . . NONE TESTED

PETERSBURG ISD 56 . . . . . . . NONE TESTED

PLAINVIEW ISD 572 56 9.8 23 41.1 81 33 40.7

HALL LAKEVIEW ISD 7 . . . . . . . NONE TESTED

MEMPHIS ISD 68 . . . . . . . NONE TESTED

TURKEY-QUITAQUE 37 . . . . . . . NONE TESTED

HAMILTON HAMILTON ISD 102 17 16.7 13 76.5 21 16 76.2

HICO ISD 52 . . . . . . . < 5-MASKED*

HANSFORD GRUVER ISD 62 . . . . . . . NONE TESTED

SPEARMAN ISD 97 7 7.2 . . . . . < 5-MASKED+

HARDEMAN CHILLICOTHE ISD 44 . . . . . . . NONE TESTED

QUANAH ISD 67 5 7.5 . . . . . < 5-MASKED+

HARDIN HARDIN-JEFFERSON 271 32 11.8 12 37.5 37 16 43.2

KOUNTZE ISD 137 8 5.8 7 87.5 13 8 61.5

LUMBERTON ISD 418 . . . . . . . < 5-MASKED*

SILSBEE ISD 441 14 3.2 . . . . . < 5-MASKED+

WEST HARDIN COUN 65 6 9.2 . . . . . < 5-MASKED+

HARRIS ALDINE ISD 3,844 244 6.3 175 71.7 365 226 61.9

ALIEF ISD 3,190 303 9.5 209 69.0 570 327 57.4

CHANNELVIEW ISD 482 85 17.6 38 44.7 174 56 32.2

CROSBY ISD 407 89 21.9 48 53.9 139 68 48.9

CYPRESS-FAIRBANK 5,597 713 12.7 582 81.6 1,275 999 78.4

DEER PARK ISD 1,391 141 10.1 107 75.9 211 160 75.8

GALENA PARK ISD 1,717 64 3.7 34 53.1 74 36 48.7

GEORGE I. SANCHE 167 . . . . . . . NONE TESTED

GIRLS & BOYS PRE 16 . . . . . . . NONE TESTED

GOOSE CREEK ISD 1,870 251 13.4 164 65.3 420 242 57.6

HOUSTON ISD 17,036 903 5.3 615 68.1 1,556 1,043 67.0

HUFFMAN ISD 234 . . . . . . . < 5-MASKED*

HUMBLE ISD 2,830 313 11.1 221 70.6 523 363 69.4

KATY ISD 2,918 474 16.2 384 81.0 988 780 79.0

KLEIN ISD 3,539 344 9.7 269 78.2 540 390 72.2

LA PORTE ISD 831 71 8.5 48 67.6 105 64 61.0

NORTH FOREST ISD 1,234 68 5.5 . . . . . < 5-MASKED+

PASADENA ISD 3,929 211 5.4 136 64.5 288 175 60.8

SHELDON ISD 366 . . . . . . . NONE TESTED

SPRING BRANCH IS 3,110 487 15.7 372 76.4 1,035 789 76.2

SPRING ISD 2,060 216 10.5 179 82.9 365 290 79.5

TOMBALL ISD 694 84 12.1 50 59.5 141 75 53.2

HARRISON ELYSIAN FIELDS I 118 . . . . . . . NONE TESTED

HALLSVILLE ISD 427 28 6.6 12 42.9 28 12 42.9

HARLETON ISD 64 . . . . . . . NONE TESTED

KARNACK ISD 51 . . . . . . . NONE TESTED

MARSHALL ISD 752 40 5.3 30 75.0 56 40 71.4

WASKOM ISD 95 . . . . . . . NONE TESTED

HARTLEY CHANNING ISD 14 6 42.9 . . . . . < 5-MASKED+

HARTLEY ISD 28 . . . . . . . < 5-MASKED*

HASKELL HASKELL CISD 98 . . . . . . . NONE TESTED

PAINT CREEK ISD 10 . . . . . . . NONE TESTED

ROCHESTER ISD 24 . . . . . . . NONE TESTED

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

47

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

HASKELL RULE ISD 25 . . . . . . . NONE TESTED

HAYS DRIPPING SPRINGS 258 53 20.5 51 96.2 99 85 85.9

HAYS CONS ISD 565 99 17.5 59 59.6 161 87 54.0

SAN MARCOS CONS 633 109 17.2 62 56.9 187 100 53.5

WIMBERLEY ISD 172 23 13.4 17 73.9 55 26 47.3

HEMPHILL CANADIAN ISD 104 . . . . . . . NONE TESTED

HENDERSON ATHENS ISD 368 . . . . . . . NONE TESTED

BROWNSBORO ISD 264 13 4.9 8 61.5 13 8 61.5

CROSS ROADS ISD 63 . . . . . . . NONE TESTED

EUSTACE ISD 166 . . . . . . . < 5-MASKED*

LA POYNOR ISD 62 . . . . . . . NONE TESTED

MALAKOFF ISD 82 . . . . . . . NONE TESTED

TRINIDAD ISD 35 . . . . . . . NONE TESTED

HIDALGO DONNA ISD 768 8 1.0 . . . . . < 5-MASKED+

EDCOUCH-ELSA ISD 508 39 7.7 12 30.8 43 14 32.6

EDINBURG CISD 1,710 310 18.1 164 52.9 530 210 39.6

HIDALGO ISD 257 38 14.8 10 26.3 51 10 19.6

LA JOYA ISD 1,173 62 5.3 33 53.2 96 56 58.3

LA VILLA ISD 74 . . . . . . . NONE TESTED

MCALLEN ISD 2,359 155 6.6 108 69.7 250 150 60.0

MERCEDES ISD 484 22 4.5 . . . . . < 5-MASKED+

MISSION CONS ISD 1,276 43 3.4 31 72.1 55 34 61.8

ONE-STOP MULITSE 8 . . . . . . . NONE TESTED

PHARR-SAN JUAN-A 2,134 140 6.6 64 45.7 189 69 36.5

PROGRESO ISD 171 18 10.5 9 50.0 24 9 37.5

SHARYLAND ISD 455 49 10.8 31 63.3 71 37 52.1

VALLEY VIEW ISD 143 37 25.9 33 89.2 73 44 60.3

WESLACO ISD 1,200 124 10.3 73 58.9 164 80 48.8

HILL ABBOTT ISD 33 . . . . . . . < 5-MASKED*

AQUILLA ISD 16 . . . . . . . NONE TESTED

BLUM ISD 38 . . . . . . . NONE TESTED

BYNUM ISD 25 . . . . . . . NONE TESTED

COVINGTON ISD 37 . . . . . . . NONE TESTED

HILLSBORO ISD 159 . . . . . . . NONE TESTED

HUBBARD ISD 72 . . . . . . . NONE TESTED

ITASCA ISD 54 . . . . . . . NONE TESTED

PENELOPE ISD 13 . . . . . . . NONE TESTED

WHITNEY ISD 147 . . . . . . . < 5-MASKED*

HOCKLEY ANTON ISD 33 . . . . . . . NONE TESTED

LEVELLAND ISD 392 16 4.1 . . . . . < 5-MASKED+

ROPES ISD 47 . . . . . . . NONE TESTED

SMYER ISD 44 . . . . . . . NONE TESTED

SUNDOWN ISD 65 . . . . . . . NONE TESTED

WHITHARRAL ISD 34 . . . . . . . NONE TESTED

HOOD GRANBURY ISD 621 63 10.1 40 63.5 76 48 63.2

LIPAN ISD 39 . . . . . . . NONE TESTED

TOLAR ISD 58 . . . . . . . NONE TESTED

HOPKINS COMO-PICKTON CIS 84 . . . . . . . NONE TESTED

CUMBY ISD 32 . . . . . . . NONE TESTED

MILLER GROVE ISD 28 . . . . . . . NONE TESTED

NORTH HOPKINS IS 43 . . . . . . . NONE TESTED

SALTILLO ISD 23 . . . . . . . NONE TESTED

SULPHUR BLUFF IS 38 . . . . . . . NONE TESTED

SULPHUR SPRINGS 409 52 12.7 30 57.7 85 44 51.8

HOUSTON CROCKETT ISD 202 . . . . . . . NONE TESTED

GRAPELAND ISD 82 . . . . . . . NONE TESTED

KENNARD ISD 51 . . . . . . . NONE TESTED

LATEXO ISD 34 10 29.4 . . . . . < 5-MASKED+

LOVELADY ISD 64 . . . . . . . NONE TESTED

HOWARD BIG SPRING ISD 436 . . . . . . . NONE TESTED

COAHOMA ISD 114 . . . . . . . < 5-MASKED*

FORSAN ISD 72 . . . . . . . NONE TESTED

HUDSPETH DELL CITY ISD 27 . . . . . . . NONE TESTED

FT HANCOCK ISD 41 . . . . . . . NONE TESTED

SIERRA BLANCA IS 19 . . . . . . . NONE TESTED

HUNT BLAND ISD 52 . . . . . . . NONE TESTED

BOLES ISD 47 . . . . . . . NONE TESTED

CADDO MILLS ISD 89 . . . . . . . NONE TESTED

CAMPBELL ISD 30 . . . . . . . NONE TESTED

CELESTE ISD 63 . . . . . . . NONE TESTED

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

48

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

HUNT COMMERCE ISD 146 . . . . . . . < 5-MASKED*

GREENVILLE ISD 528 15 2.8 12 80.0 15 12 80.0

LONE OAK ISD 73 . . . . . . . NONE TESTED

QUINLAN ISD 250 . . . . . . . < 5-MASKED*

WOLFE CITY ISD 57 . . . . . . . NONE TESTED

HUTCHINSON BORGER ISD 424 20 4.7 9 45.0 24 12 50.0

PLEMONS-STINNETT 105 28 26.7 12 42.9 29 12 41.4

SANFORD ISD 162 29 17.9 7 24.1 33 7 21.2

IRION IRION CO ISD 36 . . . . . . . NONE TESTED

JACK BRYSON ISD 28 . . . . . . . NONE TESTED

JACKSBORO ISD 125 9 7.2 7 77.8 9 7 77.8

PERRIN-WHITT CON 45 6 13.3 . . . . . < 5-MASKED+

JACKSON EDNA ISD 176 . . . . . . . NONE TESTED

GANADO ISD 89 . . . . . . . < 5-MASKED*

INDUSTRIAL ISD 132 10 7.6 . . . . . < 5-MASKED+

JASPER BROOKELAND ISD 20 . . . . . . . NONE TESTED

BUNA ISD 180 . . . . . . . NONE TESTED

EVADALE ISD 50 . . . . . . . NONE TESTED

JASPER ISD 342 18 5.3 7 38.9 21 7 33.3

KIRBYVILLE ISD 185 . . . . . . . < 5-MASKED*

JEFF DAVIS FT DAVIS ISD 40 . . . . . . . NONE TESTED

VALENTINE ISD 11 . . . . . . . NONE TESTED

JEFFERSON BEAUMONT ISD 1,742 95 5.5 57 60.0 135 84 62.2

HAMSHIRE-FANNETT 252 . . . . . . . NONE TESTED

NEDERLAND ISD 617 32 5.2 18 56.3 36 20 55.6

PORT ARTHUR ISD 1,050 9 0.9 . . . . . < 5-MASKED+

PORT NECHES-GROV 732 16 2.2 7 43.8 19 10 52.6

SABINE PASS ISD 15 . . . . . . . NONE TESTED

JIM HOGG JIM HOGG COUNTY 149 . . . . . . . NONE TESTED

JIM WELLS ALICE ISD 666 42 6.3 24 57.1 70 38 54.3

BEN BOLT-PALITO 66 . . . . . . . NONE TESTED

ORANGE GROVE ISD 145 16 11.0 7 43.8 16 7 43.8

PREMONT ISD 111 . . . . . . . NONE TESTED

JOHNSON ALVARADO ISD 280 . . . . . . . NONE TESTED

BURLESON ISD 638 72 11.3 40 55.6 133 64 48.1

CLEBURNE ISD 513 27 5.3 19 70.4 31 20 64.5

GODLEY ISD 90 . . . . . . . NONE TESTED

GRANDVIEW ISD 83 8 9.6 . . . . . < 5-MASKED+

JOSHUA ISD 431 58 13.5 16 27.6 89 20 22.5

KEENE ISD 68 . . . . . . . NONE TESTED

RIO VISTA ISD 84 6 7.1 . . . . . < 5-MASKED+

VENUS ISD 90 12 13.3 . . . . . < 5-MASKED+

JONES ANSON ISD 82 30 36.6 9 30.0 51 9 17.6

HAMLIN ISD 81 . . . . . . . < 5-MASKED*

HAWLEY ISD 92 8 8.7 . . . . . < 5-MASKED+

LUEDERS-AVOCA IS 13 . . . . . . . NONE TESTED

STAMFORD ISD 92 . . . . . . . NONE TESTED

KARNES FALLS CITY ISD 44 . . . . . . . < 5-MASKED*

KARNES CITY ISD 119 11 9.2 6 54.6 11 6 54.6

KENEDY ISD 126 . . . . . . . NONE TESTED

RUNGE ISD 29 . . . . . . . NONE TESTED

KAUFMAN CRANDALL ISD 162 7 4.3 . . . . . < 5-MASKED+

FORNEY ISD 258 31 12.0 17 54.8 44 20 45.5

KAUFMAN ISD 277 21 7.6 6 28.6 30 9 30.0

KEMP ISD 142 16 11.3 . . . . . < 5-MASKED+

MABANK ISD 270 8 3.0 . . . . . < 5-MASKED+

SCURRY-ROSSER IS 92 . . . . . . . < 5-MASKED*

TERRELL ISD 374 . . . . . . . NONE TESTED

KENDALL BOERNE ISD 450 107 23.8 65 60.8 191 106 55.5

COMFORT ISD 84 6 7.1 . . . . . < 5-MASKED+

KENT JAYTON-GIRARD IS 26 . . . . . . . < 5-MASKED*

KERR CENTER POINT ISD 62 . . . . . . . NONE TESTED

INGRAM ISD 114 43 37.7 19 44.2 73 29 39.7

KERRVILLE ISD 463 21 4.5 14 66.7 34 18 52.9

KIMBLE JUNCTION ISD 82 11 13.4 . . . . . < 5-MASKED+

KING GUTHRIE CSD 9 . . . . . . . NONE TESTED

KINNEY BRACKETT ISD 58 . . . . . . . NONE TESTED

KLEBERG KINGSVILLE ISD 589 31 5.3 15 48.4 37 17 46.0

RIVIERA ISD 93 21 22.6 5 23.8 32 8 25.0

SANTA GERTRUDIS 37 . . . . . . . NONE TESTED

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

49

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

KNOX BENJAMIN ISD 11 . . . . . . . NONE TESTED

GOREE ISD 6 . . . . . . . NONE TESTED

KNOX CITY-O’BRIE 37 . . . . . . . NONE TESTED

MUNDAY ISD 37 . . . . . . . NONE TESTED

LA SALLE COTULLA ISD 138 15 10.9 . . . . . < 5-MASKED+

LAMAR CHISUM ISD 91 . . . . . . . NONE TESTED

NORTH LAMAR ISD 345 25 7.2 18 72.0 47 34 72.3

PARIS ISD 342 . . . . . . . < 5-MASKED*

PRAIRILAND ISD 122 . . . . . . . < 5-MASKED*

ROXTON ISD 25 . . . . . . . NONE TESTED

LAMB AMHERST ISD 25 . . . . . . . NONE TESTED

LITTLEFIELD ISD 180 . . . . . . . NONE TESTED

OLTON ISD 78 . . . . . . . < 5-MASKED*

SPADE ISD 24 . . . . . . . NONE TESTED

SPRINGLAKE-EARTH 50 . . . . . . . < 5-MASKED*

SUDAN ISD 43 . . . . . . . < 5-MASKED*

LAMPASAS LAMPASAS ISD 356 . . . . . . . NONE TESTED

LOMETA ISD 36 . . . . . . . NONE TESTED

LAVACA HALLETTSVILLE IS 166 5 3.0 . . . . . < 5-MASKED+

MOULTON ISD 42 . . . . . . . NONE TESTED

SHINER ISD 61 . . . . . . . < 5-MASKED*

LEE DIME BOX ISD 20 . . . . . . . NONE TESTED

GIDDINGS ISD 231 27 11.7 . . . . . < 5-MASKED+

LEXINGTON ISD 99 16 16.2 8 50.0 16 8 50.0

LEON BUFFALO ISD 93 . . . . . . . NONE TESTED

CENTERVILLE ISD 93 7 7.5 6 85.7 12 10 83.3

LEON ISD 72 . . . . . . . NONE TESTED

NORMANGEE ISD 42 . . . . . . . NONE TESTED

OAKWOOD ISD 33 . . . . . . . NONE TESTED

LIBERTY CLEVELAND ISD 256 . . . . . . . < 5-MASKED*

DAYTON ISD 480 61 12.7 33 54.1 83 45 54.2

HARDIN ISD 122 9 7.4 5 55.6 12 6 50.0

HULL-DAISETTA IS 67 . . . . . . . NONE TESTED

LIBERTY ISD 262 11 4.2 9 81.8 12 9 75.0

TARKINGTON ISD 191 8 4.2 . . . . . < 5-MASKED+

LIMESTONE COOLIDGE ISD 23 . . . . . . . NONE TESTED

GROESBECK ISD 185 . . . . . . . NONE TESTED

MEXIA ISD 202 7 3.5 . . . . . < 5-MASKED+

LIPSCOMB BOOKER ISD 48 . . . . . . . NONE TESTED

FOLLETT ISD 24 . . . . . . . NONE TESTED

HIGGINS ISD 13 . . . . . . . NONE TESTED

LIVE OAK GEORGE WEST ISD 148 11 7.4 7 63.6 14 8 57.1

THREE RIVERS ISD 97 . . . . . . . NONE TESTED

LLANO LLANO ISD 148 32 21.6 18 56.3 34 18 52.9

LUBBOCK FRENSHIP ISD 511 8 1.6 5 62.5 8 5 62.5

IDALOU ISD 97 . . . . . . . NONE TESTED

LUBBOCK ISD 3,316 221 6.7 137 62.0 293 169 57.7

LUBBOCK-COOPER I 173 . . . . . . . NONE TESTED

NEW DEAL ISD 74 . . . . . . . NONE TESTED

ROOSEVELT ISD 149 . . . . . . . < 5-MASKED*

SHALLOWATER ISD 120 . . . . . . . NONE TESTED

SLATON ISD 170 . . . . . . . NONE TESTED

LYNN NEW HOME ISD 26 . . . . . . . NONE TESTED

O’DONNELL ISD 55 . . . . . . . NONE TESTED

TAHOKA ISD 83 13 15.7 . . . . . < 5-MASKED+

WILSON ISD 20 . . . . . . . NONE TESTED

MADISON MADISONVILLE CON 192 . . . . . . . NONE TESTED

NORTH ZULCH ISD 40 9 22.5 . . . . . < 5-MASKED+

MARION JEFFERSON ISD 169 19 11.2 11 57.9 30 14 46.7

MARTIN GRADY ISD 24 . . . . . . . NONE TESTED

STANTON ISD 93 . . . . . . . < 5-MASKED*

MASON MASON ISD 87 16 18.4 9 56.3 16 9 56.3

MATAGORDA BAY CITY ISD 483 53 11.0 47 88.7 87 77 88.5

PALACIOS ISD 196 74 37.8 15 20.3 112 18 16.1

TIDEHAVEN ISD 109 . . . . . . . < 5-MASKED*

VAN VLECK ISD 117 . . . . . . . < 5-MASKED*

MAVERICK EAGLE PASS ISD 1,233 34 2.8 25 73.5 52 27 51.9

MCCULLOCH BRADY ISD 142 . . . . . . . < 5-MASKED*

LOHN ISD 13 . . . . . . . NONE TESTED

ROCHELLE ISD 24 . . . . . . . NONE TESTED

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

50

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

MCLENNAN AXTELL ISD 62 . . . . . . . NONE TESTED

BOSQUEVILLE ISD 47 . . . . . . . NONE TESTED

BRUCEVILLE-EDDY 84 . . . . . . . NONE TESTED

CHINA SPRING ISD 149 14 9.4 9 64.3 20 13 65.0

CONNALLY ISD 252 . . . . . . . NONE TESTED

CRAWFORD ISD 52 . . . . . . . < 5-MASKED*

LA VEGA ISD 206 5 2.4 . . . . . < 5-MASKED+

LORENA ISD 148 . . . . . . . < 5-MASKED*

MART ISD 83 . . . . . . . < 5-MASKED*

MCGREGOR ISD 136 16 11.8 6 37.5 16 6 37.5

MIDWAY ISD 709 56 7.9 54 96.4 99 94 95.0

MOODY ISD 81 . . . . . . . < 5-MASKED*

RIESEL ISD 63 . . . . . . . NONE TESTED

ROBINSON ISD 233 . . . . . . . < 5-MASKED*

WACO ISD 1,286 60 4.7 29 48.3 109 45 41.3

WEST ISD 204 6 2.9 . . . . . < 5-MASKED+

MCMULLEN MCMULLEN COUNTY 19 . . . . . . . NONE TESTED

MEDINA D’HANIS ISD 35 . . . . . . . NONE TESTED

DEVINE ISD 223 . . . . . . . NONE TESTED

HONDO ISD 202 15 7.4 8 53.3 22 12 54.6

MEDINA VALLEY IS 263 . . . . . . . < 5-MASKED*

NATALIA ISD 108 . . . . . . . NONE TESTED

MENARD MENARD ISD 47 . . . . . . . NONE TESTED

MIDLAND GREENWOOD ISD 179 . . . . . . . < 5-MASKED*

MIDLAND ISD 2,427 57 2.3 44 77.2 103 80 77.7

MILAM BUCKHOLTS ISD 16 . . . . . . . NONE TESTED

CAMERON ISD 209 . . . . . . . NONE TESTED

MILANO ISD 54 . . . . . . . NONE TESTED

ROCKDALE ISD 211 10 4.7 . . . . . < 5-MASKED+

THORNDALE ISD 48 . . . . . . . NONE TESTED

MILLS GOLDTHWAITE ISD 74 . . . . . . . NONE TESTED

MULLIN ISD 17 . . . . . . . NONE TESTED

PRIDDY ISD 12 . . . . . . . NONE TESTED

STAR ISD 8 . . . . . . . NONE TESTED

MITCHELL COLORADO ISD 146 5 3.4 . . . . . < 5-MASKED+

LORAINE ISD 20 . . . . . . . < 5-MASKED*

WESTBROOK ISD 20 . . . . . . . NONE TESTED

MONTAGUE BOWIE ISD 182 13 7.1 8 61.5 15 8 53.3

FORESTBURG ISD 24 . . . . . . . NONE TESTED

GOLD BURG ISD 19 . . . . . . . NONE TESTED

NOCONA ISD 90 . . . . . . . NONE TESTED

PRAIRIE VALLEY I 15 . . . . . . . NONE TESTED

SAINT JO ISD 42 . . . . . . . < 5-MASKED*

MONTGOMERY CONROE ISD 3,062 322 10.5 285 88.5 577 482 83.5

MAGNOLIA ISD 428 9 2.1 5 55.6 12 5 41.7

MONTGOMERY ISD 302 32 10.6 14 43.8 38 15 39.5

NEW CANEY ISD 486 . . . . . . . < 5-MASKED*

SPLENDORA ISD 239 8 3.3 . . . . . < 5-MASKED+

WILLIS ISD 412 17 4.1 10 58.8 29 17 58.6

MOORE DUMAS ISD 392 21 5.4 8 38.1 22 9 40.9

SUNRAY ISD 72 16 22.2 . . . . . < 5-MASKED+

MORRIS DAINGERFIELD-LON 211 6 2.8 . . . . . < 5-MASKED+

PEWITT ISD 110 . . . . . . . NONE TESTED

MOTLEY MOTLEY COUNTY IS 40 . . . . . . . NONE TESTED

NACOGDOCHES CENTRAL HEIGHTS 59 11 18.6 . . . . . < 5-MASKED+

CHIRENO ISD 34 . . . . . . . NONE TESTED

CUSHING ISD 55 14 25.5 9 64.3 21 13 61.9

DOUGLASS ISD 39 . . . . . . . NONE TESTED

GARRISON ISD 64 . . . . . . . NONE TESTED

MARTINSVILLE ISD 22 . . . . . . . NONE TESTED

NACOGDOCHES ISD 671 22 3.3 16 72.7 26 18 69.2

WODEN ISD 83 . . . . . . . NONE TESTED

NAVARRO BLOOMING GROVE I 88 . . . . . . . NONE TESTED

CORSICANA ISD 507 5 1.0 . . . . . < 5-MASKED+

DAWSON ISD 40 . . . . . . . NONE TESTED

FROST ISD 31 . . . . . . . NONE TESTED

KERENS ISD 78 . . . . . . . NONE TESTED

MILDRED ISD 49 . . . . . . . NONE TESTED

NEWTON BURKEVILLE ISD 50 . . . . . . . NONE TESTED

DEWEYVILLE ISD 88 . . . . . . . NONE TESTED

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

51

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

NEWTON NEWTON ISD 139 . . . . . . . < 5-MASKED*

NOLAN BLACKWELL CONS I 20 . . . . . . . NONE TESTED

HIGHLAND ISD 21 . . . . . . . NONE TESTED

ROSCOE ISD 73 . . . . . . . NONE TESTED

SWEETWATER ISD 243 5 2.1 . . . . . < 5-MASKED+

NUECES ACADEMY OF TRANS 77 . . . . . . . NONE TESTED

AGUA DULCE ISD 44 . . . . . . . NONE TESTED

BANQUETE ISD 96 6 6.3 . . . . . < 5-MASKED+

BISHOP CONS ISD 148 10 6.8 8 80.0 12 8 66.7

CALALLEN ISD 552 73 13.2 37 50.7 122 62 50.8

CORPUS CHRISTI I 4,033 152 3.8 112 73.7 265 173 65.3

FLOUR BLUFF ISD 557 87 15.6 36 41.4 113 47 41.6

PORT ARANSAS ISD 50 . . . . . . . < 5-MASKED*

ROBSTOWN ISD 436 16 3.7 6 37.5 28 6 21.4

TULOSO-MIDWAY IS 363 . . . . . . . NONE TESTED

WEST OSO ISD 174 . . . . . . . NONE TESTED

OCHILTREE PERRYTON ISD 200 . . . . . . . NONE TESTED

OLDHAM ADRIAN ISD 20 . . . . . . . NONE TESTED

BOYS RANCH ISD 73 . . . . . . . NONE TESTED

VEGA ISD 49 . . . . . . . NONE TESTED

ORANGE BRIDGE CITY ISD 337 . . . . . . . < 5-MASKED*

LIT CYPRESS-MRCE 491 14 2.9 10 71.4 19 15 79.0

ORANGEFIELD ISD 183 . . . . . . . NONE TESTED

VIDOR ISD 556 23 4.1 8 34.8 33 10 30.3

WEST ORANGE-COVE 365 28 7.7 16 57.1 33 17 51.5

PALO PINTO GORDON ISD 31 . . . . . . . NONE TESTED

GRAFORD ISD 48 . . . . . . . NONE TESTED

MINERAL WELLS IS 330 7 2.1 5 71.4 7 5 71.4

SANTO ISD 43 . . . . . . . NONE TESTED

STRAWN ISD 27 . . . . . . . NONE TESTED

PANOLA BECKVILLE ISD 69 . . . . . . . NONE TESTED

CARTHAGE ISD 373 14 3.8 9 64.3 15 9 60.0

GARY ISD 25 6 24.0 . . . . . < 5-MASKED+

PARKER ALEDO ISD 276 26 9.4 18 69.2 46 31 67.4

BROCK ISD 69 . . . . . . . NONE TESTED

MILLSAP ISD 70 . . . . . . . NONE TESTED

PEASTER ISD 82 . . . . . . . < 5-MASKED*

POOLVILLE ISD 26 . . . . . . . < 5-MASKED*

SPRINGTOWN ISD 285 22 7.7 8 36.4 26 9 34.6

WEATHERFORD ISD 605 55 9.1 42 76.4 80 53 66.3

PARMER BOVINA ISD 63 . . . . . . . NONE TESTED

FARWELL ISD 56 . . . . . . . NONE TESTED

FRIONA ISD 144 52 36.1 15 28.8 88 15 17.0

LAZBUDDIE ISD 30 14 46.7 . . . . . < 5-MASKED+

PECOS BUENA VISTA ISD 22 . . . . . . . NONE TESTED

FT STOCKTON ISD 289 17 5.9 10 58.8 27 17 63.0

IRAAN-SHEFFIELD 71 7 9.9 . . . . . < 5-MASKED+

POLK BIG SANDY ISD 40 . . . . . . . NONE TESTED

CORRIGAN-CAMDEN 134 . . . . . . . < 5-MASKED*

GOODRICH ISD 37 . . . . . . . NONE TESTED

LEGGETT ISD 10 . . . . . . . NONE TESTED

LIVINGSTON ISD 395 52 13.2 32 61.5 80 42 52.5

POTTER AMARILLO ISD 2,799 224 8.0 124 55.4 325 174 53.5

HIGHLAND PARK IS 94 . . . . . . . NONE TESTED

RIVER ROAD ISD 163 . . . . . . . NONE TESTED

PRESIDIO MARFA ISD 52 . . . . . . . < 5-MASKED*

PRESIDIO ISD 122 26 21.3 16 61.5 46 29 63.0

RAINS RAINS ISD 155 . . . . . . . < 5-MASKED*

RANDALL CANYON ISD 894 63 7.0 35 55.6 75 38 50.7

REAGAN REAGAN COUNTY IS 116 . . . . . . . NONE TESTED

REAL LEAKEY ISD 36 . . . . . . . NONE TESTED

RED RIVER AVERY ISD 39 . . . . . . . NONE TESTED

CLARKSVILLE ISD 134 . . . . . . . NONE TESTED

DETROIT ISD 51 . . . . . . . NONE TESTED

TALCO-BOGATA CON 73 . . . . . . . NONE TESTED

REEVES BALMORHEA ISD 24 . . . . . . . NONE TESTED

PECOS-BARSTOW-TO 321 10 3.1 . . . . . < 5-MASKED+

REFUGIO AUSTWELL-TIVOLI 24 . . . . . . . NONE TESTED

REFUGIO ISD 119 . . . . . . . NONE TESTED

WOODSBORO ISD 54 . . . . . . . < 5-MASKED*

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

52

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

ROBERTS MIAMI ISD 34 . . . . . . . NONE TESTED

ROBERTSON BREMOND ISD 62 . . . . . . . NONE TESTED

CALVERT ISD 36 . . . . . . . NONE TESTED

FRANKLIN ISD 99 . . . . . . . NONE TESTED

HEARNE ISD 139 . . . . . . . NONE TESTED

ROCKWALL ROCKWALL ISD 714 31 4.3 20 64.5 37 23 62.2

ROYSE CITY ISD 122 . . . . . . . NONE TESTED

RUNNELS BALLINGER ISD 138 . . . . . . . NONE TESTED

MILES ISD 64 . . . . . . . NONE TESTED

WINTERS ISD 108 . . . . . . . < 5-MASKED*

RUSK CARLISLE ISD 34 6 17.6 . . . . . < 5-MASKED+

HENDERSON ISD 407 23 5.7 13 56.5 41 21 51.2

LANEVILLE ISD 20 . . . . . . . NONE TESTED

LEVERETTS CHAPEL 17 . . . . . . . NONE TESTED

MOUNT ENTERPRISE 34 . . . . . . . NONE TESTED

OVERTON ISD 60 . . . . . . . NONE TESTED

TATUM ISD 164 . . . . . . . < 5-MASKED*

WEST RUSK ISD 100 . . . . . . . NONE TESTED

SABINE HEMPHILL ISD 103 6 5.8 . . . . . < 5-MASKED+

WEST SABINE ISD 56 . . . . . . . NONE TESTED

SAN AUGUSTI BROADDUS ISD 44 . . . . . . . NONE TESTED

SAN AUGUSTINE IS 116 . . . . . . . NONE TESTED

SAN JACINTO COLDSPRING-OAKHU 191 21 11.0 6 28.6 28 7 25.0

SHEPHERD ISD 142 . . . . . . . < 5-MASKED*

SAN PATRICI ARANSAS PASS ISD 161 . . . . . . . NONE TESTED

GREGORY-PORTLAND 521 64 12.3 49 76.6 113 81 71.7

INGLESIDE ISD 182 . . . . . . . NONE TESTED

MATHIS ISD 208 . . . . . . . NONE TESTED

ODEM-EDROY ISD 132 . . . . . . . NONE TESTED

SINTON ISD 282 33 11.7 16 48.5 35 17 48.6

TAFT ISD 151 12 7.9 . . . . . < 5-MASKED+

SAN SABA CHEROKEE ISD 21 . . . . . . . NONE TESTED

RICHLAND SPRINGS 30 . . . . . . . NONE TESTED

SAN SABA ISD 81 . . . . . . . NONE TESTED

SCHLEICHER SCHLEICHER ISD 87 6 6.9 . . . . . < 5-MASKED+

SCURRY HERMLEIGH ISD 23 . . . . . . . NONE TESTED

IRA ISD 24 . . . . . . . NONE TESTED

SNYDER ISD 362 35 9.7 25 71.4 38 27 71.1

SHACKELFORD ALBANY ISD 65 . . . . . . . < 5-MASKED*

MORAN ISD 17 . . . . . . . < 5-MASKED*

SHELBY CENTER ISD 244 . . . . . . . NONE TESTED

JOAQUIN ISD 72 . . . . . . . NONE TESTED

SHELBYVILLE ISD 83 . . . . . . . NONE TESTED

TENAHA ISD 40 . . . . . . . NONE TESTED

TIMPSON ISD 79 . . . . . . . NONE TESTED

SHERMAN STRATFORD ISD 64 . . . . . . . NONE TESTED

TEXHOMA ISD 36 . . . . . . . NONE TESTED

SMITH ARP ISD 106 . . . . . . . NONE TESTED

BULLARD ISD 130 . . . . . . . NONE TESTED

CHAPEL HILL ISD 387 . . . . . . . < 5-MASKED*

LINDALE ISD 284 37 13.0 24 64.9 42 27 64.3

TROUP ISD 95 . . . . . . . NONE TESTED

TYLER ISD 1,716 99 5.8 74 74.8 153 103 67.3

WHITEHOUSE ISD 432 . . . . . . . NONE TESTED

WINONA ISD 110 . . . . . . . NONE TESTED

SOMERVELL GLEN ROSE ISD 174 . . . . . . . NONE TESTED

STARR RIO GRANDE CITY 620 53 8.5 19 35.9 56 19 33.9

ROMA ISD 654 20 3.1 14 70.0 20 14 70.0

SAN ISIDRO ISD 41 . . . . . . . NONE TESTED

STEPHENS BRECKENRIDGE ISD 188 . . . . . . . < 5-MASKED*

STERLING STERLING CITY IS 42 . . . . . . . NONE TESTED

STONEWALL ASPERMONT ISD 38 . . . . . . . NONE TESTED

SUTTON SONORA ISD 119 12 10.1 8 66.7 17 11 64.7

SWISHER HAPPY ISD 37 . . . . . . . < 5-MASKED*

KRESS ISD 43 . . . . . . . < 5-MASKED*

TULIA ISD 106 . . . . . . . NONE TESTED

TARRANT ARLINGTON ISD 5,521 454 8.2 359 79.1 829 608 73.3

AZLE ISD 560 31 5.5 19 61.3 39 22 56.4

BIRDVILLE ISD 1,947 138 7.1 88 63.8 211 121 57.4

CARROLL ISD 551 166 30.1 114 68.7 237 161 67.9

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

53

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

TARRANT CASTLEBERRY ISD 269 7 2.6 6 85.7 11 8 72.7

CROWLEY ISD 794 117 14.7 72 61.5 190 116 61.1

EAGLE MT-SAGINAW 572 49 8.6 34 69.4 78 48 61.5

EVERMAN ISD 271 . . . . . . . NONE TESTED

FORT WORTH ISD 6,232 516 8.3 288 55.8 920 468 50.9

GRAPEVINE-COLLEY 1,366 431 31.6 271 62.9 891 488 54.8

HURST-EULESS-BED 2,233 236 10.6 115 48.7 367 186 50.7

KELLER ISD 1,196 94 7.9 59 62.8 148 89 60.1

KENNEDALE ISD 207 10 4.8 . . . . . < 5-MASKED+

LAKE WORTH ISD 118 16 13.6 . . . . . < 5-MASKED+

MANSFIELD ISD 933 83 8.9 60 72.3 130 90 69.2

MASONIC HOME ISD 26 . . . . . . . NONE TESTED

WHITE SETTLEMENT 408 . . . . . . . NONE TESTED

TAYLOR ABILENE ISD 1,784 232 13.0 142 61.2 403 238 59.1

JIM NED CONS ISD 118 29 24.6 14 48.3 29 14 48.3

MERKEL ISD 190 . . . . . . . < 5-MASKED*

TRENT ISD 9 . . . . . . . NONE TESTED

WYLIE ISD 289 9 3.1 5 55.6 12 7 58.3

TERRELL TERRELL COUNTY I 33 . . . . . . . NONE TESTED

TERRY BROWNFIELD ISD 276 . . . . . . . < 5-MASKED*

MEADOW ISD 34 . . . . . . . NONE TESTED

UNION ISD 16 . . . . . . . NONE TESTED

WELLMAN ISD 24 . . . . . . . NONE TESTED

THROCKMORTO THROCKMORTON ISD 21 . . . . . . . NONE TESTED

WOODSON ISD 10 . . . . . . . NONE TESTED

TITUS CHAPEL HILL ISD 31 . . . . . . . NONE TESTED

MOUNT PLEASANT I 461 5 1.1 . . . . . < 5-MASKED+

TOM GREEN CHRISTOVAL ISD 44 . . . . . . . NONE TESTED

SAN ANGELO ISD 1,738 69 4.0 50 72.5 86 60 69.8

WALL ISD 97 . . . . . . . < 5-MASKED*

WATER VALLEY ISD 54 14 25.9 6 42.9 22 7 31.8

TRAVIS AMERICAN INSTITU 7 . . . . . . . NONE TESTED

AUSTIN ISD 6,040 1,342 22.2 849 63.3 2,562 1,417 55.3

DEL VALLE ISD 368 74 20.1 10 13.5 118 10 8.5

EANES ISD 886 319 36.0 250 78.4 692 519 75.0

LAGO VISTA ISD 71 15 21.1 11 73.3 22 13 59.1

LAKE TRAVIS ISD 275 41 14.9 36 87.8 63 52 82.5

MANOR ISD 211 6 2.8 . . . . . < 5-MASKED+

PFLUGERVILLE ISD 934 100 10.7 73 73.0 121 85 70.3

TRINITY APPLE SPRINGS IS 19 . . . . . . . NONE TESTED

CENTERVILLE ISD 25 . . . . . . . NONE TESTED

GROVETON ISD 87 . . . . . . . NONE TESTED

TRINITY ISD 123 . . . . . . . NONE TESTED

TYLER CHESTER ISD 35 . . . . . . . NONE TESTED

COLMESNEIL ISD 60 . . . . . . . NONE TESTED

SPURGER ISD 34 . . . . . . . NONE TESTED

WARREN ISD 111 . . . . . . . NONE TESTED

WOODVILLE ISD 163 . . . . . . . NONE TESTED

UPSHUR BIG SANDY ISD 86 11 12.8 6 54.6 11 6 54.6

GILMER ISD 279 7 2.5 . . . . . < 5-MASKED+

HARMONY ISD 90 21 23.3 . . . . . < 5-MASKED+

NEW DIANA ISD 101 . . . . . . . NONE TESTED

ORE CITY ISD 90 . . . . . . . NONE TESTED

UNION GROVE ISD 86 . . . . . . . NONE TESTED

UNION HILL ISD 29 . . . . . . . NONE TESTED

UPTON MCCAMEY ISD 88 . . . . . . . NONE TESTED

RANKIN ISD 45 . . . . . . . NONE TESTED

UVALDE KNIPPA ISD 25 . . . . . . . NONE TESTED

SABINAL ISD 61 . . . . . . . < 5-MASKED*

UTOPIA ISD 13 . . . . . . . NONE TESTED

UVALDE CONS ISD 563 44 7.8 21 47.7 62 25 40.3

VAL VERDE COMSTOCK ISD 20 . . . . . . . NONE TESTED

SAN FELIPE-DEL R 989 55 5.6 38 69.1 120 73 60.8

VAN ZANDT CANTON ISD 191 6 3.1 . . . . . < 5-MASKED+

EDGEWOOD ISD 114 . . . . . . . < 5-MASKED*

FRUITVALE ISD 32 . . . . . . . NONE TESTED

GRAND SALINE ISD 101 . . . . . . . NONE TESTED

MARTINS MILL ISD 51 . . . . . . . NONE TESTED

VAN ISD 244 . . . . . . . NONE TESTED

WILLS POINT ISD 212 26 12.3 8 30.8 29 8 27.6

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

54

TABLE B-1

1997 TEXAS AP EXAMINATION RESULTS BY DISTRICT

# OF % OF

# OF % OF XNEES XNEES

# OF STUDENTS STUDENTS WITH AT WITH AT # OF % OF

STUDENTS TAKING TAKING LEAST LEAST # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST ONE ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE AP ONE AP SCORE>=3 SCORE>=3 EXAMS >=3 >=3 ***NOTE****

————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

VICTORIA BLOOMINGTON ISD 105 . . . . . . . NONE TESTED

VICTORIA ISD 1,493 42 2.8 16 38.1 44 17 38.6

WALKER HUNTSVILLE ISD 708 34 4.8 29 85.3 69 49 71.0

NEW WAVERLY ISD 85 19 22.4 . . . . . < 5-MASKED+

WALLER HEMPSTEAD ISD 138 9 6.5 7 77.8 13 9 69.2

ROYAL ISD 124 . . . . . . . NONE TESTED

WALLER ISD 411 . . . . . . . < 5-MASKED*

WARD GRANDFALLS-ROYAL 24 . . . . . . . NONE TESTED

MONAHANS-WICKETT 274 47 17.2 14 29.8 70 14 20.0

WASHINGTON BRENHAM ISD 561 18 3.2 5 27.8 19 6 31.6

BURTON ISD 47 . . . . . . . NONE TESTED

WEBB LAREDO ISD 2,235 152 6.8 75 49.3 228 98 43.0

UNITED ISD 1,962 130 6.6 50 38.5 161 57 35.4

WEBB CONS ISD 65 18 27.7 . . . . . < 5-MASKED+

WHARTON BOLING ISD 124 . . . . . . . < 5-MASKED*

EAST BERNARD ISD 130 . . . . . . . NONE TESTED

EL CAMPO ISD 434 60 13.8 11 18.3 75 13 17.3

LOUISE ISD 56 . . . . . . . NONE TESTED

WHARTON ISD 283 . . . . . . . NONE TESTED

WHEELER ALLISON ISD 8 . . . . . . . NONE TESTED

FORT ELLIOTT CON 18 . . . . . . . NONE TESTED

SHAMROCK ISD 52 . . . . . . . NONE TESTED

WHEELER ISD 47 . . . . . . . < 5-MASKED*

WICHITA BURKBURNETT ISD 408 42 10.3 21 50.0 52 27 51.9

ELECTRA ISD 77 . . . . . . . NONE TESTED

IOWA PARK CONS I 265 . . . . . . . NONE TESTED

WICHITA FALLS IS 1,461 140 9.6 81 57.9 254 136 53.5

WILBARGER HARROLD ISD 15 . . . . . . . NONE TESTED

NORTHSIDE ISD 19 . . . . . . . NONE TESTED

VERNON ISD 251 22 8.8 15 68.2 22 15 68.2

WILLACY LYFORD CISD 209 23 11.0 . . . . . < 5-MASKED+

RAYMONDVILLE ISD 273 22 8.1 8 36.4 33 13 39.4

SAN PERLITA ISD 30 . . . . . . . NONE TESTED

WILLIAMSON FLORENCE ISD 95 . . . . . . . NONE TESTED

GEORGETOWN ISD 760 92 12.1 78 84.8 134 111 82.8

GRANGER ISD 50 . . . . . . . < 5-MASKED*

HUTTO ISD 86 20 23.3 . . . . . < 5-MASKED+

JARRELL ISD 66 10 15.2 . . . . . < 5-MASKED+

LEANDER ISD 888 64 7.2 36 56.3 113 60 53.1

LIBERTY HILL ISD 124 20 16.1 8 40.0 29 10 34.5

ROUND ROCK ISD 2,840 773 27.2 594 76.8 1,794 1,272 70.9

TAYLOR ISD 255 31 12.2 11 35.5 39 13 33.3

THRALL ISD 57 . . . . . . . NONE TESTED

WILSON FLORESVILLE ISD 336 23 6.8 13 56.5 34 21 61.8

LA VERNIA ISD 211 27 12.8 20 74.1 32 23 71.9

POTH ISD 97 . . . . . . . NONE TESTED

STOCKDALE ISD 86 . . . . . . . NONE TESTED

WINKLER KERMIT ISD 137 30 21.9 8 26.7 33 8 24.2

WINK-LOVING ISD 40 . . . . . . . NONE TESTED

WISE ALVORD ISD 52 6 11.5 . . . . . < 5-MASKED+

BOYD ISD 120 9 7.5 . . . . . < 5-MASKED+

BRIDGEPORT ISD 213 6 2.8 . . . . . < 5-MASKED+

CHICO ISD 70 . . . . . . . < 5-MASKED*

DECATUR ISD 220 . . . . . . . NONE TESTED

PARADISE ISD 85 9 10.6 . . . . . < 5-MASKED+

SLIDELL ISD 22 . . . . . . . NONE TESTED

WOOD ALBA-GOLDEN ISD 74 . . . . . . . NONE TESTED

HAWKINS ISD 98 . . . . . . . < 5-MASKED*

MINEOLA ISD 186 11 5.9 7 63.6 18 11 61.1

QUITMAN ISD 145 21 14.5 7 33.3 32 12 37.5

WINNSBORO ISD 151 . . . . . . . < 5-MASKED*

YANTIS ISD 40 . . . . . . . NONE TESTED

YOAKUM DENVER CITY ISD 210 . . . . . . . NONE TESTED

PLAINS ISD 65 . . . . . . . < 5-MASKED*

YOUNG GRAHAM ISD 329 10 3.0 5 50.0 10 5 50.0

NEWCASTLE ISD 20 . . . . . . . NONE TESTED

OLNEY ISD 106 . . . . . . . NONE TESTED

ZAPATA ZAPATA COUNTY IS 313 11 3.5 . . . . . < 5-MASKED+

ZAVALA CRYSTAL CITY ISD 166 . . . . . . . NONE TESTED

LA PRYOR ISD 64 . . . . . . . NONE TESTED

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 3,4,OR 5 ARE MASKED.

55

TABLE B-2

1997 TEXAS IB EXAMINATION RESULTS BY DISTRICT

# OF % OF # OF % OF

# OF STUDENTS STUDENTS EXAMINEES EXAMINEES # OF % OF

STUDENTS TAKING TAKING WITH AT WITH AT # OF EXAM EXAM

COUNTY DISTRICT IN GRADE AT LEAST AT LEAST LEAST ONE LEAST ONE TOTAL SCORES SCORES

NAME NAME 11-12 ONE IB ONE IB SCORE >=4 SCORE >=4 EXAMS >=4 >=4 ***NOTE****

——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————

BELL TEMPLE ISD 730 33 4.5 29 87.9 54 43 79.6

BEXAR JUDSON ISD 1,538 16 1.0 14 87.5 36 27 75.0

COLLIN PLANO ISD 4,584 81 1.8 80 98.8 184 171 92.9

DALLAS GARLAND ISD 4,296 149 3.5 145 97.3 376 323 85.9

HARRIS HOUSTON ISD 17,036 231 1.4 202 87.5 526 422 80.2

SMITH TYLER ISD 1,716 19 1.1 16 84.2 51 32 62.8

TARRANT FORT WORTH ISD 6,232 42 0.7 . . . . . < 5-MASKED+

TRAVIS AUSTIN ISD 6,040 38 0.6 36 94.7 110 96 87.3

WILLIAMSON ROUND ROCK ISD 2,840 10 0.4 9 90.0 12 10 83.3

*NOTE: SCORES IN DISTRICTS WITH FEWER THAN 5 EXAMINEES ARE MASKED (SEE PAGE 39 ABOUT TABLE NOTES).

+NOTE: DISTRICTS WITH 5 OR MORE EXAMINEES BUT FEWER THAN 5 SCORES OF 4,5,6,OR 7 ARE MASKED.

SOME OF THE EXAMINATION SCORES WERE PENDING AS OF SEPTEMBER 3, 1997.

56

57

APPENDIX C

1997 TEXAS AP AND IB RESULTS

BY

DISTRICT ANALYZE CATEGORIES

Appendix C

58

Appendix C

59

RESULTS AND NOTES LISTED IN TABLES

Tables C-1 and C-3 present AP program statistics and Table C-2 presents IB statistics when the district data

are aggregated into 25 types of groupings of districts with similar characteristics as defined in the Glossary

and by TEA’s ANALYZE program. From these, results start with district enrollment groupings and end with

groupings of the district percentage of teachers with an advanced degree. Table C-1 shows the number and

percentage of districts with and without AP examination participation by each of the 25 types of groupings of

district characteristics, while Table C-2 shows how the nine districts with IB examination participation are

distributed across the 25 types of district ANALYZE groupings. In Table C-3, these groupings allow exami-

nation of, by the various district characteristics, the percentage of 11th- and 12th-graders taking at least one

AP examination and the percentages of both examinees and examinations with scores of 3-5.