The Byron-Bergen Central School District is one of 433 school districts in the U.S. and Canada being honored by the College Board with placement on the Seventh Annual AP® District Honor Roll.
To be included on the Honor Roll, Byron-Bergen had to demonstrate an increase in the number of students participating in the Advanced Placement (AP) program since 2014, as well as increasing or maintaining the percentage of students earning AP exam scores of three or higher. Reaching these goals shows that the district is successfully identifying motivated, academically prepared students who are ready for AP.
“We are exceptionally proud of our students for taking advantage of the Advanced Placement courses available at our high school,” said Superintendent Mickey Edwards. “They recognize the importance of preparing for life after graduation, and are working hard towards their goals every day. I’d also like to thank our entire educational community for their commitment to AP and student success.”
National data from 2016 shows that among black/African American, Hispanic, and Native American students with a high degree of readiness for AP, only about half are participating. The first step to getting more of these students to participate is to give them access. Courses must be made available, gatekeeping must stop, and doors must be equitably opened. Byron-Bergen CSD is committed to expanding the availability of AP courses among prepared and motivated students of all backgrounds.
“Congratulations to all the teachers and administrators in this district who have worked so tirelessly to both expand access to AP and to help students succeed on the AP exams,” said Trevor Packer, the College Board’s head of AP and Instruction. “These teachers and administrators are delivering real opportunity in their schools and classrooms, and students are rising to the challenge.”
Helping more students learn at a higher level and earn higher AP scores is an objective of all members of the AP community, from AP teachers to district and school administrators to college professors. Many districts are experimenting with initiatives and strategies to see how they can expand access and improve student performance at the same time.
In 2016, more than 4,000 colleges and universities around the world received AP scores for college credit, advanced placement, or both, and/or consideration in the admission process.
Inclusion on the Seventh Annual AP District Honor Roll is based on a review of three years of AP data, from 2014 to 2016, looking across 37 AP exams, including world language and culture. The following criteria were used.
Districts must:
•Increase participation/access to AP by at least four percent in large districts, at least six percent in medium districts, and at least 11 percent in small districts.
•Increase or maintain the percentage of African American, Hispanic/Latino, and American Indian/Alaska Native students taking exams; and increase or maintain the percentage of those students scoring three and up on at least one AP exam.
•Improve or maintain performance levels when comparing the 2016 percentage of students scoring a three or higher to the 2014 percentage, unless the district has already attained a performance level at which more than 70 percent of its AP students earn a three or higher.
•Achieve these outcomes among an AP student population in which 30 percent or more are underrepresented minority students (black/African American, Hispanic/Latino, and American Indian/Alaska Native) and/or 30 percent or more are low-income students (students who qualify for free or reduced-price lunch).
When a district has achieved all of these requirements, a symbol may be affixed to the district name to highlight this work. The complete Seventh Annual AP District Honor Roll can be found at http://apcentral.collegeboard.com/apc/public/score_reports_data/awards/232608.html.
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