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February 5, 2015
31
February 5, 2015
Expected Outcome
The district and schools will have a published AP
vision statement and goals with metrics for
student AP participation and performance over a
multiyear cycle with a built in accountability for all
stakeholders.
AP Foundation
Design and implement a system for Pre-AP and AP
vertical and horizontal teaming; provide
opportunities for collaboration with clear team
performance goals.
32
33
Using these fundamental factors, a team of College Board staff conducted a district initiated APD, a review of
Corpus Christi Independent School Districts AP program. This APD review included district and school staff
interviews, AP classroom observations, and AP documents review. The outcomes included a rating sharing
feedback session and report. These activities classified whether the school districts AP program was
defined as Basic, Intermediate, Emerging Advanced, or Advanced in each of the essential components of a
successful AP program: Academic & Learning Environment, AP Foundation, Data That Informs, Instructional
Support for Teachers, and Support for Students and Families. A Basic program demonstrates strength in
selected components of a successful AP program. An Intermediate program shows strength in some of the
core components of a successful AP program. An Advanced program exemplifies strength in all core
components of a successful AP program.
Key Findings
Corpus Christi ISDs AP program is defined as Intermediate.
Basic
Intermediate
Emerging
Advanced
Advanced
Corpus Christi ISD has demonstrated open access to AP Courses for students.
Both the district and campus leadership express a belief in the benefits of AP; however, a clearly stated AP
test vision or measureable goals could not be identified.
A lack of vertical teams and inconsistent connections/expectations between pre-AP and AP exist.
Administrators lack the familiarity with AP that is needed to establish clear expectations and support AP
teachers.
Generous district support has removed financial 34
barriers for low-income student participation.
AP Foundation
35
Findings
District and campus leadership support the AP program but lack a
formal vision for AP.
There are no communicated district objectives to expand or
measure AP enrollment, exam participation, or performance.
Campuses take every step to ensure that students can participate
in multiple AP courses.
All campuses offer at least 10 or more AP courses to support
student needs.
The district works on having an open access culture for students
who desire to take AP courses.
Administrators value equity and access.
There is indication that classes leading into AP courses are
inconsistent in preparing students for the rigor of AP.
87% of AP teachers surveyed report that vertical and horizontal
teams do not exist or exist with no formal training. Observations
also indicate that any form of vertical or horizontal teams have
no specifications or follow-up.
Recent district horizontal team meetings provided an effective
opportunity for collaboration.
Recent district coordinator collaboration with the campuses was
seen as beneficial. The district Advanced Academics department
and campuses should continue to coordinate in this way.
A lack in scope and sequence for grades 6-12 was identified as an
area needed for support.
Administrators & Administrators for Academics & Accountability
(AAA) need support in identifying the rigor and expectations for
AP or Pre-AP to provide support to teachers.
Teachers reported a need for more support as they hold students
to higher expectations. Some feel pressure to water down
material to improve the success rate for the course.
Recommendations
Publish district and campus AP vision
statements supported by measurable goals.
Develop and disseminate a district and
campus strategic plan for AP growth in
participation and performance that is aligned
to the *College Boards Equity and Access
Policy. (Located on page 13 of this report)
Administrators need access to training on
establishing AP goals and using College Board
tools in helping meet their goals.
Include Pre-AP strategies and content in
district curriculum planning.
Design and implement a system for Pre-AP
and AP vertical/horizontal teaming; provide
opportunities within high schools and with
feeder middle schools for collaboration with
clear team performance goals.
Administration should set expectations for
vertical/horizontal teams outcome. Set a
follow-up to review findings or
recommendations.
Develop a Pre-AP and AP scope and sequence
from grades 6-12; AAAs and content
specialist should provide support as deemed
necessary.
Administrators should seek training that will
give them a stronger sense of expectations
for AP and how to support their program and
teachers.
36
Instructional Support for
Teachers
Findings
The district administers ReadiStep to 8th graders and
PSAT/NMSQT to 10th and 11th graders. The data provided will
continue to generate valuable information.
The AP Instructional Planning Report (APIPR) is not used to its full
potential and both teachers and administrators at the campus
lack familiarity on the use of the report. 53% of teachers
surveyed reported they are either unaware of APIPR or
uniformed about how to use it.
AP Potential does not appear to be used strategically to increase
AP participation or inform AP course offerings. 77% of teachers
surveyed report that AP Potential is either not used or used with
no strategy or focus.
While administrators expressed a desire to increase the number
of AP students, the percent of students taking exams and the
number scoring a 3+, campuses and the district lacked specific
measurable goals for identifying success in participation and
performance.
Recommendations
Continuing to offer assessments will be
valuable for inclusive data of all students that
will assist in making informed decisions about
AP.
Expand awareness at both the district and
campuses of AP results and usage of AP
Online Score Reports, including APIPR, to
inform overall AP strategies.
Provide training to counselors, teachers, and
administrators on the use of AP Potential and
the AP Right to Rigor Report to support
participation and course offerings.
Order the AP Exam Free-Response Booklets
to identify areas of excellence and need.
Consider having administrators analyze AP
scores with AP course grades to evaluate
course alignment to AP expectations. Provide
teacher support that will address any
improvements needed.
Create a policy for teachers attending AP
Summer Institute or other professional
development to support AP. Monitor teacher
attendance.
Establish a mentor program that will support
new teachers and create a pipeline to
support future AP teachers.
The Administrator for Academics &
Accountability should attend professional
development that will support their
knowledge of AP and look fors.
Evaluate resource needs of teachers (text
books and equipment).
Provide administrators the ability to create
an observation form to provide teachers
37
Findings
Campuses do not have a formalized plan to build a pipeline of
Pre-AP and AP teachers.
Administrators lack a formalized process for viewing AP classes
and providing feedback from observation forms.
Campuses offer an AP parent night to inform students and their
parents about the AP program.
While the district provides a weighted GPA for the AP course, no
other type of incentive was identified to support or drive
students to AP.
A district or campus plan for tutoring was not identified. Teachers
surveyed indicate that tutoring is offered; however tutoring
schedules were not visible.
It was noted that funding is a barrier for middle income students
and a reason why students may choose not to take the AP exam
at the end of the year.
Resources available to students and parents about AP were not
visible in various key areas.
A limited amount of AP exam reviews/mock exams days are
available.
Recommendations
feedback in Pre-AP and AP courses. This
should be created jointly with the campus
and district office.
38
20.1%
20.0%
18.5%
15.0%
10.0%
10.0%
7.1%
5.5%
6.0%
Mary Carroll
Moody High
School
5.0%
0.0%
Ray High School Corpus Christi ISD
Texas 2013
U.S. 2013
*Note that Campus and district data is for 2014 while the state and U.S. is for 2013
7
Spring
Summer
Fall
Spring
Administrator
39
Spring
Summer
Fall
Spring
Counselor
Highlight AP by placing or
restocking informational pieces
and marketing in visible areas,
which include guidance office,
College and Career Center, and
public spaces. Utilize the AP
student website for resources.
Re-evaluate AP participation
contract that lists steps to support
students and provides them
guidance for reaching out.
40
Highlight AP by placing or
restocking informational pieces
and marketing in visible areas,
which include guidance office,
College and Career Centers, and
public spaces.
Work with teachers and
administration to create a
tutoring, mock test, and prep
session flyer to support all
students.
Participate in Vertical Teams to
help provide feedback from a
student perspective.
Continue to encourage inclusive
PSAT/NMSQT testing at the
sophomore level to increase the
pool of students in the AP
Potential tool.
Spring
Summer
Fall
Spring
AP Coordinator
(Administrator
for Academics &
Accountability)
41
Spring
Summer
Fall
Spring
Teacher
42
Participate in vertical/horizontal
teaming efforts.
Identify personal role in District
and campus AP goals and
accountability.
In July, review the AP instructional
Planning Report and identify areas
of success and opportunities for
growth.
Use identified areas as you
determine professional
development opportunities.
11
43
APPENDIX
12
Eliminate barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally
underserved.
Make every effort to ensure their AP classes reflect the diversity of their student population.
Provide all students with access to academically challenging coursework before they enroll in AP classes
Only through a commitment to equitable preparation and access can true equity and excellence be achieved.
44
13
80%
81%
79%
80%
45
72%
67%
60%
57%
40%
20%
0%
SAT Graduating Seniors
AP All Students
PSAT/NMSQT Juniors
10/17/2014
14
100%
Percent
100%
of
Test-Takers
That Used
Fee Waivers
2000
80%
1500
60%
52%
46
1000
42%
40%
500
20%
0
Number Allocated
Number of Students
Using Fee Waivers
SAT
N/A
550
PSAT/NMSQT
2,095
AP
N/A
2,095
450
0%
SAT
PSAT/NMSQT
AP
Note: SAT and AP fee reduction allocation numbers are not available. The number of PSAT/NMSQT fee waivers reported reflects those students whose test fees were covered by a fee waiver or an agreement with
the state or district designed to support students underrepresented in college-going populations. As part of such an agreement, the state or districts paid the test fees for juniors at a reduced cost.
10/17/2014
15
# of TestTakers
% of Total
1,068
100.0%
+8.8%
+8.7%
47
Gender
Total
Change from last year
Female
Change from last year
Ethnic Group
All
American Indian
Change from last year
-18.2%
Asian
Change from last year
+28.9%
Male
Change from last year
597
471
44.1%
+8.8%
9
107
Black
Change from last year
-17.5%
Hispanic Overall
Change from last year
+9.8%
Mexican American
Change from last year
55.9%
33
603
187
0.8%
10.0%
3.1%
56.5%
17.5%
+12.7%
Puerto Rican
Change from last year
3
-50.0%
Other Hispanic
Change from last year
+9.5%
White
Change from last year
+1.1%
Other
Change from last year
+42.9%
No Response
Change from last year
+114.3%
413
281
20
15
0.3%
38.7%
26.3%
1.9%
1.4%
# of TestTakers
% of Total
100.0%
1,570
522
225,627
+1.8%
-0.6%
+9.2%
913
300
124,947
+7.5%
+4.5%
+8.8%
657
222
100,680
-5.2%
-6.7%
+9.7%
17
1,258
+6.3%
0.0%
+5.7%
165
93
24,425
+4.4%
+4.5%
+9.4%
48
17
18,436
-14.3%
-10.5%
+11.9%
862
187
92,772
+6.0%
-1.1%
+9.6%
284
92
49,144
+17.8%
+17.9%
+6.9%
1,192
-25.0%
+8.1%
572
94
42,436
+1.4%
-13.8%
+12.8%
438
206
81,328
-7.2%
-4.2%
+7.8%
25
10
4,810
+38.9%
+66.7%
+6.9%
15
2,598
+66.7%
+200.0%
+24.5%
55.4%
44.6%
0.6%
10.8%
8.2%
41.1%
21.8%
0.5%
18.8%
36.0%
2.1%
1.2%
# of Exams # of Grades
Taken
3-5
# of TestTakers
% of Total
100.0%
410,788
195,009
2,032,637
+9.1%
+11.6%
+5.8%
221,450
100,031
1,144,973
+9.0%
+11.9%
+6.2%
189,338
94,978
887,664
+9.3%
+11.3%
+5.4%
2,233
1,019
11,826
+6.4%
+15.7%
+7.6%
56,492
38,007
253,243
+9.6%
+12.8%
+5.7%
30,440
8,029
172,583
+12.6%
+17.8%
+8.2%
157,048
52,845
380,399
+10.5%
+16.4%
+9.1%
83,865
30,631
185,079
+7.7%
+13.7%
+8.2%
2,069
1,011
21,691
+7.4%
+20.4%
+7.7%
71,114
21,203
173,629
+14.2%
+20.3%
+10.1%
152,023
89,220
1,113,785
+6.7%
+7.9%
+4.5%
9,080
4,711
67,235
+7.8%
+11.2%
+3.5%
3,472
1,178
33,566
+23.7%
+21.7%
+9.7%
56.3%
43.7%
0.6%
12.5%
8.5%
18.7%
9.1%
1.1%
8.5%
54.8%
3.3%
1.7%
# of Exams # of Grades
Taken
3-5
3,595,705
2,053,009
+6.2%
+6.6%
1,976,955
1,072,346
+6.9%
+7.8%
1,618,750
980,663
+5.5%
+5.3%
19,344
8,578
+9.2%
+9.3%
541,718
368,074
+6.2%
+7.1%
269,968
77,890
+8.8%
+12.0%
641,947
268,572
+10.0%
+12.5%
312,523
127,016
+9.1%
+12.4%
35,314
15,632
+9.0%
+11.0%
294,110
125,924
+11.2%
+12.7%
1,954,232
1,239,701
+4.7%
+4.8%
122,657
69,957
+4.1%
+5.2%
45,839
20,237
+11.6%
+15.2%
Note: Scores are reported when there are five or more exams taken by five or more test-takers.
10/17/2014
16
Total # of Exams
'13-'14
# of Exams
% of Total
# of Exams
% of Total
48
1,542
100%
615
402
276
170
79
1,570
100%
682
366
276
161
85
Art History
% of Total
0%
2
40%
2
40%
0
0%
1
20%
0
0%
0%
12
1%
0
0%
3
25%
4
33%
4
33%
1
8%
1%
0
0%
2
25%
5
63%
1
13%
0
0%
0%
0%
Biology
% of Total
51
3%
4
8%
29
57%
17
33%
1
2%
0
0%
40
3%
6
15%
21
53%
10
25%
3
8%
0
0%
Chemistry*
% of Total
26
2%
14
54%
2
8%
4
15%
5
19%
1
4%
30
2%
14
47%
10
33%
5
17%
0
0%
1
3%
Computer Science A
% of Total
0%
1
20%
1
20%
0
0%
0
0%
3
60%
Economics: Macroeconomics
% of Total
93
6%
42
45%
24
26%
10
11%
11
12%
6
6%
70
4%
28
40%
14
20%
9
13%
11
16%
8
11%
Economics: Microeconomics
% of Total
0%
0%
3
50%
2
33%
0
0%
1
17%
0
0%
220
14%
62
28%
97
44%
35
16%
21
10%
5
2%
151
10%
43
28%
53
35%
31
21%
15
10%
9
6%
96
6%
10
10%
39
41%
27
28%
19
20%
1
1%
88
6%
16
18%
34
39%
20
23%
15
17%
3
3%
Environmental Science
% of Total
31
2%
6
19%
9
29%
9
29%
6
19%
1
3%
67
4%
32
48%
14
21%
5
7%
10
15%
6
9%
French Language
% of Total
0%
Note: Scores are reported when there are five or more exams.
* A revised exam in this subject with new exam standards was given in 2014. It is not possible to make valid comparisons of the 2014 score distribution with those from prior years.
10/17/2014
17
'13-'14
49
# of Exams
% of
Total
0%
24
20%
7
6%
5
4%
87
6%
31
36%
28
32%
19
22%
4
5%
5
6%
0
0%
3
25%
5
42%
0
0%
67
44%
43
28%
22
14%
19
13%
1
1%
196
12%
101
52%
62
32%
11
6%
18
9%
4
2%
12%
69
38%
59
33%
32
18%
18
10%
2
1%
254
16%
114
45%
54
21%
57
22%
24
9%
5
2%
275
18%
167
61%
34
12%
41
15%
21
8%
12
4%
315
20%
191
61%
39
12%
52
17%
29
9%
4
1%
Italian
% of Total
Latin
% of Total
Mathematics: Calculus AB
% of Total
107
7%
36
34%
7
7%
21
20%
16
15%
27
25%
109
7%
39
36%
11
10%
20
18%
18
17%
21
19%
Mathematics: Calculus BC
% of Total
21
1%
5
24%
2
10%
3
14%
1
5%
10
48%
23
1%
2
9%
1
4%
2
9%
4
17%
14
61%
Music: Theory
% of Total
0%
Physics B
% of Total
26
2%
16
62%
5
19%
4
15%
1
4%
0
0%
12
1%
6
50%
1
8%
4
33%
0
0%
1
8%
0%
# of Exams
% of
Total
German Language
% of Total
0%
120
8%
52
43%
32
27%
History: European
% of Total
12
1%
4
33%
152
10%
History: World
% of Total
180
Human Geography
% of Total
Note: Scores are reported when there are five or more exams.
* A revised exam in this subject with new exam standards was given in 2014. It is not possible to make valid comparisons of the 2014 score distribution with those from prior years.
10/17/2014
18
'13-'14
# of Exams
% of
Total
10
1%
1
10%
5
50%
2
20%
2
20%
0
0%
3
11%
0
0%
20
1%
12
60%
3
15%
2
10%
2
10%
1
5%
4
14%
8
28%
3
10%
16
1%
0
0%
1
6%
10
63%
4
25%
1
6%
0%
3
7%
6
14%
3
7%
0
0%
49
3%
42
86%
5
10%
2
4%
0
0%
0
0%
# of Exams
% of
Total
Physics C: Mechanics
% of Total
Psychology
% of Total
28
2%
17
61%
2
7%
6
21%
Spanish Language*
% of Total
29
2%
9
31%
5
17%
0%
Statistics
% of Total
43
3%
31
72%
50
Note: Scores are reported when there are five or more exams.
* A revised exam in this subject with new exam standards was given in 2014. It is not possible to make valid comparisons of the 2014 score distribution with those from prior years.
10/17/2014
19
1,951
51
Number of AP Examinations
2,000
1,615
1,570
1,542
1,537
1,500
1,000
612
534
560
525
522
500
0
'09-'10
'10-'11
Total Examinations Taken
10/17/2014
'11-'12
'12-'13
'13-'14
20
80%
60%
40%
52
20%
0%
'09-'10
Number of Students Taking One or More AP Exam:
6
American Indian
Asian
64
Black
29
547
Hispanic
White
339
26
Other
44
No Response
Total
1,055
10/17/2014
'10-'11
8
76
39
669
359
28
31
1,210
'11-'12
'12-'13
9
71
29
514
281
24
89
1,017
11
83
40
549
278
14
7
982
'13-'14
9
107
33
603
281
20
15
1,068
21
100%
80%
60%
40%
53
20%
0%
'09-'10
'10-'11
10/17/2014
'11-'12
4
39
7
130
153
9
39
381
'12-'13
3
43
14
134
130
6
1
331
'13-'14
4
64
11
130
134
9
3
355
22
SAT 2014
AP 2014
Test
Takers
AI
Code
441513
441529
441501
441522
441491
Critical
Reading
Mean
1
98
182
0
208
478
419
455
478
424
463
458
408
440
0
0
3
0
0
10
0
0
235
0
118
0
0
349
0
160
0
0
46
0
57
17
98
384
29
504
29.9
42.3
36.3
33.3
38.2
29.9
42.2
35.5
37.8
37.3
31.6
40.5
35.0
32.9
37.5
28
94
315
36
495
34.3
46.1
37.2
39.9
40.3
34.4
45.3
37.2
38.7
39.9
32.4
44.6
36.7
38.1
40.0
441509
243
494
497
476
14
41
314
528
266
551
39.7
38.0
38.0
509
42.3
41.6
41.4
441510
441530
96
226
373
468
390
476
360
449
13
31
66
335
94
439
5
148
279
422
33.9
37.9
34.7
38.5
33.3
37.6
239
379
35.3
40.2
36.3
41.1
34.0
39.8
High School
Mathematics
Mean
Writing
Mean
Test
Takers
Total
Tests
Taken
Test
Takers
Total
Exams
Taken
Number of Exams
with Scores 3, 4
or 5
Test
Takers
Critical
Reading
Mean
Mathematics
Mean
Writing
Skills
Mean
Test
Takers
Critical
Reading
Mean
Mathematics
Mean
Writing
Skills
Mean
54
23
55
School
Cullen Place Middle School
Cunningham Middle School
Elliott Grant Middle School
Haas Middle School
Harold C Kaffie Middle School
Martin Special Emphasis School
Marvin P Baker Middle School
Robert Driscoll Middle School
Roy Miller High School
South Park Middle School
Student Learning and Guidance Center
Tom Browne Middle School
EODBID
135680
132025
132206
132436
213442
236348
135409
135038
126118
135047
126120
132191
Test
Takers
0
0
0
0
0
0
0
0
0
0
0
0
Critical
Reading
Mean
-
Mathematics
Mean
-
Test
Takers
154
152
351
169
337
162
323
225
83
144
11
156
Critical
Reading
Mean
3.3
3.2
3.6
3.2
3.7
2.9
3.7
2.9
3.3
2.9
2.7
3
Mathematics
Mean
3.2
3.1
3.4
3
3.5
2.9
3.6
2.9
3.1
2.7
2.4
2.9
Test
Takers
Critical
Reading
Mean
Mathematics
Mean
Writing
Skills
Mean
0
0
0
0
0
0
0
0
0
0
0
0
24
What is AP Potential?
AP Potential is a free, Web-based tool that allows schools to generate rosters of students who are
likely to score a 3 or higher on a given AP Exam. Based on research that shows moderate to strong
correlations between PSAT/NMSQT scores and AP Exam results, AP Potential is designed to help you
increase access to AP and to ensure that no student who has the chance of succeeding in AP is
overlooked.
25
56
Sample
Size
PSAT/NMSQT Section
Used
PSAT/NMSQT
Correlation
Art History
27,679
CR + W
.563
Biology
205,036
CR + M
.647
Calculus AB
341,698
Math
.539
Chemistry
139,600
CR + M
.611
Computer Science A
21,607
CR + M
.594
English Language
445,235
CR + W
.762
English Literature
500,972
CR + W
.754
Environmental Science
109,290
CR + M
.668
European History
80,532
CR + M + W
.621
22,037
CR + M + W
.598
271,889
CR + M + W
.648
Human Geography
25,017
CR + M + W
.644
Macroeconomics
112,839
CR + M
.595
Microeconomics
68,095
CR + M
.633
Music Theory
19,842
Math
.465
Physics B
90,807
CR + M
.583
Physics C: Mechanics
48,928
CR + M
.566
21,847
Math
.465
Psychology
212,402
CR + M + W
.618
Statistics
171,871
CR + M
.651
U.S. History
419,099
CR + M + W
.661
World History
84,942
CR + M + W
.664
26
57
Number of Students
849
Percent
21%
Engineering
578
14%
Undecided
435
11%
379
9%
252
6%
222
5%
APExamsTaken
22
20
162
239
Arts
Other
208
5%
195
5%
Psychology
124
3%
106
3%
Math
79
2%
Engineering Technologies/Technicians
79
2%
Science
Education
77
2%
71
2%
55
1%
Physical Sciences
53
1%
58
English
182
SocialStudies
WorldLanguages
951
Social Sciences
42
1%
38
1%
38
1%
36
1%
31
1%
22
1%
21
1%
Multi/Interdisciplinary studies
19
0%
18
0%
17
0%
SocialStudies
16
0%
Math
History
15
0%
10
0%
0%
0%
0%
0%
APExamsScoring3+
49
18 16
93
Arts
English
82
Science
266
WorldLanguages
27
Mathis
Nazareth
Tulia
Dimmitt
Lazbuddie
Hart
SpringlakeEarth Olton
Muleshoe
Silverton
30% or greater
Alice
Hedley
Agua
Dulce
Childress
Drisc
Premont
West Oso
Corpus
Christi
Flour
Bluff
Bishop
TulosoMidway
o ll
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Gertrudis
Aransas
ry
go d
Taft Gr e tlan
r
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llen
Robstown
Ben BoltKingsville
Palito
Blanco
Ramirez
TurkeyQuit aque
Cala
-Ed ro
Ingleside
Aransas
Pass
San
Diego
20%29%
Wellington
Friona
Od em
Banquete
Freer
10%19%
Memphis
Sinton
Orange
Grove
P
Ara ort
n sa
s
1%9%
Kelton
Clarendon
Claude
Woodsboro
Higgins
Samnorwood
Happy
Three
Rivers
Less than 1%
AustwellRefugio Tivoli
George
West
Mcmullen
Benavides
Sunray
Canyon
Walcott
Riviera
Malta
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Waskom
West
Sabine
Broaddus
in
Lufk
er
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Point
Isabel
Chest
Deweyville
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Sandy
Cold springOakhurst
East
Chambers
to
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Ga
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Mercedes
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The most recent enrollment data available were for the 201112
school year. A degree of caution should be exercised when reviewing
participation estimates, as data may not reflect district enrollments for
the 201213 school year. AP cohort data represent public school students
from a given graduating class who took an AP Exam during high school.
Ath
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AP Participation by District:
Class of 2013
Gruver
Texhoma
Texline
Darrouzett
Rio
Hondo
Los
Fresnos
San
Benito
Point
Isabel
Br
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vi l
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28
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Walcott
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30% or greater
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Friona
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Dimmitt
Lazbuddie
Hart
SpringlakeEarth Olton
Muleshoe
Silverton
San
Diego
Alice
Agua
Dulce
20%29%
No 12thgrade enrollment data
Memphis
Childress
Premont
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ry
go d
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Ben BoltKingsville
Palito
Blanco
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Od em
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10%19%
Kelton
Clarendon
Claude
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Orange
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Aransas
Pass
1%9%
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Happy
Woodsboro
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The most recent enrollment data available were for the 201112
school year. A degree of caution should be exercised when
reviewing participation estimates, as data may not reflect
district enrollments for the 201213 school year. AP cohort data
represent public school students from a given graduating class
who scored 3 or higher on an AP Exam during high school.
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Inset D
Center
Point
Booke
AP Success by District:
Class of 2013
Kerrville
Gruver
Texhoma
Texline
Darrouzett
Rio
Hondo
Los
Fresnos
San
Benito
Point
Isabel
Br
ow
ns
vi l
le
29
50
45
40
61
35
30
25
20
15
10
0
0
10
15
20
25
30
35
40
45
50
55
60
30
With Potential
Calculus
Fulfilled
Fulfilled
With Potential
Fulfilled
Computer Science A
With Potential
Fulfilled
Statistics
With Potential
Fulfilled
62
Mathematics and
Computer
Science
English
PSAT Takers
With Potential
Biology
With Potential
Fulfilled
Chemistry
With Potential
Sciences
Fulfilled
Environmental Science
With Potential
Fulfilled
Physics B
With Potential
Fulfilled
With Potential
Fulfilled
With Potential
ial Sciences
Fulfilled
Hispanic / Latino
Total
Total
Females
Males
Total
Females
Males
Total
Females
Males
Total
2,520
378
121
214
47
70
38
113
3
134
9
113
21
106
12
153
23
98
1
57
2
94
5
132
0
282
7
11
4
1
2
0
1
1
2
1
2
0
2
0
2
0
2
0
2
0
2
1
2
1
2
0
3
0
24
82
13
11
11
10
155
14
3
5
1
1
0
2
0
2
0
2
0
2
0
2
0
2
0
1
0
2
0
3
0
6
0
72
53
24
14
17
7
12
8
14
0
15
2
14
8
14
7
16
3
13
0
10
0
12
0
14
0
23
4
29
1,779
190
55
97
15
25
11
44
0
54
5
44
6
38
2
65
11
34
0
19
0
33
1
55
0
137
1
12
11
White
Other
No
Response
Females
Males
Total
Females
Males
Total
Total
409
132
43
85
24
31
18
48
2
56
1
48
7
47
3
62
7
44
1
25
1
43
3
53
0
103
2
209
199
70
61
25
18
43
42
12
12
12
19
10
25
23
36
5
4
2
0
0
0
2
0
2
1
2
0
2
0
3
2
2
0
0
0
1
0
2
0
5
0
77
9
1
6
0
0
0
1
0
3
0
1
0
1
0
3
0
1
0
0
0
1
0
3
0
5
0
881
888
100
90
34
21
51
46
19
22
22
26
28
22
22
17
21
29
36
14
20
10
14
19
28
27
66
71
27
29
25
23
25
22
27
35
24
20
15
10
24
19
25
28
51
51
31
Breakout by Ethnicity/Race
All Students
PSAT Takers
Human Geography
With Potential
Fulfilled
Macroeconomics
With Potential
Fulfilled
Microeconomics
With Potential
Fulfilled
Psychology
With Potential
Fulfilled
With Potential
Fulfilled
63
World History
With Potential
Fulfilled
Arts
Art History
With Potential
Fulfilled
Music Theory
With Potential
Fulfilled
Hispanic / Latino
White
Other
No
Response
Total
Total
Females
Males
Total
Females
Males
Total
Females
Males
Total
Females
Males
Total
Females
Males
Total
Total
2,520
254
125
98
24
143
4
366
17
132
37
213
69
235
113
214
4
163
2
11
3
2
2
0
2
0
3
1
2
0
3
1
3
2
2
0
3
0
24
82
888
199
60
62
47
48
34
25
21
21
14
20
24
20
12
26
35
27
31
409
95
42
44
15
58
2
123
11
53
21
85
30
85
43
85
0
65
1
209
10
1,779
122
59
34
8
61
0
190
4
55
12
93
24
114
47
97
0
68
1
881
10
155
5
3
2
0
2
0
14
0
3
0
5
0
5
1
5
0
5
0
72
53
20
15
13
1
15
2
24
0
14
4
19
11
21
16
17
4
17
0
29
36
4
3
2
0
2
0
5
1
2
0
3
3
4
3
2
0
2
0
77
5
1
1
0
3
0
7
0
3
0
5
0
3
1
6
0
3
0
13
11
10
12
10
95
95
28
27
48
45
13
11
50
64
25
22
51
46
34
34
63
59
25
28
14
43
42
14
16
38
47
20
23
43
42
33
32
32
Mathematics
With
Potential
Fulfilled
Not
Fulfilled
With
Potential
Fulfilled
Science
Not
Fulfilled
With
Potential
Any Discipline
Not
Fulfilled
With
Potential
Fulfilled
Not
Fulfilled
With
Potential
Fulfilled
Not
Fulfilled
95
153
48
105
American Indian/Alaska Native
367
164
203
420
202
218
Fulfilled
All Students
Total
2,520
378
130
248
139
44
Total
11
Females
Males
1
-
1
1
1
1
24
14
10
15
16
24
18
24
19
Females
29
13
11
13
11
13
11
Males
24
11
11
11
14
11
17
12
Total
64
Black/African American
155
14
11
Females
72
Males
82
Total
10
Hispanic/Latino
1,779
190
59
131
56
15
41
65
15
50
191
77
114
215
98
117
Females
881
100
37
63
26
20
29
22
95
42
53
107
55
52
Males
888
90
22
68
30
21
36
28
96
35
61
108
43
65
Total
White
409
132
48
84
59
18
41
62
21
41
123
58
65
145
71
74
Females
209
70
26
44
28
20
27
12
15
63
27
36
76
34
42
Males
199
61
22
39
31
10
21
35
26
59
31
28
68
37
31
3
2
No Response
Total
Other
Total
36
Total
77
1
-
1
3
33
A Right to Rigor:
Fulfilling Student Potential
Corpus Christi Independent School District
Graduating class of 2014
AP English, All Students with AP Potential*
34%: Students with potential who participated in at least one
matched AP English exam
75%
None Present
1
58%
42%
None Present
14
21%
10
Black/African American
79%
None Present
3
31%
11
Hispanic/Latino
69%
None Present
59
36%
131
White
64%
None Present
48
84
*These students took the PSAT/NMSQT and earned a threshold composite score, thus demonstrating at least a 60% likelihood of earning a 3 or higher on an
AP Exam within the discipline. See the Data Notes page at the back of this report for more information.
English
65
34
A Right to Rigor:
Fulfilling Student Potential
Corpus Christi Independent School District
Graduating class of 2014
AP Mathematics, All Students with AP Potential*
32%: Students with potential who participated in at least one
matched AP Mathematics exam
50%
None Present
1
60%
40%
None Present
9
0%
Black/African American
100%
None Present
0
27%
Hispanic/Latino
73%
None Present
15
31%
41
White
69%
None Present
18
41
*These students took the PSAT/NMSQT and earned a threshold composite score, thus demonstrating at least a 60% likelihood of earning a 3 or higher on an
AP Exam within the discipline. See the Data Notes page at the back of this report for more information.
Mathematics
66
35
A Right to Rigor:
Fulfilling Student Potential
Corpus Christi Independent School District
Graduating class of 2014
AP Science, All Students with AP Potential*
31%: Students with potential who participated in at least one
matched AP Science exam
50%
None Present
1
56%
44%
None Present
9
0%
Black/African American
100%
None Present
0
23%
Hispanic/Latino
77%
None Present
15
34%
50
White
66%
None Present
21
41
*These students took the PSAT/NMSQT and earned a threshold composite score, thus demonstrating at least a 60% likelihood of earning a 3 or higher on an
AP Exam within the discipline. See the Data Notes page at the back of this report for more information.
Science
67
36
A Right to Rigor:
Fulfilling Student Potential
Corpus Christi Independent School District
Graduating class of 2014
AP History & Social Science, All Students with AP Potential*
45%: Students with potential who participated in at least one
matched AP History & Social Science exam
0%
None Present
3
75%
25%
None Present
18
21%
Black/African American
79%
None Present
3
40%
11
Hispanic/Latino
60%
None Present
77
47%
114
White
53%
None Present
58
65
*These students took the PSAT/NMSQT and earned a threshold composite score, thus demonstrating at least a 60% likelihood of earning a 3 or higher on an
AP Exam within the discipline. See the Data Notes page at the back of this report for more information.
37
A Right to Rigor:
Fulfilling Student Potential
Corpus Christi Independent School District
Graduating class of 2014
Any AP Discipline, All Students with AP Potential*
48%: Students with potential who participated in at least one
matched AP exam
25%
None Present
3
79%
21%
None Present
19
29%
Black/African American
71%
None Present
5
46%
12
Hispanic/Latino
54%
None Present
98
49%
117
White
51%
None Present
71
74
*These students took the PSAT/NMSQT and earned a threshold composite score, thus demonstrating at least a 60% likelihood of earning a 3 or higher on an
AP Exam within the discipline. See the Data Notes page at the back of this report for more information.
Any Discipline
69
38
A Right to Rigor:
Fulfilling Student Potential
Corpus Christi Independent School District
The statistics in this report correspond to students from the class of 2014 who tested in the following schools.
AI Code
441491
441501
441509
441510
441513
441517
441522
441529
441530
449090
449168
449169
449174
449182
449187
449195
449212
449240
449502
School Name
City
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
Corpus Christi
78411
78416
78412
78408
78401
78415
78405
78404
78411
78414
78411
78413
78408
78411
78415
78413
78412
78412
78416
39
70
Data in this report are based on students from the graduating class of 2014. The PSAT administrations used to determine whether graduating seniors
had AP Potential were from the sophomore and junior year of this class. For students who took the PSAT as both a sophomore (2011) and junior
(2012), potential has been calculated using the PSAT admin on which they achieved the greatest sum of section scores.
The students described in this report have already graduated from high school. The purpose of this report is to see how AP Potential has been fulfilled
in your most recent graduating class. For AP Potential demonstrated by students testing with the October 2014 administration, please refer to the AP
Potential tool.
Reports are based on students associated with either a state or district school list.
For further background information about AP Potential, to learn about correlations between PSAT performance and specific AP Exams, or to review
the expectancy tables, please visit: https://appotential.collegeboard.org/app/welcome.do
AP Potential and fulfillment of AP Potential are based on 23 AP Exams that are listed below according to their respective content area:
71
40