CCISD AP Diagnostic Report

Corpus Christi
Independent School District

AP Diagnostic
Final Report
The College Board
The College Board has developed the AP Diagnostic (APD),
which provides districts and schools with strategies that they
can implement to increase AP participation and performance.
This report is designed to assist districts and schools as they
evaluate their AP programs.
The College Board

4339 Gaines Ranch Loop
Suite 200
Austin, Texas 78735
(512) 7211800
Debbie Shepard, Executive Director

Jill Schott-Moorhead, Director
Ismael Rodriguez, Jr., Assoc. Director
February 5, 2015
31
February 5, 2015
AP Diagnostic Executive Summary

The items listed below are specific items from the final report, which should minimally be completed to
begin the process of enhancing Corpus Christi Independent School Districts current AP Program:
Action Item
Academic and Learning Environment
Develop and implement a district and campus
wide vision statement and strategic plan for AP
that includes goals, metrics and clear
accountability in both performance and
participation.
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.
Establish a strongly articulated system that

includes Pre and AP teachers, administrators,
instructional specialist, and counselors to discuss
and implement rigorous content, sills, and habits
of mind across the curriculum to support student
achievement.
Data That Informs

Develop a system for effective use and training of
the AP Online Scores, AP Instructional Planning
Reports, and AP Potential at the district and
campus levels.
Use of College Board data will assist administrators

make informed decisions about professional
development, expand content areas, and provide
teachers data that will inform their instruction for
student success and support needed for students.
Instructional Support for Teachers

Design a multiyear, targeted plan for supporting
administrators, Pre-AP, and AP teachers that
includes teacher mentoring, effective use of data,
identifying rigor in the classroom, and
collaboration.
Professional development for administrators will

support classroom observations and use of data to
support teachers. Administrators will have
knowledge to set clear expectations and support
for teachers. Training for teachers with follow-up
will help to support implementation of new
strategies in the classroom.
Removing financial barriers for middle income
students will support an increase in exam
participation and allow them to earn potential AP
credit which they have worked hard for during the
course.
Support for Students and Families

Generous district support has removed financial
barriers for low income student participation, but
cost is still a major obstacle for middle income
students and a reason for students not taking the
exam.
32
Corpus Christi Independent School

District AP Diagnostic Report Delivery
Date: February 5, 2015
Time: 3:00 pm
Agenda
1. Welcome and Introductions
2. Review Purpose of the AP Diagnostic
The College Board has developed the AP Diagnostic, which provides district and schools with
strategies that they can implement to increase AP participation and performance. This report
is designed to assist districts and schools as they evaluate their AP programs.
3. Site visits
a. Mary Carroll High School
b. Foy H. Moody High School
c. W.B Ray High School
4. AP Diagnostic Report
5. Corpus Christi ISD Data Review
6. College Board Support
7. Next Steps
33
Corpus Christi Independent School District AP Diagnostic Final Report

Introduction
AP enables students to pursue college-level studies while still in high school. Through more than 30 collegelevel courses, each culminating in a rigorous exam, AP provides willing and academically prepared students
with the opportunity to earn college credit and/or advanced placement. Taking AP courses also
demonstrates to college admission officers that students have sought out the most rigorous curriculum
available to them.
Performing well on an AP Exam means more than just the successful completion of a course; it is the gateway
to success in college. Research consistently shows that students who score a 3 or higher typically experience
greater academic success in college and have higher graduation rates than their non-AP student peers.
Recognizing AP as the gold standard for rigorous academic curriculum, the College Board has developed the
AP Diagnostic (APD), which provides districts and schools with strategies that they can implement to
increase AP participation and performance. This report is designed to assist districts and schools as they
evaluate their AP programs.
Successful AP programs in schools and districts share the following essential components:
They have learning environments that are academic

They have and use data that informs and instructs
They offer support for teachers, students and families
They provide continuous AP professional development for all stakeholders
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.

Components
Academic & Learning
Environment
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.

Components
Data that Inform
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.
Professional development is made available to teachers but is not

required, leading to inconsistent training across the district.
50% of teachers surveyed indicate they attend an AP training
every 2-3 years. However, there is no policy that indicates when
teachers should attend to remain relevant.
83% of teachers surveyed reported that a mentor program does
not exist on their campus.
Administrators for Academics & Accountability indicate
that professional development would be beneficial to
support teachers.
A disconnect between the district and campus view of AP look
fors and what actually occurs at the campus.
63% of teachers surveyed reported they have the resources
required to teach AP, but some teachers report outdated or
insufficient number of books.
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

Components
Support for Students &

Families
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.
Continue to offer the AP parent night and

incorporate the use of free tools from the
College Board to expand the interest for AP.
Create opportunities to celebrate AP
participation and performance such as
awards ceremonies, graduation cords, display
recognition board, and other forms of
engagement.
Create a comprehensive schedule that is
available in the counseling office, campus
website, and in hallways. Teachers should
post individual tutoring outside/inside their
classroom.
Consider expanding funding to middle
income students to assist in the cost of the
AP exam.
Make use of free AP flyers, AP brochure for
students and parents (English and Spanish),
and resources for preparing students for AP.
Place materials in public areas for students
and their families.
Continue to offer and consider expanding the
mock exams and review sessions.

AP Equity & Excellence Index The AP Program encourages educators to make equitable access a guiding principle for their AP courses by giving all willing
and academically prepared students the opportunity to succeed in rigorous, college level experiences and the advantages they bring. In the long term, an
increase in the number of students participating in AP is typically accompanied by an increase in the number of successful AP students. It is therefore only
through a commitment to equitable access to AP that excellence can be achieved.
Table 1: Shows the percentage of graduating seniors who scored
a 3 or higher on at least one AP Exam.
Equity & Excellence Index

25.0%
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

Role
Spring
Summer
Fall
Spring
Administrator
Establish clear district Advanced

Placement level roles, expectations,
accountability practices to ensure
consistent teacher and student
support.
Engage teachers and administrators

to create a district written strategic
plan with a roadmap to attain their
AP goals.
Provide training for campus

administrators and AP teachers in
the use of the IPRs to support and
improve current campus
evaluations.
Implement teacher plans that

provide support in the last quarter
for AP students as they prepare for
the exam.
Ensure district staff, campus

administration and AP teachers
receive access, training, and design
protocol for College Board tools and
reports, including AP Potential, AP
Online Score Reports, Instructional
Planning Reports (IPRs).
39
Advise teachers to create plans to

provide varied types of support for
students as they prepare for the AP
exam.
Carry-out mid-year evaluations with
AP teachers to establish course
fidelity, differentiation, student
progress, and exam readiness.
Implement a plan to recruit
qualified students for AP courses by
using AP Potential.
Attend College Board Regional
Forum February 25-27, 2015 in
Dallas, TX.
Help administrators gain a better

understanding of how to identify
rigor in AP by providing PD
Workshop for Administrators.
Recommend administrators
formulate AP Walkthroughs with
specific look fors.
Identify teachers/staff to lead
vertical teams and develop grade
appropriate rigor.
Meet with College Board
Educational Manager to walk
through the Instructional Planning
Report and coordinate next steps.
Evaluate the relationship between
AP exam scores and course grades.
Support staff in the creation of
summer support tools for students.
Attend AP Annual Conference July
22-26, 2015 in Austin, TX
Attend AP Summer Institute for
Administrators in Florida.
Continue PSAT/NMSQT testing at

both sophomore and junior level to
increase the pool of students in the
AP Potential tool.
Identify best practices to utilize in
cross-district mentoring specific to
AP and Pre-AP teachers, holding all
participants accountable.
Establish district AP leadership
teams (subject-specific teachers,
administrators, counselors, and
possibly student representatives) to
strengthen support in the
classroom.
Carry-out mid-year evaluations with

AP teachers to establish course
fidelity, differentiation, student
progress, and exam readiness.
AP Course Audit administrator
begins to finalize electronic Course
Audit forms submitted for new
courses or those transferred to their
schools by new teachers.
Engage with vertical/horizontal
teams.
Forum.
Encourage teachers to apply as an

AP reader and consultant.
teams.
Approve updated syllabi as needed.
Attend College Board National
Forum November 4-6, 2015 in
Washington, DC.

Role
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.
Encourage counselors to attend

professional development as the
Fall Counselor Workshop, APP,
and Summary of Answers and
Skills (SOAS).
Review strategic plan for the

counseling program that helps to
support engagement, support,
growth, and value in AP.
Create a strategic plan for the

counseling program that helps to
support engagement, growth, and
value in AP.
40
Counselors should utilize AP

Potential (APP) when working
with students on registration to
help grow courses and identify
potential candidates for AP.
Establish middle school and high
school collaboration to introduce
incoming students to Pre-AP and
AP.
Establish means of publicly
recognizing student performance.
Join the College Boards Counselor
Community for professional
development and networking
opportunities.
Provide teachers with an
informational presentation and
engage them in conversation
about AP.
Forum in Dallas, TX.
Look over schedules for any

potential students who did not
sign-up for or indicate potential
for AP.
Work to create and begin parent
newsletters to assist parents in
staying informed about activities,
recognitions, and supports for
pre-AP and AP.
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.
Counselors should utilize APP

when working with students on
registration to help grow courses
and identify potential candidates
for AP.
Continue middle school and high
school collaboration to introduce
upcoming students to Pre-AP and
AP.
Evaluate and reinforce
recognition for student
performance in AP.
Provide an informational
presentation and outreach with
teachers that engages
conversation about AP.
Forum.
Continue to provide AP Parent night

and work with campus staff to
increase attendance.

Role
Spring
Summer
Fall
Spring
AP Coordinator
(Administrator
for Academics &
Accountability)
Join AP Coordinator online

community.
Meet with College Board

Educational Manager to walk
through the Instructional Planning
Report and coordinate next steps.
Monitor the AP Audit to

encourage teachers to revisit and
revise AP syllabi.
Provide teacher training aligned

with APIPR results and campus
goals.
Conduct a follow up APIPR training

with teachers to ensure use of data.
Attend a free AP Coordinator

Workshop.
Monitor needs of teachers and

campus in preparation for 2016
exam administration.
Work with counselors to evaluate

AP participation contract that lists
steps to support students and
provides them guidance for
reaching out.
Facilitate subject area meetings at

a District level to explore new
ideas and information.
Evaluate AP goals and

accountability plans.

teams.
Provide AP Potential access for

teachers.
Support implementation of student

safety nets and parent information.
Provide training on SOAS results,

particularly as they relate to
campus goals.
Create student incentives for AP.

Provide teacher training on how
to use the APIPR effectively.
Introduce AP Potential and
provide access to teachers.
Provide training on SOAS results,
particularly as they relate to
campus goals.
41
Set goals and action plans for

student support.
Set expectation and provide
communications on the benefits of
taking the AP exam.
Work with teachers and counselors

to create AP Flyers to advertise
student support opportunities.
Engage teachers and administrators
to create a district written strategic
plan, with a roadmap to attain their
AP goals.
Attend College Board National

Forum November 4-6, 2015 in
Washington, DC.
Monitor the AP Audit and

encourage teachers to revisit and
revise AP syllabi.
Help administrators gain a better

understanding of how to identify
rigor in AP by attending a PD
Workshop for Administrators.
Recommend administrators
formulate AP Walkthroughs with
specific look fors.
Identify teachers/staff to lead
vertical teams and develop grade
appropriate content rigor.
Attend AP Summer Institute for
Administrators in Florida.
10

Role
Spring
Summer
Fall
Spring
Teacher
Create performance expectations

related to AP growth and college
readiness activities to professional
goals for upcoming school year.
Attend APIPR workshop.
Submit updated audit syllabi as

needed.
Evaluate personal goals in District

and campus AP goals and
accountability.
Actively Recruit Pre-AP and AP

students for next academic year.
Engage students to take AP exams
and provide the value for earning
AP credit.
42
Work with administration for

financial support to encourage
more students to take the AP
Exam.
Access AP Potential to identify
highly qualified students.
Join AP teacher community in
subject area.
Utilize APIPR to evaluate

instructional strategies and to
adjust instruction and course
content so that all are aligned to
meet campus and individual goals.
Complete self-evaluation of
accountability plan based on
student performance on AP
exams.
Work with department team to
plan how to make AP and Pre-AP
support (after school/Saturdays)
available on a regular basis during
the school year.
Attend an APSI or other AP
professional development as
needed or based on district policy.
Evaluate the relationship between
AP exam scores and course grades.
Apply to become an AP Reader or
AP consultant.
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.
Create goals after reviewing AP

scores and AP Instructional
Planning Reports.
Attend a professional
development workshop based on
goals.
Analyze PSAT/NMSQT data using
SOAS and connect those strengths
and weaknesses to the
expectations in AP and Pre-AP
classes.
Create student study groups and

differentiated opportunities for
learning.
Access AP Potential to identify

and recruit Pre-AP and AP
students for the next academic
year.
Display AP flyers prominently in

the classroom to advertise
support opportunities.
Access AP Central for teacher

resources.
Use the information and

resources on the Share AP
website to help students
understand the value of the AP
course exam.
11
43
APPENDIX
12
College Board's Equity and Access Policy Statement

The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and
academically prepared students the opportunity to participate in AP. We encourage educators to:
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
District Integrated Summary 2013-2014

Corpus Christi ISD
OVERVIEW: Percent of Test-Takers Self-Reported as Minority Students
100%
80%
81%
79%
80%
45
Percent of Minority Students
72%
67%
60%
57%
40%
20%
0%
SAT Graduating Seniors
AP All Students
PSAT/NMSQT Juniors
10/17/2014
SAT Subject Tests Graduating Seniors

PSAT/NMSQT Sophomores
ReadiStep - 8th and 9th Grades
14

Corpus Christi ISD
OVERVIEW: Fee Waivers/Fee Reduction for SAT, AP and PSAT/NMSQT
Fee Waiver/
2500
Fee Reduction
Usage
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

Corpus Christi ISD
AP: Participation and Performance Overview
# of TestTakers
% of Total
1,068
100.0%
+8.8%
+8.7%
47
Gender
Total
Change from last year
Female
Ethnic Group
All
Corpus Christi ISD
American Indian
-18.2%
Asian
+28.9%
Male
597
471
44.1%
+8.8%
9
107
Black
-17.5%
Hispanic Overall
+9.8%
Mexican American
55.9%
33
603
187
0.8%
10.0%
3.1%
56.5%
17.5%
+12.7%
Puerto Rican
3
-50.0%
Other Hispanic
+9.5%
White
+1.1%
Other
+42.9%
No Response
+114.3%
413
281
20
15
0.3%
38.7%
26.3%
1.9%
1.4%
Total Group - Public Schools
Texas- Public Schools

# of Exams # of Grades
Taken
3-5
# 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%
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%
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

Corpus Christi ISD
AP: Exam Participation and Performance (Part 1 of 3)
'12-'13
Total # of Exams
'13-'14
# of Exams
% of Total
Score of Score of Score of Score of Score of

1
2
3
4
5
# of Exams
% of Total

1
2
3
4
5
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%
Art: Studio 2D-Design

% of Total
12
1%
0
0%
3
25%
4
33%
4
33%
1
8%
1%
0
0%
2
25%
5
63%
1
13%
0
0%
Art: Studio 3D-Design

% of Total
0%
Art: Studio Drawing

% of Total
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%
Chinese Language and Culture

% of Total
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%
English Language & Composition

% of Total
220
14%
62
28%
97
44%
35
16%
21
10%
5
2%
151
10%
43
28%
53
35%
31
21%
15
10%
9
6%
English Literature & Composition

% of Total
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

Corpus Christi ISD
'12-'13
'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
Japanese Language and Culture

% 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%
Physics C: Electricity & Magnetism

% of Total
0%
# of Exams
% of
Total

1
2
3
4
5
German Language
% of Total
0%
Government & Politics: Comparative

% of Total
Government & Politics: United States

% of Total
120
8%
52
43%
32
27%
History: European
% of Total
12
1%
4
33%
History: United States

% of Total
152
10%
History: World
% of Total
180
Human Geography
% of Total

1
2
3
4
5
10/17/2014
18

Corpus Christi ISD
'12-'13
'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

1
2
3
4
5
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%
Spanish Literature and Culture

% of Total
0%
Statistics
% of Total
43
3%
31
72%

1
2
3
4
5
50
10/17/2014
19

Corpus Christi ISD
AP: Number of Examinations and Number of Examinations with Grades of 3, 4 or 5
2,500
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
Examinations with Grades of 3, 4 or 5
20

Corpus Christi ISD
AP: Participation by Ethnic Groups Taking One or More Exam
100%
Percent of
Test-Takers
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

Corpus Christi ISD
AP: Participation by Ethnic Groups with Grades 3, 4 or 5
Percent of
Test-Takers
100%
80%
60%
40%
53
20%
0%
'09-'10
'10-'11
Number of Students With Grades 3, 4 or 5 on an AP Exam:

American Indian
1
5
Asian
35
51
Black
4
4
Hispanic
144
148
White
157
143
Other
13
11
No Response
6
18
Total
380
360
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
Corpus Christi ISD

Summary by High School: SAT, SAT Subject Tests, AP , PSAT/NMSQT
2014
SAT 2014
SAT Subject Tests 2014
AP 2014
PSAT/NMSQT Sophomores 2013-14
PSAT/NMSQT Juniors 2013-14
Test
Takers
Coles High School and Education Center

Collegiate High School
Foy H Moody Science and Health Center High School
Harold T Branch Academy Career & Tech Edu
Mary Carroll High School
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
Richard King High School
441509
243
494
497
476
14
41
314
528
266
551
39.7
38.0
38.0
509
42.3
41.6
41.4
Roy Miller High School

W B Ray High School
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
Corpus Christi ISD

Summary by School: ReadiStep
2014
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
South Park Middle School
Student Learning and Guidance Center
Tom Browne Middle School
7th Graders 2013-14
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
-
8th Graders 2013-14

Writing
Skills
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
9th Graders 2013-14

Writing
Skills
Mean
3.2
3.1
3.5
3.1
3.5
2.9
3.7
2.9
3.1
2.9
2.5
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.
Who can access AP Potential?

Counselors, Teachers, High School Principals, District Officials and State Department of Education
Officials.
How to Access AP Potential

Enter your user name and password under Sign In to View Reports. First-time visitors are asked to
create an educational professional account, and enter their AP Potential access code. Access codes are
emailed in early December to principals and AP Coordinators at 2014-15 participating AP schools, and
also appear on the PSAT/NMSQT Roster of Scores. District AP Potential access codes are emailed to
the attention of district officials in early December.
Accessing Prior Years' Results

Schools, districts and states can generate rosters of students based on prior years' PSAT/NMSQT or
PSSS results. After logging in and entering your access code, you can choose whether to generate
reports based on the 2012, 2013, or 2014 PSAT/NMSQT administration.
Guidelines for Proper Use

According to College Board research, PSAT/NMSQT scores are useful in identifying students who may
be successful on AP Exams. These studies show that PSAT/NMSQT scores are stronger predictors of
students' AP Exam scores than the more traditional factors such as high school grades and grades in
same-discipline course work.
AP Potential should never be used to discourage a motivated student from registering for an AP
course, since the AP Potential results only account for some of the factors that contribute to the
students' exam results, and do not take into account the power of an individual student's motivation,
parental support, and teacher efficacy.
25
56
AP Potential Score Correlations

The table below shows the number of students that participated in the study, the section(s) of the
PSAT/NMSQT that were used to predict performance, and the correlation between PSAT/NMSQT
performance and AP performance for each AP Exam. A correlation measures the strength and direction
of the relationship between two variables, in this case, PSAT/NMSQT scores and AP exam scores.
Correlation values range from -1 to +1 with absolute values of approximately 0.1 considered to
represent a small relationship, absolute values of approximately 0.3 considered to represent a
moderate relationship, and absolute values of 0.5 or higher considered to represent a strong
relationship. A positive correlation, like those seen between PSAT/NMSQT scores and AP exam scores,
indicates PSAT/NMSQT scores are useful for identifying students who are likely to do well in AP
courses and exams.
AP Exam
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
109,290
CR + M
.668
European History
80,532
CR + M + W
.621
Government & Politics:

Comparative
22,037
CR + M + W
.598
Government & Politics:

United States
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
48,928
CR + M
.566
Physics C: Elec. & Mag.
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
2014 PSAT/NMSQT Intended Majors Compared to AP Participation/Performance

Major Categories
Health Professions and Related Clinical services
Number of Students
849
Percent
21%
Engineering
578
14%
Undecided
435
11%
Visual and Performing Arts
379
9%
Security and Protective Services
252
6%
Business Management, Marketing, and Related Support Services
222
5%
APExamsTaken
22
20
162
239
Arts
Other
208
5%
Biological and Biomedical Sciences
195
5%
Psychology
124
3%
Computer and Information Sciences and Support Services
106
3%
Math
Legal Professions and Studies
79
2%
Engineering Technologies/Technicians
79
2%
Science
Education
77
2%
71
2%
55
1%
Physical Sciences
53
1%
58
Architecture and Related Services

Parks, Recreation, Leisure and Fitness Studies
English
182
SocialStudies
WorldLanguages
951
Social Sciences
42
1%
Communication, Journalism and Related Programs
38
1%
Military Technologies and Applied Sciences
38
1%
Agriculture, Agriculture Operations, and Related Sciences
36
1%
English Language and Literature/Letters
31
1%
Natural Resources and Conservation
22
1%
Personal and Culinary Services
21
1%
Multi/Interdisciplinary studies
19
0%
Mathematics and Statistics
18
0%
Foreign Languages, Literatures, and Linguistics
17
0%
SocialStudies
Family and Consumer Sciences/Human Sciences
16
0%
Math
History
15
0%
Public Administration and Social Services Professions
10
0%
Liberal Arts and Sciences, General Studies, and Humanities
0%
Theology and Religious Vocations
0%
Philosophy and Religious Studies
0%
Area, Ethnic, Cultural and Gender Studies
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
No 12thgrade enrollment data
Agua
Dulce
Childress
Drisc
Premont
West Oso
Corpus
Christi
Flour
Bluff
Bishop
TulosoMidway
o ll
Ricardo
Santa
Gertrudis
Aransas
ry
go d
Taft Gr e tlan
r
Po
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
Mcleod
Waskom
West
Sabine
Broaddus
in
Lufk
er
ille
Point
Isabel
Chest
Deweyville
Silsbee
Big
Sandy
Cold springOakhurst
East
Chambers
to
es
Ga
lv
Hida
lg o
Weslaco
Mercedes
La Feria
Santa
Maria
Edcouch-La
Elsa Villa Santa
Rosa
Prog reso
Harlingen
Monte
Alto
P Aransas
Ara ort
n saPass
s
Mission
Shary
land
ValleyMcallen
Pharr-San
View
JuanAlamo
Donna
sv
er
o
C rp Taft
hr us
is
ti
Inset F
Santa
Gertrudis
Mercedes
SantaLa Villa
La Feria
Maria
Harlingen
Maud
Redw Hooks
ater
Avery
OvertonW
hit e
West
Oa k
Rusk
L
Fr apo ynor
an
ks
to
n
klin
Fr
an
Liberty
HullDaisetta
Devers
lle
vi
Sm
ith
Me
y
r da
te
this nqu e
Ma Ba
San Edinburg Raymondville/

Isidro
Raymondville Lyford
San Perlita
Lasara
Rio
Monte Alto
Lyford
Grande La
EdcouchSanta RosaLos
Sharyland Elsa
Joya
Rio
Valley
Fresnos
Pharr-San Juan-HAlamo
Hondo
ida lgView
Weslaco
o
Br
Progreso
ow
San n sv
ille
Benito
Donna
Hum ble
D
Va el
lle
Lu
lin
rro
Nava
Judson
rn
e
Pett u
go
ee
Roma
Mission
Mcallen
Hallsville
Fruitvale
Gr
S a and
lin
e
on
Br
em
rs
R oge
Thorndale
Hutto
Lag
Vis o
ta
ille
ta
Ma
Ka
wn
A gua
Dulc
e
Ba
Jourdanton
Sw
ry
Pa
Charlotte
dge
Natalia
Center
oit
Clar ksville
Detr
Dodd
Honey
Grove
a
yu g
Ca
La Vega
Va
ll
Mi ey
lls
Mount
Vernon
Hart
s
Mount
Blu ff
Pleasant
Pott sboro
Tom
Bean
Bells
Savoy
Ector
Callisburg
Waxahachie
Blo
o
Gr m in
ov g
e
Corsicana
Weatherford
Birdville
Venus
Maypearl
Gorman
Cisco
Eastland
Eula
Clyde
rrv
Bri
Ke
Vido r
Fe
Sabinal
ille
D'Hanis
Kir byv
nt
rto
lin
m se
ku Nur
m bia
Colu ria y
o
Braz en
e
Bo
ha
W
a
Yo
ze ll
Ez
im
he
rd e
N o ung
R
Laredo
hill
Divide
mp
Sa
on
Nix iley
Sm
Kenedy
Wide Csd
F
Pg. 2
J
Pg. 3
HardinJeff erson
ers
Barbse
on o oHill k
Dayt
G ree
C
in
ad
Kle
pst e
d Huff m a
H em
Bo
l an
ve
im
st
We in
rd in
HaHard
le D
Cle
AndersonShiro
da
ck
ir ie
Pra a
Le
I
Pg. 3
La Joya
Brooks
He
ne
ar
He
use
Ga
Ro
ra ll
er
lo
Tay
Th
nd
Knippa
pl e
A p i ng s
r
Sp
Santa Coleman
Rochelle Anna
B ang
s
Richland
Springs
int
Jo
Muenster
Sa
Bellevue
Bridgeport
Brock
Strawn
Mineral
Wells
Bryson
le
Ru
ne
ile
Ab
Merkel
Loraine
Highland
Coahoma
Seagraves
Forney Prince to
City
View
Harrold
Electra
Chillicothe
No
rth
s id
e
Crosbyton
Lorenzo
Judson
Olfen
as
oo
lton
Lea
San FelipeDel Rio
gl
dbu
se t
R o Lot
Be
as
er
pp e
C o C ov
Medina
Valley
Jim Hogg
Tim pson
ou
gu
kw
Oa
a
Te
rd
io
E
Pg. 2
Zapata
Big
Sp
ring
g vie
bba
ll
Greenwood
Lon
de
Hu
Ir e
ille
oo
Mccamey
Runge
e
Gilm
en
nv
H
Pg. 3
w
Ne n
sto
Bo
ilan d
Natalia
Prair
he
nw
s id
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
ley
Tola
ep
St
Sidney
ow
Br
Pre
Notes:
Com merce
d
Go
on
C
Pg. 1
G
Pg. 3
ille
y le
Aledo
rd
Go
nd
Trent
Sa
ta
59
D
Pg. 2
Sources:
201112 NCES 12thgrade district enrollment, 2013 College

Board AP Cohort Data, and 201112 Proximity School District
Boundary Files.
nv
ee
Gr
d
Bla n
Arg
B
Pg. 1
Bonham
nd
S And S
lla
Ysle
Socorro
lls
Siv e
B end
ve
A
Pg. 1
Gold
Burg
Le
Anton
Smyer Cotton
Frenship
Center
rt zSche
lo
Cibo
D'Hanis
Amarillo
Inset E
Beeville SkidmoreTynan
La Gloria
Kress
Jim Hogg
Quanah
Kenedy
Lockney
Brooks
Wide Csd
Plainview
Burk
Vernon
b
u
Seguin
Hale
rnett
Motley
Amherst
Byers
Paducah
Floydada
Center
Sudan
Whitesboro
Pe
a
ie
Iow Wichita tr olia
Petersburg
Crowell
Littlefield
ai r
rk
Pr lley
S am
Pa
Abernathy
Whitharral
North
Falls Henrietta
Walnut
u rn
Va a
Denis
Patton
Medina
Lin
Morton
Rayb
New Deal
n
Lamar
co
Holliday
o
Windthorst
Bend
o
ds
N
Sherm n
Springs
Valley
Guthrie
a
Shallowater Idalou
Ch Paris
Seymour
y
Montague
Benjamin
Archer
Gainesville How an
is u
NixonDekalb
Plea
LubbockRoosevelt
Mid
Csd
e
m
t
way
y
Resan
Riv
Spur
lle
Hondo
d
Bowie
Tioga
Smiley
Era Va Collinsville
Roxton
erc
LubbockLea
Gro
Van
Munday
Lry
res
Slaton Ralls
ic kve Texarkana
Hubbard
AForestburg
iew Pilo Gunter yneWhitewrightFannind el Coope r
Olney
Whiteface Sundown Ropes
Knox-O'Brien
t
Cooper
Alst
LibertyJacksboro Chico lv or Slidell SanVgerPoin t Celina
Leonard lfe
Nort h
Trenton
Southland
hur
Stockdale
im m s
d
Sulp
Meadow
New
Home
Anna
e
S
t
o
st
Throckmorton
Hopki
Somerset
Wilson
Eylau
Haskell
ele Ridge
W
Kru Aubrey McMel
Blue
ns Bluff
issa C
kinFarmersville
JaytonPond m nLitt le Prosper
Queen
Southside
Brownfield
Pewitt
Plains
Decatur
Aspermont
Lytle
e r toLake
Campbell Sulphur
Saltillo
Newcastle
A ney
Post
Tahoka
Boyd
At Bloomburg
y
n
Girard
Mount Pleasant s
PerrinlmFrisco llen Lovejoy
Floresville
Community um bSprings
l an
Daingerfield- Lone Star
e
Des t DallEas
Paint
C Mille r
Paradise
ta
Wellman-Union
Poth
W Chapel Hill
Hugh LindenO'Do
Whitt Poolville
e Lewisville
son Graham
Sta
Plano WylieRoyse
d
w
s
Lone
Oak
Devine
Richardson
i
Boles
nne ll
o
g
h
Denver
n
n
m fo Creek
Pitts
Q
P
Como-Pickton
burg Spri Kildare
Grapevineea Springtown Nort Carroll
Wo
Mills GroveY u itm ns
CoppellColleyville Caddo
rd
Dawson
Graford
Snyder
s
nlan
r
Eagle
Avinger
Rotan
b
an
Farmers BranchQui
Rains
te
Poteet
Hamlin
re
ers
Breckenridge
Loop
Azle
tis an or Union
Kelle CarrolltonHurstEulessBedford
d
O
Gar
r
e
ner
Irving
o Hill
White
Garland
Mt-Saginaw
Lu oca Albany
Karnes
Highland Park
FSettlement
Rockwall TerrellEdgewood
New Jefferson
Lamesa
o
Roby
Millsap
Alba-Golden
Lake
Worth
Har
rt
Palo
H
Wills
v
mon
y
A
Borden
Anson
Dallas
Sunnyvale
Prairie
er
H
Seminole
H
WCastleberry Grand
Nordheim
Everman
Pleasanton
ll
m
Lancaster
Falls
Pinto
Point
Santo
Mine awk Big UnionDian aarleton Karnack
Ha
Cedar
Hill
Cro orth Arlington
Desoto
Mesquite a
le
ater
ola ins
wle
Jourd
Kennedale
w Man
sfield Duncanville an d ry ig
eetw
Ira
n
y
an to
Sand Grove Spring Hill
Moran
Jo ley
Kenedy
Klondike
h Sw
n
LindaleWinGladewater
y
Canto
sh
Ranger
Red OakFerrCrScur Kaufman
Charlotte
Midlothian
Marshall
r
oe
ona
M Lipan Granbu
Burleson
ua
Hu
k Martins
ris osse
Pine
Tree
Rosc
ry
o
e
n
l
Sabine
cka o rga n
Keene a d
pe
R Kemp ba
lm
Van
m Elysian
MillMurchison
r
e
baM
Pa
o re
Tyler Cha
tu
Baird
a
Stephenville
y ill
r n lv a
Wylie
Andrews
Ennis
Lin g
Kilg Chapel
Ta ille Fields
M Eustace
Grady
n
HillLeveretts
A
b u Grandview
lon
levi
Rio
Westbrook
e Gle se Cle
e Ma la ko Brownsboro Whitehouse Arp
kv
M Av a
n lle
ic
c
Cross Rising
re
h
i
o
R
e
ff
o
ta
Jim Ned
Ke
T
B Carthage
Vis
Bullard up
Trinidad
y R t Covington
a lfo r Ital
D
Blackwell
Stanton
re n Cross
Forsan
Colorado
Le
Plains Star
ub
Wa alnu Ksoppe Blum It asc
d y
Henderson
s
e
Tr o Carlisle
Anthony
rl
lin
D
Novice
Roads
W ringM
oro
ros t
d
Gary
le
Com
anche
o rg Whit n Hillsb ynumF
Mildre
May
Robert Bronte Winters
e vil
a
Sp
B
ey
an
Canutillo
Malone
New Summerfield
Kermit
Garrison Tena hJoa
Meridian
Hico
Lan Mount
W
Abb
Fairfield
Daw
Glasscock
ott
P
e
la
Neches
quin
Lee
Ector
son
Dell
Winkl
Midland
Rusk
s
n
a
i
Enterprise
or
t
El Paso
les
Ballinger Panther
sti
Ea Blanket
Sterling
n fill
th
fton ChAqu WestMo unPenelope
tin e Jacksonville CushingCentral
Sh
Gu
Loving
am
Clint
Westwood
rly
elb
Hamilton Cra a p Cli
Creek
e
in a
lm
Connally
r
S
g
s
a
Grape
yv il
y
G
y
Heights
d
Excelsior
p
rin West/ C tell ooli Me
he
le
eph Pridd
um Alto
San Elizario
Jone
Water Creek Miles
c
Sloc
Z
x
x
C
MonahansBosqueville
g
o
Elkh
sboro
A Hallsburg
Martinsville
ia
art
Rankin
Dew
Connally
Mid
rd way
Ft Hancock
g d Chir
San
Valley
Mart
Ve
WickettPaint
Orawfo or Waco
Mullin
Wells aco Woden eno
C
ribe
aite
la nd
l
alo
g
g le
Pecose
e
Aug
ff
w
s
p
Brookesmith
usti
N
Grandfallse
ie
Tornillo
Evant
u
C
ne
ra
Star
s
th
R
Pyote
San
Rock
e
G
B
t
Groesbeck
ville
Culbersonscbgr LorRobinson
Crane
Kennard H ntral
o ld
Barstows
e
xo
Etoi
Lohn
G
le
Royalty
n
te
Fabens
te
M y
Reagan
a
Angelo
Marlin
udso
La
Ga
Allamoore
Sierra
on
Irion
Toyah
n
ilt on
Wall
gt
Leon
Crockett
San Lometa
ody C h
Ce
Eden
Balmorhea
in
Blanca
Mo Tr o Bruceville- Eddy
Brady
nt
Centerv ille
Buena
Christoval
Dibo unt
Saba
er
Normangee Lovelady
Tem yWestphalia
ll
lla Brookeland
v
Vista
ple
Lampasas
Groveton ille n- H Zava
Killeen
a
y
Burk eville
Madisonville
eil
Sala HAcademy Buckholts Calv ert
Cherokee
r i g en
in it Onalaska
Ft Davis
e sn Jasper
Tr
e do oll
or m d
North
ro n
lm
c
e
Schleicher
Menard
a
o
C
a
n
m
Bart le n d
C
Liv
Zulch
Newton
C gett
Burnet
Ca
Iraan-Sheffield
re
tt
in gLeg
Woodville
lo
ell Granger
Crockett
o
Huntsville
rr
S
F
Mason
Bryan
n
s
Ja
Fort
a
Liberty
Iola
pu
to
Llano
Mil
n
Valentine
rg
Mumford
Ma
Stockton
Hill Georget own
s New
Goodric h
er
rble
College
d
r
Warren
Fa
Caldwell S
ha
Waverly
und
lls
Junction
no Station
Sonora
Ric
Ro ck Coupla
Ko
Na
erd
Doss
Willis
ok
La
untz
nd
Buna
Ro
eph
va
T ke EPflugerville
e
Sh
n
s o Montgomery
ane Manor Elgin
Harper
Som erville
West
ng to
Johnson Dri r avi
ta
Conroe
Lumberton
sn
LexiGiddings
Fredericksburg
s
p
n
S
Elgin/
i
p
Ing
Evadale OrangeTarkington
pr i n
Terrell
st
rto Brenham
ram
u
Magnolia
in g
s
u
w
Little
Cypress- Mauriceville
g
A
Cove
in
gs
B
B eau
Sp Ne Splendora
y
Gidd
Blanco
e
To
m
ri
n
on t
Orangefield
m ba
Bastrop
Waller
Marathon
Comfort
La Round Top- Carmine
ll ng Ca
Alpine
Hays
Rocksprings
Hunt
Wimberley
Nederland
Ce
Port
M Sa
G Fayetteville Bellville
Marfa
Comstock
nte
Ha
Aldine
Cyp
ress
n
a
r
Port
NechesGroves
r
m
Po
Art
an
l
rc
Crosby
Fla
int
o
Leakey
Fan shire hur
oya Fairbanks Sheldon
Comal
LockhartW
North Forest
s
ge
to
bu Sealy R
ne Boerne New Braunfels s
Nueces
Medina
Gale na
Katy Spring
Ho Branch
Channelview
ae
tt
n ia Schulenburg lu m
usto Parkeer
B and
ld
Canyon
o
Alief
D
e ra
k
B
Utopia
s
W
North
n
r
ra
r
er
s
eim a C
z os
a
lePaPorte
Schertz- Cibolo
FoPasadena C
Rice
Stafford
e Pa
La
r
Anahuac
East
Alamo Ma
H
Sabin
ek
Be rt PearlanFriendswood
Hondo
Nort hRandolph
East
C
Msd
Fieldrio Seguin Gonzales Moulton all
nd
d re
Lamar
s ide Heights
n
High
Ft Sam Houston
n
San
Alvin
Hallettsville etts
Bernard
An
San Antonio
Dick
d
La
Shin S
M inso
gle
vi
South San sAntonio
t l
Islan
Uvalde
e
Lackland
a
Vicente
to
Texas
r
w
Needville
ia
l
le
rn
rq
Brackett
Terlingua
Edgewood
SouthwestHarlandale
Dn
H o eet
po
Ea ntraLa Ve
u eck
D
an
me
am
ev
Csd
W C
e
Stockdale
Dam on
Southside
bu
co
Lytle
C
El C
es ue
in
ch
L
ry
e
th ro
SomersetFloresville
Hit
G ou
Yo
of
Poteet
a n is
r
f
Edna
Brazosport
k
Ple
to
th
ad e
n
wn
La Pryor
Po Falls
as
o Tideh ave
Ind u
an
Van
Pearsall
st rial
Crystal
to
K ene
Victoria n
Vleck
n
Eagle
dy
to
g
Palacios
Dilley
Pass
m in
Goliad
o
e
Blo
re s
Th iv er
A
Carrizo
R
io ust well- Calhoun
Beeville W
fu g
Springs
Tivoli
Re
Mcmullen
Cotulla
o
Skidmor e- o
George
ds
bo
Tynan
West
Jim Hogg
Brooks
ro
Sinton Gregory- Portland
Orange
Aransas
Kenedy
San
Grove
Wide Csd
San
Odem-Edroy
Roma
Cala
Freer Diego
Isidro
Tulosollen Ingleside
United
Alice
Midway
West
Raymondville
Ben Bolt- Drisco llRobstown
Flour
Oso
San
Raymondville/
Palito
Bishop
Benavides
BluffMidway
Edinburg
TulosoPerlita
Webb
Lyford
Lasara
BlancoKingsville Riviera
Rio
Premont
Ricardo
Grande
Ramirez La Gloria
Lyford
North
East
Marion
Ft Sam
Alamo
Randolph Field
Houston
Heights
Edgewood
S an
Lackland Anto
nio
East
South San
La Vernia
Central
Antonio
Harlandale
Southwest
Northside
Pearsall
Hereford
Farwell
Bovina
Bandera
Navarro
ir ie ulin
Pra a L
Le
New
Braunfels
rt
Comal
ha
San
Marcos
Boerne
River
Road
Highland
Park
Panhandle
Wildorado
Hays
Comfort
ck
Medina
Wimberley
Blanco
Center
Point
Spearman
Follett
Pringle-Morse
o nsCanadian
Ple m tt Miami
e
Dumas
Stinn sSpring
Sanford- Phillip Creek
Boys
Channing
Borger
Ranch Bushland Fritch
Fort Elliott
White Pampa
Deer
ler
Lefors
ee
Wh
Grandview- Hopkins
Vega
Adrian
Mclean Shamrock
Groom
Hartley
Lo
Kerrville
Perryton
Stratford
Dalhart
Inset D
Booke
AP Participation by District:
Class of 2013
Gruver
Texhoma
Texline
Darrouzett
Texas Public Schools
Percentage of 12thgraders who

took an AP Exam in high school:
Rio
Hondo
Los
Fresnos
San
Benito
Point
Isabel
Br
ow
ns
vi l
le
28
Canyon
Walcott
Mathis
30% or greater
Hedley
Wellington
Friona
Nazareth
Tulia
Dimmitt
Lazbuddie
Hart
SpringlakeEarth Olton
Muleshoe
Silverton
San
Diego
Alice
Agua
Dulce
20%29%
No 12thgrade enrollment data
Memphis
Childress
Premont
Cala
Drisc
Aransas
ry
go d
Taft Gr e tlan
r
Po
West Oso
Corpus
Christi
Flour
Bluff
Bishop
TulosoMidway
o ll
Ricardo
Santa
Gertrudis
-Ed ro
llen
Robstown
Ben BoltKingsville
Palito
Blanco
Ramirez
TurkeyQuit aque
Od em
Banquete
Freer
10%19%
Kelton
Clarendon
Claude
Sinton
Orange
Grove
Ingleside
Aransas
Pass
1%9%
Samnorwood
Happy
Woodsboro
P
Ara ort
n sa
s
Three
Rivers
Higgins
AustwellRefugio Tivoli
George
West
Mcmullen
Benavides
Sunray
River
Road
Highland
Park
Panhandle
Wildorado
Amarillo
Riviera
Malta
Mcleod
Waskom
West
Sabine
Broaddus
in
Lufk
er
ille
Point
Isabel
Chest
Deweyville
Silsbee
Big
Sandy
Cold springOakhurst
East
Chambers
to
es
Ga
lv
Hida
lg o
Weslaco
Mercedes
La Feria
Santa
Maria
Edcouch-La
Elsa Villa Santa
Rosa
Prog reso
Harlingen
Monte
Alto
P Aransas
Ara ort
n saPass
s
Mission
Shary
land
ValleyMcallen
Pharr-San
View
JuanAlamo
Donna
sv
er
o
C rp Taft
hr us
is
ti
Inset F
Santa
Gertrudis
Mercedes
SantaLa Villa
La Feria
Maria
Harlingen
Maud
Redw Hooks
ater
Avery
OvertonW
hit e
West
Oa k
Rusk
L
Fr apo ynor
an
ks
to
n
klin
Fr
an
Liberty
HullDaisetta
Devers
lle
vi
Sm
ith
Me
y
r da
te
this nqu e
Ma Ba
San Edinburg Raymondville/

Isidro
Raymondville Lyford
San Perlita
Lasara
Rio
Monte Alto
Lyford
Grande La
EdcouchSanta RosaLos
Sharyland Elsa
Joya
Rio
Valley
Fresnos
Pharr-San Juan-HAlamo
Hondo
ida lgView
Weslaco
o
Br
Progreso
ow
San n sv
ille
Benito
Donna
Hum ble
D
Va el
lle
Lu
lin
rro
Nava
Judson
rn
e
Pett u
go
ee
Roma
Mission
Mcallen
Hallsville
Fruitvale
Gr
S a and
lin
e
on
Br
em
rs
R oge
Thorndale
Hutto
Lag
Vis o
ta
ille
ta
Ma
Ka
wn
A gua
Dulc
e
Ba
Jourdanton
Sw
ry
Pa
Charlotte
dge
Natalia
Center
oit
Clar ksville
Detr
Dodd
Honey
Grove
a
yu g
Ca
La Vega
Va
ll
Mi ey
lls
Mount
Vernon
Hart
s
Mount
Blu ff
Pleasant
Pott sboro
Tom
Bean
Bells
Savoy
Ector
Callisburg
Waxahachie
Blo
o
Gr m in
ov g
e
Corsicana
Weatherford
Birdville
Venus
Maypearl
Gorman
Cisco
Eastland
Eula
Clyde
rrv
Bri
Ke
Vido r
Fe
Sabinal
ille
D'Hanis
Kir byv
nt
rto
lin
m se
ku Nur
m bia
Colu ria y
o
Braz en
e
Bo
ha
W
a
Yo
ze ll
Ez
im
he
rd e
N o ung
R
Laredo
hill
Divide
mp
Sa
on
Nix iley
Sm
Kenedy
Wide Csd
F
Pg. 2
J
Pg. 3
HardinJeff erson
ers
Barbse
on o oHill k
Dayt
G ree
C
in
ad
Kle
pst e
d Huff m a
H em
Bo
l an
ve
im
st
We in
rd in
HaHard
le D
Cle
AndersonShiro
da
ck
ir ie
Pra a
Le
I
Pg. 3
La Joya
Brooks
He
ne
ar
He
use
Ga
Ro
ra ll
er
lo
Tay
Th
nd
Knippa
pl e
A p i ng s
r
Sp
Santa Coleman
Rochelle Anna
B ang
s
Richland
Springs
int
Jo
Muenster
Sa
Bellevue
Bridgeport
Brock
Strawn
Mineral
Wells
Bryson
le
Ru
ne
ile
Ab
Merkel
Loraine
Highland
Coahoma
Seagraves
Forney Prince to
City
View
Harrold
Electra
Chillicothe
No
rth
s id
e
Crosbyton
Lorenzo
Judson
Olfen
as
oo
lton
Lea
San FelipeDel Rio
gl
dbu
se t
R o Lot
Be
as
er
pp e
C o C ov
Medina
Valley
Jim Hogg
Tim pson
ou
gu
kw
Oa
a
Te
rd
io
E
Pg. 2
Zapata
Big
Sp
ring
g vie
bba
ll
Greenwood
Lon
de
Hu
Ir e
ille
oo
Mccamey
Runge
e
Gilm
en
nv
H
Pg. 3
w
Ne n
sto
Bo
ilan d
Natalia
Prair
he
nw
s id
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.
Ath
ley
Tola
ep
St
Sidney
ow
Br
Pre
Notes:
Com merce
d
Go
on
C
Pg. 1
G
Pg. 3
ille
y le
Aledo
rd
Go
nd
Trent
Sa
ta
60
D
Pg. 2
Sources:
201112 NCES 12thgrade district enrollment, 2013 College

Board AP Cohort Data, and 201112 Proximity School District
Boundary Files.
nv
ee
Gr
d
Bla n
Arg
B
Pg. 1
Bonham
nd
S And S
lla
Ysle
Socorro
lls
Siv e
B end
ve
A
Pg. 1
Gold
Burg
Le
Anton
Smyer Cotton
Frenship
Center
rt zSche
lo
Cibo
D'Hanis
Follett
Inset E
Beeville SkidmoreTynan
La Gloria
Kress
Jim Hogg
Quanah
Kenedy
Lockney
Brooks
Wide Csd
Plainview
Burk
Vernon
b
u
Seguin
Hale
rnett
Motley
Amherst
Byers
Paducah
Floydada
Center
Sudan
Whitesboro
Pe
a
ie
Iow Wichita tr olia
Petersburg
Crowell
Littlefield
ai r
rk
Pr lley
S am
Pa
Abernathy
Whitharral
North
Falls Henrietta
Walnut
u rn
Va a
Denis
Patton
Medina
Lin
Morton
Rayb
New Deal
n
Lamar
co
Holliday
o
Windthorst
Bend
o
ds
N
Sherm n
Springs
Valley
Guthrie
a
Shallowater Idalou
Ch Paris
Seymour
y
Montague
Benjamin
Archer
Gainesville How an
is u
NixonDekalb
Plea
LubbockRoosevelt
Mid
Csd
e
m
t
way
y
Resan
Riv
Spur
lle
Hondo
d
Bowie
Tioga
Smiley
Era Va Collinsville
Roxton
erc
LubbockLea
Gro
Van
Munday
Lry
res
Slaton Ralls
ic kve Texarkana
Hubbard
AForestburg
iew Pilo Gunter yneWhitewrightFannind el Coope r
Olney
Whiteface Sundown Ropes
Knox-O'Brien
t
Cooper
Alst
LibertyJacksboro Chico lv or Slidell SanVgerPoin t Celina
Leonard lfe
Nort h
Trenton
Southland
hur
Stockdale
im m s
d
Sulp
Meadow
New
Home
Anna
e
S
t
o
st
Throckmorton
Hopki
Somerset
Wilson
Eylau
Haskell
ele Ridge
W
Kru Aubrey McMel
Blue
ns Bluff
issa C
kinFarmersville
JaytonPond m nLitt le Prosper
Queen
Southside
Brownfield
Pewitt
Plains
Decatur
Aspermont
Lytle
e r toLake
Campbell Sulphur
Saltillo
Newcastle
A ney
Post
Tahoka
Boyd
At Bloomburg
y
n
Girard
Mount Pleasant s
PerrinlmFrisco llen Lovejoy
Floresville
Community um bSprings
l an
Daingerfield- Lone Star
e
Des t DallEas
Paint
C Mille r
Paradise
ta
Wellman-Union
Poth
W Chapel Hill
Hugh LindenO'Do
Whitt Poolville
e Lewisville
son Graham
Sta
Plano WylieRoyse
d
w
s
Lone
Oak
Devine
Richardson
i
Boles
nne ll
o
g
h
Denver
n
n
m fo Creek
Pitts
Q
P
Como-Pickton
burg Spri Kildare
Grapevineea Springtown Nort Carroll
Wo
Mills GroveY u itm ns
CoppellColleyville Caddo
rd
Dawson
Graford
Snyder
s
nlan
r
Eagle
Avinger
Rotan
b
an
Farmers BranchQui
Rains
te
Poteet
Hamlin
re
ers
Breckenridge
Loop
Azle
tis an or Union
Kelle CarrolltonHurstEulessBedford
d
O
Gar
r
e
ner
Irving
o Hill
White
Garland
Mt-Saginaw
Lu oca Albany
Karnes
Highland Park
FSettlement
Rockwall TerrellEdgewood
New Jefferson
Lamesa
o
Roby
Millsap
Alba-Golden
Lake
Worth
Har
rt
Palo
H
Wills
v
mon
y
A
Borden
Anson
Dallas
Sunnyvale
Prairie
er
H
Seminole
H
WCastleberry Grand
Nordheim
Everman
Pleasanton
ll
m
Lancaster
Falls
Pinto
Point
Santo
Mine awk Big UnionDian aarleton Karnack
Ha
Cedar
Hill
Cro orth Arlington
Desoto
Mesquite a
le
ater
ola ins
wle
Jourd
Kennedale
w Man
sfield Duncanville an d ry ig
eetw
Ira
n
y
an to
Sand Grove Spring Hill
Moran
Jo ley
Kenedy
Klondike
h Sw
n
LindaleWinGladewater
y
Canto
sh
Ranger
Red OakFerrCrScur Kaufman
Charlotte
Midlothian
Marshall
r
oe
ona
M Lipan Granbu
Burleson
ua
Hu
k Martins
ris osse
Pine
Tree
Rosc
ry
o
e
n
l
Sabine
cka o rga n
Keene a d
pe
R Kemp ba
lm
Van
m Elysian
MillMurchison
r
e
baM
Pa
o re
Tyler Cha
tu
Baird
a
Stephenville
y ill
r n lv a
Wylie
Andrews
Ennis
Lin g
Kilg Chapel
Ta ille Fields
M Eustace
Grady
n
HillLeveretts
A
b u Grandview
lon
levi
Rio
Westbrook
e Gle se Cle
e Ma la ko Brownsboro Whitehouse Arp
kv
M Av a
n lle
ic
c
Cross Rising
re
h
i
o
R
e
ff
o
ta
Jim Ned
Ke
T
B Carthage
Vis
Bullard up
Trinidad
y R t Covington
a lfo r Ital
D
Blackwell
Stanton
re n Cross
Forsan
Colorado
Le
Plains Star
ub
Wa alnu Ksoppe Blum It asc
d y
Henderson
s
e
Tr o Carlisle
Anthony
rl
lin
D
Novice
Roads
W ringM
oro
ros t
d
Gary
le
Com
anche
o rg Whit n Hillsb ynumF
Mildre
May
Robert Bronte Winters
e vil
a
Sp
B
ey
an
Canutillo
Malone
New Summerfield
Kermit
Garrison Tena hJoa
Meridian
Hico
Lan Mount
W
Abb
Fairfield
Daw
Glasscock
ott
P
e
la
Neches
quin
Lee
Ector
son
Dell
Winkl
Midland
Rusk
s
n
a
i
Enterprise
or
t
El Paso
les
Ballinger Panther
sti
Ea Blanket
Sterling
n fill
th
fton ChAqu WestMo unPenelope
tin e Jacksonville CushingCentral
Sh
Gu
Loving
am
Clint
Westwood
rly
elb
Hamilton Cra a p Cli
Creek
e
in a
lm
Connally
r
S
g
s
a
Grape
yv il
y
G
y
Heights
d
Excelsior
p
rin West/ C tell ooli Me
he
le
eph Pridd
um Alto
San Elizario
Jone
Water Creek Miles
c
Sloc
Z
x
x
C
MonahansBosqueville
g
o
Elkh
sboro
A Hallsburg
Martinsville
ia
art
Rankin
Dew
Connally
Mid
rd way
Ft Hancock
g d Chir
San
Valley
Mart
Ve
WickettPaint
Orawfo or Waco
Mullin
Wells aco Woden eno
C
ribe
aite
la nd
l
alo
g
g le
Pecose
e
Aug
ff
w
s
p
Brookesmith
usti
N
Grandfallse
ie
Tornillo
Evant
u
C
ne
ra
Star
s
th
R
Pyote
San
Rock
e
G
B
t
Groesbeck
ville
Culbersonscbgr LorRobinson
Crane
Kennard H ntral
o ld
Barstows
e
xo
Etoi
Lohn
G
le
Royalty
n
te
Fabens
te
M y
Reagan
a
Angelo
Marlin
udso
La
Ga
Allamoore
Sierra
on
Irion
Toyah
n
ilt on
Wall
gt
Leon
Crockett
San Lometa
ody C h
Ce
Eden
Balmorhea
in
Blanca
Mo Tr o Bruceville- Eddy
Brady
nt
Centerv ille
Buena
Christoval
Dibo unt
Saba
er
Normangee Lovelady
Tem yWestphalia
ll
lla Brookeland
v
Vista
ple
Lampasas
Groveton ille n- H Zava
Killeen
a
y
Burk eville
Madisonville
eil
Sala HAcademy Buckholts Calv ert
Cherokee
r i g en
in it Onalaska
Ft Davis
e sn Jasper
Tr
e do oll
or m d
North
ro n
lm
c
e
Schleicher
Menard
a
o
C
a
n
m
Bart le n d
C
Liv
Zulch
Newton
C gett
Burnet
Ca
Iraan-Sheffield
re
tt
in gLeg
Woodville
lo
ell Granger
Crockett
o
Huntsville
rr
S
F
Mason
Bryan
n
s
Ja
Fort
a
Liberty
Iola
pu
to
Llano
Mil
n
Valentine
rg
Mumford
Ma
Stockton
Hill Georget own
s New
Goodric h
er
rble
College
d
r
Warren
Fa
Caldwell S
ha
Waverly
und
lls
Junction
no Station
Sonora
Ric
Ro ck Coupla
Ko
Na
erd
Doss
Willis
ok
La
untz
nd
Buna
Ro
eph
va
T ke EPflugerville
e
Sh
n
s o Montgomery
ane Manor Elgin
Harper
Som erville
West
ng to
Johnson Dri r avi
ta
Conroe
Lumberton
sn
LexiGiddings
Fredericksburg
s
p
n
S
Elgin/
i
p
Ing
Evadale OrangeTarkington
pr i n
Terrell
st
rto Brenham
ram
u
Magnolia
in g
s
u
w
Little
Cypress- Mauriceville
g
A
Cove
in
gs
B
B eau
Sp Ne Splendora
y
Gidd
Blanco
e
To
m
ri
n
on t
Orangefield
m ba
Bastrop
Waller
Marathon
Comfort
La Round Top- Carmine
ll ng Ca
Alpine
Hays
Rocksprings
Hunt
Wimberley
Nederland
Ce
Port
M Sa
G Fayetteville Bellville
Marfa
Comstock
nte
Ha
Aldine
Cyp
ress
n
a
r
Port
NechesGroves
r
m
Po
Art
an
l
rc
Crosby
Fla
int
o
Leakey
Fan shire hur
oya Fairbanks Sheldon
Comal
LockhartW
North Forest
s
ge
to
bu Sealy R
ne Boerne New Braunfels s
Nueces
Medina
Gale na
Katy Spring
Ho Branch
Channelview
ae
tt
n ia Schulenburg lu m
usto Parkeer
B and
ld
Canyon
o
Alief
D
e ra
k
B
Utopia
s
W
North
n
r
ra
r
er
s
eim a C
z os
a
lePaPorte
Schertz- Cibolo
FoPasadena C
Rice
Stafford
e Pa
La
r
Anahuac
East
Alamo Ma
H
Sabin
ek
Be rt PearlanFriendswood
Hondo
Nort hRandolph
East
C
Msd
Fieldrio Seguin Gonzales Moulton all
nd
d re
Lamar
s ide Heights
n
High
Ft Sam Houston
n
San
Alvin
Hallettsville etts
Bernard
An
San Antonio
Dick
d
La
Shin S
M inso
gle
vi
South San sAntonio
t l
Islan
Uvalde
e
Lackland
a
Vicente
to
Texas
r
w
Needville
ia
l
le
rn
rq
Brackett
Terlingua
Edgewood
SouthwestHarlandale
Dn
H o eet
po
Ea ntraLa Ve
u eck
D
an
me
am
ev
Csd
W C
e
Stockdale
Dam on
Southside
bu
co
Lytle
C
El C
es ue
in
ch
L
ry
e
th ro
SomersetFloresville
Hit
G ou
Yo
of
Poteet
a n is
r
f
Edna
Brazosport
k
Ple
to
th
ad e
n
wn
La Pryor
Po Falls
as
o Tideh ave
Ind u
an
Van
Pearsall
st rial
Crystal
to
K ene
Victoria n
Vleck
n
Eagle
dy
to
g
Palacios
Dilley
Pass
m in
Goliad
o
e
Blo
re s
Th iv er
A
Carrizo
R
io ust well- Calhoun
Beeville W
fu g
Springs
Tivoli
Re
Mcmullen
Cotulla
o
Skidmor e- o
George
ds
bo
Tynan
West
Jim Hogg
Brooks
ro
Sinton Gregory- Portland
Orange
Aransas
Kenedy
San
Grove
Wide Csd
San
Odem-Edroy
Roma
Cala
Freer Diego
Isidro
Tulosollen Ingleside
United
Alice
Midway
West
Raymondville
Ben Bolt- Drisco llRobstown
Flour
Oso
San
Raymondville/
Palito
Bishop
Benavides
BluffMidway
Edinburg
TulosoPerlita
Webb
Lyford
Lasara
BlancoKingsville Riviera
Rio
Premont
Ricardo
Grande
Ramirez La Gloria
Lyford
North
East
Marion
Ft Sam
Alamo
Randolph Field
Houston
Heights
Edgewood
S an
Lackland Anto
nio
East
South San
La Vernia
Central
Antonio
Harlandale
Southwest
Northside
Pearsall
Hereford
Farwell
Bovina
ir ie ulin
Pra a L
Le
Bandera
Navarro
rt
New
Braunfels
ha
Comal
ck
San
Marcos
Boerne
Hays
Comfort
Spearman
Percentage of 12thgraders who scored 3 or

higher on an AP Exam during
Less than 1% high school.
Pringle-Morse
o nsHartley
Canadian
Ple m tt Miami
e
Dumas
Stinn sSpring
Sanford- Phillip Creek
Boys
Channing
Borger
Ranch Bushland Fritch
Fort Elliott
White Pampa
Deer
ler
Lefors
ee
Wh
Grandview- Hopkins
Vega
Adrian
Mclean Shamrock
Groom
Lo
Medina
Wimberley
Blanco
Perryton
Stratford
Dalhart
Inset D
Center
Point
Booke
AP Success by District:
Class of 2013
Kerrville
Gruver
Texhoma
Texline
Darrouzett
Texas Public Schools
Rio
Hondo
Los
Fresnos
San
Benito
Point
Isabel
Br
ow
ns
vi l
le
29
AP Performance and Participation

Class of 2013
50 Largest Districts in Texas
50
45
40
61
Percent of Class of 2013 Scoring 3+
35
30
25
Median % scores 3+ = 20.1

Median % Participation = 40.5
20
15
10
Corpus Christi ISD

23.6 % participation
8.4% % scores 3+
0
0
10
15
20
25
30
35
40
45
50
55
60
Percent of Class of 2013 Taking an AP exam
30
A Right to Rigor: Fulfilling AP Potential

Corpus Christi Independent School District
Breakout by Ethnicity/Race
All Students
English Language and

Composition
English Literature and
Composition
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
With Potential
Fulfilled
Physics B
With Potential
Fulfilled
Physics C: Electricity and With Potential

Magnetism
Fulfilled
With Potential
Fulfilled
Comparative Government With Potential

and Politics
Fulfilled
European History
With Potential
ial Sciences
Fulfilled
American Indian / Alaska

Native
Asian / Asian American /

Pacific Islander
Black / African American
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
History and Social Sciences
PSAT Takers
Human Geography
With Potential
Fulfilled
Macroeconomics
With Potential
Fulfilled
Microeconomics
With Potential
Fulfilled
Psychology
With Potential
Fulfilled
United States Government With Potential

and Politics
Fulfilled
United States History
With Potential
Fulfilled
63
World History
With Potential
Fulfilled
Arts
Art History
With Potential
Fulfilled
Music Theory
With Potential
Fulfilled
American Indian / Alaska

Native
Asian / Asian American /

Pacific Islander
Black / African American
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
A Right to Rigor: Fulfilling Student Potential

Graduating class of 2014
English
PSAT
Takers
Mathematics
With
Potential
Fulfilled
Not
Fulfilled
With
Potential
Fulfilled
Science
Not
Fulfilled
With
Potential
History & Social Science
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
Asian/Asian American/Pacific Islander

53
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
AP English, All Students with AP Potential*
34%: Students with potential who participated in at least one
matched AP English exam
66%: Students with potential who did not participate in at

least one matched AP English exam
130: Students with potential who participated in at least one

matched AP English exam
248: Students with potential who did not participate in at least

one matched AP English exam
AP English, By Ethnic Background

25%
75%
None Present
1
58%
42%
None Present
14
21%
10
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:
AP Mathematics, All Students with AP Potential*
matched AP Mathematics exam

least one matched AP Mathematics exam

matched AP Mathematics exam

one matched AP Mathematics exam
AP Mathematics, By Ethnic Background

50%
50%
None Present
1
60%
40%
None Present
9
0%
100%
None Present
0
27%
Hispanic/Latino
73%
None Present
15
31%
41
White
69%
None Present
18
41
Mathematics
66
35
A Right to Rigor:
AP Science, All Students with AP Potential*
matched AP Science exam

least one matched AP Science exam

matched AP Science exam

one matched AP Science exam
AP Science, By Ethnic Background

50%
50%
None Present
1
56%
44%
None Present
9
0%
100%
None Present
0
23%
Hispanic/Latino
77%
None Present
15
34%
50
White
66%
None Present
21
41
Science
67
36
A Right to Rigor:
AP History & Social Science, All Students with AP Potential*
matched AP History & Social Science exam

least one matched AP History & Social Science exam

matched AP History & Social Science exam

one matched AP History & Social Science exam
AP History & Social Science, By Ethnic Background

100%
0%
None Present
3
75%
25%
None Present
18
21%
79%
None Present
3
40%
11
Hispanic/Latino
60%
None Present
77
47%
114
White
53%
None Present
58
65
History & Social Science

68
37
A Right to Rigor:
Any AP Discipline, All Students with AP Potential*
matched AP exam

least one matched AP exam

matched AP exam

one matched AP exam
Any AP Discipline, By Ethnic Background

75%
25%
None Present
3
79%
21%
None Present
19
29%
71%
None Present
5
46%
12
Hispanic/Latino
54%
None Present
98
49%
117
White
51%
None Present
71
74
Any Discipline
69
38
A Right to Rigor:
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
Mary Carroll High School

Foy H Moody Science and Health Center High School
Richard King High School
Coles High School and Education Center
Student Learning and Guidance Center
Harold T Branch Academy Career & Tech Edu
Collegiate High School
W B Ray High School
Harold C Kaffie Middle School
Marvin P Baker Middle School
Elliott Grant Middle School
Robert Driscoll Middle School
Carl O Hamlin Middle School
South Park Middle School
Tom Browne Middle School
Haas Middle School
Cullen Place Middle School
Cunningham Middle School
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
State Zip Code

TX
TX
TX
TX
TX
TX
TX
TX
TX
TX
TX
TX
TX
TX
TX
TX
TX
TX
TX
78411
78416
78412
78408
78401
78415
78405
78404
78411
78414
78411
78413
78408
78411
78415
78413
78412
78412
78416
39
70
Notes to accompany AP Right to Rigor: Fulfilling Student Potential
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
AP Subjects in English are 'English Language' and 'English Literature'.

AP Subjects in Mathematics are 'Calculus AB', 'Calculus BC', 'Computer Science A', and 'Statistics'.
AP Subjects in Science are 'Biology', 'Chemistry', 'Environmental Science', 'Physics B', 'Physics C: Mechanics', and 'Physics C: Electricity &
Magnetism'.
AP Subjects in History & Social Science are 'Comparative Government and Politics', 'European History', 'Human Geography',
'Macroeconomics', 'Microeconomics', 'Psychology', 'United States Government and Politics', 'United States History', and'World History'.
AP Subjects in Arts are 'Art History' and 'Music Theory'.
40

CCISD AP Diagnostic Report

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

CCISD AP Diagnostic Report

Hochgeladen von

Copyright:

Verfügbare Formate

Corpus Christi

Independent School District

The College Board

Debbie Shepard, Executive Director

AP Diagnostic Executive Summary

Establish a strongly articulated system that

Data That Informs

Use of College Board data will assist administrators

Instructional Support for Teachers

Professional development for administrators will

Support for Students and Families

Corpus Christi Independent School

Corpus Christi Independent School District AP Diagnostic Final Report

They have learning environments that are academic

Corpus Christi Independent School District AP Diagnostic Final Report

Corpus Christi Independent School District AP Diagnostic Final Report

Professional development is made available to teachers but is not

Corpus Christi Independent School District AP Diagnostic Final Report

Support for Students &

Continue to offer the AP parent night and

Corpus Christi Independent School District AP Diagnostic Final Report

Equity & Excellence Index

Corpus Christi Independent School District AP Diagnostic Final Report

Establish clear district Advanced

Engage teachers and administrators

Provide training for campus

Implement teacher plans that

Ensure district staff, campus

Advise teachers to create plans to

Help administrators gain a better

Continue PSAT/NMSQT testing at

Carry-out mid-year evaluations with

Encourage teachers to apply as an

Corpus Christi Independent School District AP Diagnostic Final Report

Encourage counselors to attend

Review strategic plan for the

Create a strategic plan for the

Counselors should utilize AP

Look over schedules for any

Counselors should utilize APP

Continue to provide AP Parent night

Corpus Christi Independent School District AP Diagnostic Final Report

Join AP Coordinator online

Meet with College Board

Monitor the AP Audit to

Provide teacher training aligned

Conduct a follow up APIPR training

Attend a free AP Coordinator

Monitor needs of teachers and

Work with counselors to evaluate

Facilitate subject area meetings at

Evaluate AP goals and

Engage with vertical/horizontal

Provide AP Potential access for

Support implementation of student

Provide training on SOAS results,

Create student incentives for AP.

Set goals and action plans for

Work with teachers and counselors

Attend College Board National

Monitor the AP Audit and

Help administrators gain a better

Corpus Christi Independent School District AP Diagnostic Final Report

Create performance expectations