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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.

Corpus Christi Independent School District AP Diagnostic Final Report


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.

Corpus Christi Independent School District AP Diagnostic Final Report


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

Corpus Christi Independent School District AP Diagnostic Final Report


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.

Corpus Christi Independent School District AP Diagnostic Final Report


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

Corpus Christi Independent School District AP Diagnostic Final Report


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.
Attend College Board Regional
Forum.

Encourage teachers to apply as an


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

Corpus Christi Independent School District AP Diagnostic Final Report


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.
Attend College Board Regional
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.
Attend College Board Regional
Forum.

Continue to provide AP Parent night


and work with campus staff to
increase attendance.

Corpus Christi Independent School District AP Diagnostic Final Report


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.

Engage with vertical/horizontal


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 Annual Conference July
22-26, 2015 in Austin, TX
Attend AP Summer Institute for
Administrators in Florida.
10

Corpus Christi Independent School District AP Diagnostic Final Report


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.
Attend AP Annual Conference July
22-26, 2015 in Austin, TX
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

Corpus Christi Independent School District AP Diagnostic Final Report

43

APPENDIX

12

Corpus Christi Independent School District AP Diagnostic Final Report

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

District Integrated Summary 2013-2014


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

District Integrated Summary 2013-2014


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
Change from last year

Ethnic Group

All

Corpus Christi ISD

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%

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%

# 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

District Integrated Summary 2013-2014


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

Score of Score of Score of Score of Score of


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

District Integrated Summary 2013-2014


Corpus Christi ISD
AP: Exam Participation and Performance (Part 2 of 3)
'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

Score of Score of Score of Score of Score of


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

Score of Score of Score of Score of Score of


1
2
3
4
5

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

District Integrated Summary 2013-2014


Corpus Christi ISD
AP: Exam Participation and Performance (Part 3 of 3)
'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

Score of Score of Score of Score of Score of


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%

Score of Score of Score of Score of Score of


1
2
3
4
5

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

District Integrated Summary 2013-2014


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

District Integrated Summary 2013-2014


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

District Integrated Summary 2013-2014


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
Roy Miller High 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

Environmental Science

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

Physics C: Mechanics

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
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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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Sources:

201112 NCES 12thgrade district enrollment, 2013 College


Board AP Cohort Data, and 201112 Proximity School District
Boundary Files.

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Webb
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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

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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

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West
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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.

Ath

ley

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ep
St

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ow
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Go

nd

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ta

60

D
Pg. 2

Sources:

201112 NCES 12thgrade district enrollment, 2013 College


Board AP Cohort Data, and 201112 Proximity School District
Boundary Files.

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North
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Houston
Heights
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S an
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nio
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La Vernia
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Antonio
Harlandale
Southwest

Northside

Pearsall

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Bovina

ir ie ulin
Pra a L
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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
Environmental Science

With Potential
Fulfilled

Physics B

With Potential
Fulfilled

Physics C: Electricity and With Potential


Magnetism
Fulfilled
Physics C: Mechanics

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


Corpus Christi Independent School District
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
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

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%

American Indian/Alaska Native

75%

None Present
1

58%

Asian/Asian American/Pacific Islander

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

68%: Students with potential who did not participate in at


least one matched AP Mathematics exam

44: Students with potential who participated in at least one


matched AP Mathematics exam

95: Students with potential who did not participate in at least


one matched AP Mathematics exam

AP Mathematics, By Ethnic Background


50%

American Indian/Alaska Native

50%

None Present
1

60%

Asian/Asian American/Pacific Islander

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

69%: Students with potential who did not participate in at


least one matched AP Science exam

48: Students with potential who participated in at least one


matched AP Science exam

105: Students with potential who did not participate in at least


one matched AP Science exam

AP Science, By Ethnic Background


50%

American Indian/Alaska Native

50%

None Present
1

56%

Asian/Asian American/Pacific Islander

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

55%: Students with potential who did not participate in at


least one matched AP History & Social Science exam

164: Students with potential who participated in at least one


matched AP History & Social Science exam

203: Students with potential who did not participate in at least


one matched AP History & Social Science exam

AP History & Social Science, By Ethnic Background


100%

American Indian/Alaska Native

0%

None Present
3

75%

Asian/Asian American/Pacific Islander

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.

History & Social Science


68

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

52%: Students with potential who did not participate in at


least one matched AP exam

202: Students with potential who participated in at least one


matched AP exam

218: Students with potential who did not participate in at least


one matched AP exam

Any AP Discipline, By Ethnic Background


75%

American Indian/Alaska Native

25%

None Present
3

79%

Asian/Asian American/Pacific Islander

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

Mary Carroll High School


Foy H Moody Science and Health Center High School
Richard King High School
Roy Miller 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