Advanced Placement Quotes

was a hardcore homeschooler, K-12, baby. I was homeschooled before it was cool to be homeschooled. And you know what? I hardly remember anything from high school. I did all the Advanced Placement classes and SAT prep classes. I was a good student in high school, but I don’t remember much. I also hardly remember anything from college, and I graduated at the top of my class. But I do remember my parents’ devotion to the Lord.

Maybe Mrs. Ingersoll doesn’t let Sabine drink coffee, but it would take a whole lot more than a cup of coffee to get Sabine Ingersoll into Advanced Placement anything.

I had been in the library at the bank of computers and there was a kid sitting next to me. Owen is in my Advanced Placement physics class. He is really quiet and very smart, and if you ask me, he has a little bit of Asperger's in him. It's like gaydar; I can tell.

When some quality jumps from you onto another person, you have an opportunity; this is one of your best chances for an advance in consciousness. But you must differentiate carefully and not mix the gold with other levels of relationship. Gold is gold and that is enough. The Bible tells us, “Blessed are the pure in heart.” Pure doesn’t mean “good,” it means “unmixed.” Almost all psychological suffering results from a mixing of levels. I believe that everything in us is good; it is the mixture of things that goes wrong and leads to psychological problems. A possible definition of evil would be to say that evil consists of a right thing in a wrong place. It is not the thing that is wrong; only its placement. The process of projecting

Tracking in elementary school was a uniquely American policy. The sorting began at a very young age, and it came in the form of magnet schools, honors classes, Advanced Placement courses, or International Baccalaureate programs. In fact, the United States was one of the few countries where schools not only divided younger children by ability, but actually taught different content to the more advanced track. In other countries, including Germany and Singapore, all kids were meant to learn the same challenging core content; the most advanced kids just went deeper into the material.

Ms. Rinaldi taught AP Art History and for whatever reason Advanced Placement seemed to be only for the white kids at my school But there I was in my only AP class the only black kid in the room looking at slides of old paintings and it was boring as fuck Muted and dull colors Sad and pale rich white people doing nothing but looking sad So I’d pull up my hoodie and put my head down There, behind my closed lids I could paint me a world that made sense And there was that one time Ms. Rinaldi yanked my hoodie from off my head If you cannot pay attention in my class then you don’t deserve to be here she said through clenched teeth So I picked up my bag and walked out I failed the class She failed me

We're all sober kids, all in the same Advanced Placement (AP) classes, and therefore do not get invited to parties and their concomitant opportunities to imbibe. We wouldn't drink even if we did. We are APs, or Apeys for short. We do not go to "keggers" or "ragers." Instead of parties, we find empty parking structures and host midnight table reads of "Rosencrantz and Guildenstern Are Dead." We pile into my car, a teenaged front-wheel drive Consta with manual windows, and drive halfway to Las Vegas just to see a meteor shower and get a good look at Orion's scabbard in the flawless black desert sky. To be clear, we never actually continue on to Vegas. Whatever happens in Vegas, whatevers in Vegas, who cares. We turn the car around and head home and wonder about life outside Earth, and whether we'll ever encounter aliens or they're just ignoring us because we're so embarrassingly primitive, or if the Fermi paradox is true and we really are the only intelligent beings in the entire universe.

Bruno Bettelheim, a psychologist and educator at the University of Chicago, wrote one of the most perceptive articles about education in the aftermath of Sputnik. He observed that while liberal policymakers urged racial integration they simultaneously favored intellectual segregation. Writing in Commentary in 1958, he said that northern white liberals wanted to obliterate the color line while replacing it with a hierarchical caste system based on intelligence. The movement to the suburbs was one way to ensure that their own children had a leg up on everyone. But gifted programs (and the new Advanced Placement programs in high school) promised middle- and upper-class whites (and some blacks who made it out of poverty) greater access to the highest-quality education. Despite all the Jeffersonian talk about how talented inhered in all classes, the poor were unlikely to benefit from gifted programs or the new curriculum projects. A new caste system was in the making, parodied so brilliantly in Michael Young's 1958 fantasy, The Rise of the Meritocracy. Bettelheim sarcastically asked why elite liberals were so worried. "Have these so-called gifted been winding up in the coal mines, have so few of them managed to enter Harvard, Yale, City College, or the University of Chicago?

By failing to make the obvious connection between an openly misogynistic culture and the mysterious lack of women, Levy contributed to the myth of innately talented hackers being implicitly male. And, today, it’s hard to think of a profession more in thrall to brilliance bias than computer science. ‘Where are the girls that love to program?’ asked a high-school teacher who took part in a summer programme for advanced-placement computer-science teachers at Carnegie Mellon; ‘I have any number of boys who really really love computers,’ he mused. ‘Several parents have told me their sons would be on the computer programming all night if they could. I have yet to run into a girl like that.’ This may be true, but as one of his fellow teachers pointed out, failing to exhibit this behaviour doesn’t mean that his female students don’t love computer science. Recalling her own student experience, she explained how she ‘fell in love’ with programming when she took her first course in college. But she didn’t stay up all night, or even spend a majority of her time programming. ‘Staying up all night doing something is a sign of single-mindedness and possibly immaturity as well as love for the subject. The girls may show their love for computers and computer science very differently. If you are looking for this type of obsessive behavior, then you are looking for a typically young, male behavior. While some girls will exhibit it, most won’t.

Jews and Asians are only 7 percent of the total population, and between them they dominate in fields like medicine and engineering, not to mention entrepreneurship and academics. They rarely end up in prison or gangs (this is especially true of Jews). And while they are historically poor and persecuted, they have not allowed themselves to stay in that position. Take their story and compare it to black Americans and how can we explain the canyon that separates them? I’m sure the Jesse Jacksons of the world would sooner become Holocaust deniers than admit to the real answer: Family. Education. Ambition. Family. Education. Ambition. Whenever the plight of the minority in America is discussed, you’ll notice that Jews and Asians are left out of the conversation. In fact, many school systems are now trying to figure out how to get LESS of them in advanced placement courses and prestigious colleges. They’ve become too successful, apparently. But it’s not just their success that the race mongers hate, it’s HOW they accomplished it. Their men don’t father dozens of out-of-wedlock babies with dozens of women. Their households insist on discipline and academic success. They work hard, they are driven. Asians may now be at the point where they actually enjoy preferential bias. If I’m an employer and an Asian walks in to apply for a job, I’m going to assume he’s an achiever. That’s not a stereotype, that’s called a reputation. And they’ve freaking earned it. Family. Education. Ambition. These three things really are a recipe for success. If you don’t believe me, ask the next Asian or Jew you meet. And then make sure to take care of your co-pay on the way out.

She had never lived in a place so white. She had been the only black girl before -in restaurants, in advanced-placement classes- but even then, she was surrounded by Filipinos and Samoans and Mexicans. Now she looked out into lecture halls filled with white kids from rural Michigan towns; in discussion sections, she listened to white classmates champion the diversity of their school, how progressive and accepting it was, and maybe if you had come from some farm town, it seemed that way. She felt the sly type of racism here, longer waits for tables, white girls who expected her to walk on the slushy part of the sidewalk, a drunk boy outside a salsa club yelling that she was pretty for a black girl. In a way, subtle racism was worse because it made you feel crazy. You were always left wonderings, was that actually racist? Had you just imagined it?

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In the absence of expert [senior military] advice, we have seen each successive administration fail in the business of strategy - yielding a United States twice as rich as the Soviet Union but much less strong. Only the manner of the failure has changed. In the 1960s, under Robert S. McNamara, we witnessed the wholesale substitution of civilian mathematical analysis for military expertise. The new breed of the "systems analysts" introduced new standards of intellectual discipline and greatly improved bookkeeping methods, but also a trained incapacity to understand the most important aspects of military power, which happens to be nonmeasurable. Because morale is nonmeasurable it was ignored, in large and small ways, with disastrous effects. We have seen how the pursuit of business-type efficiency in the placement of each soldier destroys the cohesion that makes fighting units effective; we may recall how the Pueblo was left virtually disarmed when it encountered the North Koreans (strong armament was judged as not "cost effective" for ships of that kind). Because tactics, the operational art of war, and strategy itself are not reducible to precise numbers, money was allocated to forces and single weapons according to "firepower" scores, computer simulations, and mathematical studies - all of which maximize efficiency - but often at the expense of combat effectiveness. An even greater defect of the McNamara approach to military decisions was its businesslike "linear" logic, which is right for commerce or engineering but almost always fails in the realm of strategy. Because its essence is the clash of antagonistic and outmaneuvering wills, strategy usually proceeds by paradox rather than conventional "linear" logic. That much is clear even from the most shopworn of Latin tags: si vis pacem, para bellum (if you want peace, prepare for war), whose business equivalent would be orders of "if you want sales, add to your purchasing staff," or some other, equally absurd advice. Where paradox rules, straightforward linear logic is self-defeating, sometimes quite literally. Let a general choose the best path for his advance, the shortest and best-roaded, and it then becomes the worst path of all paths, because the enemy will await him there in greatest strength... Linear logic is all very well in commerce and engineering, where there is lively opposition, to be sure, but no open-ended scope for maneuver; a competitor beaten in the marketplace will not bomb our factory instead, and the river duly bridged will not deliberately carve out a new course. But such reactions are merely normal in strategy. Military men are not trained in paradoxical thinking, but they do no have to be. Unlike the business-school expert, who searches for optimal solutions in the abstract and then presents them will all the authority of charts and computer printouts, even the most ordinary military mind can recall the existence of a maneuvering antagonists now and then, and will therefore seek robust solutions rather than "best" solutions - those, in other words, which are not optimal but can remain adequate even when the enemy reacts to outmaneuver the first approach.

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Though school administrators often defend their tracking practices as fair and objective, there usually is a recognizable racial pattern to how children are assigned, which often represents the system of advantage operating in the schools.13 For example, in a study of the Charlotte-Mecklenburg School District in North Carolina, Roslyn Mickelson compared the placements of Black and White high school students who had similar scores on a national standardized achievement test they took in the sixth grade. More than half of the White students who scored in the ninetieth to ninety-ninth percentile on the test were enrolled in high school Advanced Placement (AP) or International Baccalaureate (IB) English, while only 20 percent of the Black students who also scored in the ninetieth to ninety-ninth percentile were enrolled in these more-rigorous courses. Meanwhile, 35 percent of White students whose test scores were below the seventieth percentile were taking AP or IB English. Only 9 percent of Black students who scored below the seventieth percentile had access to the more-advanced curriculum.

45. Remember that advanced placement doesn’t necessarily have to mean early graduation. Our two older children were talented in math and science, and easily completed more than the required number of secondary credits in sciences and humanities well before their peers. We drove our oldest son two hours away to live in a dorm at a state university the week before his 18th birthday, and our second-born graduated from high school when she was 15. Her college adviser mapped a plan where she could have finished her PhD in nursing by the time she was 21! Academically, they were fine. But socially and emotionally, it was tough to transition to the rigors of full-time college life (even junior college) one or two years before their traditionally-schooled friends. Because of that, their younger brother, a scholar in his own right, was not given the option to graduate early. Although he was frustrated with this limitation, it has alleviated a lot of pressure the other kids were forced to deal with before they had reached appropriate emotional maturity.

Nongrade measures of educational output—like students taking Advanced Placement classes or tests, or kids applying to college—have trended upward, along with labor productivity in other sectors. It’s a twisted system that aspires to train every student for “A” work, then calls it a crisis when the distribution shifts in that direction.

Between the 1984–85 and 2011–12 school years, there was an increase of 921 percent in the number of high school students taking Advanced Placement courses, as well as an increase in the number of tests per student, from 1.37 to 1.76.11 While you might expect that such an expansion would have a negative effect on scores, the percentage of students scoring the top marks of 4 or 5 on their tests stayed constant. 12 A passing score on a high school AP exam counts for credit at over four thousand institutions of higher education, and many of the schools that don’t count them for credit still de facto require them for admission. They are supposed to have the rigor of college classes. The rate of AP class expansion is both example and index of the larger trend: A lot more kids are working a lot harder. For a more micro

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This drama was based on the true story of Constance Jeanne Sammarco, who, in 2012, was a 62-year-old, senior Caucasian teacher who was employed at Fairmont Heights High School, a 99% African American public school. She was charged with teacher incompetence by her Principal, Nakia Nicholson, who was an African American, and took leadership of the school when she was 35- years- old. In 2014, the 99% African American School Board of Prince George’s County in Maryland, officially fired Constance Jeanne Sammarco, an advanced placement teacher, and declared her an incompetent teacher.

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A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia�

Testing influences academic tracks that children are placed on in school such as placement into advanced math classes in middle school, honors classes in high school, advances placement classes in high school, international baccalaureate courses in high school and taking college prep classes in high school” (McEachern 167).

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Though school administrators often defend their tracking practices as fair and objective, there usually is a recognizable racial pattern to how children are assigned, which often represents the system of advantage operating in the schools.13 For example, in a study of the Charlotte-Mecklenburg School District in North Carolina, Roslyn Mickelson compared the placements of Black and White high school students who had similar scores on a national standardized achievement test they took in the sixth grade. More than half of the White students who scored in the ninetieth to ninety-ninth percentile on the test were enrolled in high school Advanced Placement (AP) or International Baccalaureate (IB) English, while only 20 percent of the Black students who also scored in the ninetieth to ninety-ninth percentile were enrolled in these more-rigorous courses. Meanwhile, 35 percent of White students whose test scores were below the seventieth percentile were taking AP or IB English. Only 9 percent of Black students who scored below the seventieth percentile had access to the more-advanced curriculum.14

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If you don’t know the answer, it is probably where the sticks cross.

Many theories have been advanced to explain racial gaps in performance, of which these are the most common: black and Hispanic schools do not get enough money, their classes are too big, students are segregated from whites, minorities do not have enough teachers of their own race. Each of these explanations has been thoroughly investigated. Urban schools, where non-whites are concentrated, often get more money than suburban white schools, so blacks and Hispanics are not short-changed in budget or class size. Teacher race has no detectable effect on learning (Asians, for example, outperform whites regardless of who teaches them), nor do whites in the classroom raise or lower the scores of students of other races. Money is not the problem. From the early 1970s to the 2006-2007 school year per-pupil spending more than doubled in real terms. The Cato Institute calculates that when capital costs are included, the Los Angeles School District spends more than $25,000 per student per year, and the District of Columbia spends more than $28,000. Neither district gets good results. Demographic change can become a vicious cycle: As more minorities and immigrants enter a school system average achievement falls. More money and effort is devoted to these groups, squeezing gifted programs, music and art, and advanced placement courses. The better-performing students leave, and standards fall further.

As whites cease to be the mainstream, their interests become less important. In 2008, the College Board, the New York-based non profit that administers Advanced Placement (AP) tests, announced it was dropping AP courses and exams in Italian, Latin literature, and French literature. Blacks and Hispanics are not interested in those subjects, and they were the groups the College Board wanted to reach. In Berkeley, California, the governance council for the school district came up with a novel plan for bridging the racial achievement gap: eliminate all science labs, fire the five teachers who run them, and spend the money on “underperforming” students. The council explained that science labs were used mainly by white students, so they were a natural target for cuts. Many schools have slashed enriched programs for gifted students because so few blacks and Hispanics qualify for them. Evanston Township High School in Illinois prides itself on diversity and academic excellence but, like so many others, is dismayed that the two do not always go together. In 2010 it eliminated its elite freshman honors courses in English because hardly any blacks or Hispanics met the admission criteria. The honors biology course was scheduled for elimination the next year.

If you know who your students are, it’s easier to understand how they learn. If you understand how they learn, you can understand how to teach them. Content is something we can pick up on our own.

We were riding the 7:04 a.m. ferry crossing the Puget Sound to the Seattle Academy of Academic Excellence. The sky was overcast with streaks of gray, tufts of white, and shards of sun. Drizzling. All our fellow students who lived in Port Ann made the hour ferry ride to and from Seattle every day. We didn't mind--it gave us two hours a day to do our advanced placement homework, practice our Latin, and eat fries.

I’d been troubled throughout high school that in my robustly multiracial school my advanced placement classes were almost exclusively white. I knew something was wrong.

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