By adopting an Open Enrollment practices, this creates an environment in which many more eligible students are invited into Advanced Placement courses, as well as serving those who independently seek out these classes. This includes students accepting the challenges of rigorous learning in math, science and English.  This requires data-driven recruitment of students who may not yet recognize their own talents in these areas.  In addition, schools implement other strategies to inform both students and parents of the AP opportunities and support teachers in their efforts to serve all AP students.    

Since the program seeks to offer options for achieving success, we have found it important to establish guidelines for students re-taking AP exams.  Student success remains at the core of the NMSI model as it continually encourages student performance. Several considerations have arisen as we determine how to fairly execute and manage the realistic implementation of this option for students.

We offer the following parameters in recognition of these special circumstances.

STUDENT INCENTIVES:  Students are eligible for $100 Qualifying Score incentive for any AP MSE exam they take, for which they have not previously earned a qualifying score and engage in "new learning" to prepare for the exam.
  • To qualify for the $100 incentive a student must have been previously enrolled in the course or currently officially enrolled in a related course (including any 0-Hour class)

REPORTING:  To be eligible, schools report to AdvanceKentucky students beyond those formally enrolled in an AP MSE course but who intend to re-take a relevant exam. (These are coded as "Tutor" in the data collection form and Online Data Reporting System.)

  • The purpose of this early identification is to help ensure that these additional students are able to experience "new learning." We would expect that this includes inviting these students to the 3 Student Study Sessions (Prep Sessions) for the relevant subject and provide opportunities for tutoring.

MULTIPLE TEACHERS:  Qualifying scores earned by these exam re-takers would not count in awarding teacher incentives or threshold bonuses.

  • The preponderance of re-takers will be Seniors who took the AP English Language course/exam as Juniors but did not earn a qualifying score and are now enrolled in AP English Literature. The exams are sufficiently similar enough that new learning in the Lit class will contribute to better preparation of both exams
  • We analyze the enrollments to determine if the "tutor" teacher tagged to the re-taker students are also enrolled in English Lit and if these are different teachers.

Assumptions for our Approach to Summer Assignments

Participating schools are committed to an open enrollment philosophy that helps attract many more students into AP courses (in this case math, science and English).

Participating schools have integrated support systems to help students build their confidence for success in rigorous AP courses.

Open enrollment may still imply an essential pre-AP sequence to prepare students for AP courses (e.g., math courses leading up to AP Calculus).

Schools have reviewed current practices that serve to exclude or may inadvertently hinder enrollments in AP; this includes, among other practices, burdensome summer assignments.

Best Practices in an Open Enrollment Environment

The use of summer assignments is intended to help prepare students for a rigorous AP course. As such, these assignments ideally should:

  • Encourage/stimulate excitement and interest in the subject and form the topic of a short   discussions in the first days of class;

  • May be a review of limited content to be covered or readings to be addressed in the AP class but not so much to overwhelm students new to AP;

  • Be coordinated among all AP teachers to achieve a reasonable balance and not overly burden and discourage students from ultimately pursuing AP courses when school starts;

  • Be a means of beginning a relationship with students and support system for their preparation;

  • Be accompanied by access to informal communications with teachers over the summer through such things as blogs, email, list serves, etc.;

  • Not be a deterrent to students new to the school who had no knowledge of the assignments;

  • Not be the subject of a grade or test in the early days of the fall semester;

  • Not include homework assignments for which students are not yet prepared to complete.

AdvanceKentucky/KSTC
200 W. Vine St. Suite 420
Lexington, KY 40507
859.233.3502
advanceky@kstc.com