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Advanced Placement classes are college-level courses that students can take in high
school to receive college credit upon completion of coursework and the passing of
required exams. The implementation of Policy 2510 by the WV Board of Education requires
that all high schools provide at least four AP courses in core subject areas by
the start of the upcoming school year. The policy significantly increases the number
of AP courses available in the state and the teachers needed to lead them. The AP
Mentor Program will help new AP teacher’s transition into their roles of teaching
accelerated coursework.
The program is a part of WVCPD’s AP Challenge Initiative, an ongoing effort to increase
AP participation among low-income and first-generation college students in high
school as well as among rural and minority high school populations. These courses
can make the difference between college success and failure because they expose
students to the level of academic rigor that can increase learning and achievement.
The 2007 – 2008 AP Mentors are:
Cynthia Allred, Scott High School
Rosalie Blaul, Capital High School
Audrey Boley, Winfield High School
Roberta Heath, Capital High School
Linda Hoffman, Buffalo High School
Tammi Igo, Lincoln County High School
Jane Larke, Morgantown High School
Grant Spencer, Bridgeport High School
Data show that 61 percent of students who take two or more AP exams in high school
will graduate from college in four or fewer years. Low-income students who pass
AP exams typically receive thousands of dollars in federal grants to attend college.
Although there is a fee to take these exams, assistance is available for thousands
of West Virginia students through the Center’s Fee Waiver Grant Program. In addition,
many counties offer financial assistance to defray the costs associated with AP
courses.
“We are trying to make AP more accessible for more students,” explained Dr. Patricia
Kusimo, CEO of the WV Center for Professional Development. “Education can break
generations of poverty and give students hope for a better way of life. We believe
that increasing student participation in AP is a critical link to this change,”
she continued.
The state has enjoyed two straight years of improved performance in AP among some
student populations; however, rural, low-income and minority students still lag
behind in taking AP participation and performance. WVCPD’s AP Initiative works to
counter this problem by creating a pipeline for students to take these courses and
offering a support network for AP teachers and students.
“We are always looking for ways to improve participation in AP among all students,
and that often requires looking at new methods, processes and programs,” explained
Dr. Kusimo. “With 50 percent of state students on free or reduced lunch, we would
like to see equal representation of them in AP programs,” she said. “It is key to
breaking the cycles of poverty and poor academic performance.”
AP Mentors receive financial compensation for their work, and they can only mentor
a maximum of three teachers each year. Mentors do not have to live in the same community
or county because much of the coordination occurs electronically and via video conferencing.
Mentors and mentees are required to participate in the Fall AP Institute sponsored
by the Center in November.
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