Education Commission of the States

Why does it matter?

Students who have worked their way through quality pre-AP programs are more likely to succeed once they reach high school and enroll in AP courses.

Teachers who have been provided with preparation in teaching pre-AP programs are more likely to provide an effective teaching environment for their students.

Proper alignment among the different levels of education helps ensure that students' expectations are realistic and their preparation adequate.

Districts - especially those with high concentrations of low-income students - may not have the resources necessary to implement quality pre-AP programs.

Highlights
Policies in 13 states provide for the support of pre-AP programs.

Listed policies do not include those supported by federal funds through the Advanced Placement Incentives Program, unless state legislation or regulation specifically directs that these funds be used in the support of pre-AP alignment programs.

Sources for all data points are accessible through this link.

Methodology: This information was collected from state statutes, rules and regulations, and state education agency Web sites, and will be updated as new policies and programs are enacted.

Last updated: June 2008

This database was compiled by Kyle Zinth, policy analyst, ECS Information Clearinghouse. For questions, additions or corrections: 303.299.3673 or kzinth@ecs.org.

	State support for pre-AP alignment programs
Alabama	Yes, funds received from the National Governors Association (NGA) are being used to increase AP offerings and quality in targeted low-income and high minority schools. The NGA strategy includes preparing students in the middle grades for AP rigor. "The state has identified one urban district, one rural district, and six of their high schools to participate in this effort to expand AP participation. ... will choose an external evaluation firm to assess the progress of the pilot districts and schools and integrate AP expansion into the Alabama High School Redesign Strategic Plan."
Arkansas	Yes, all districts must offer pre-AP courses by the 2008-09 school year. Pre-AP courses must be aligned with required high school AP offerings in four core subject areas that include mathematics and science.
Georgia	Yes, funds received from the National Governors Association (NGA) are being used to increase AP offerings and quality in targeted low-income/high minority schools. The NGA strategy includes expanding AP courses, AP professional development for teachers, administrators and counselors, preparing students in the middle grades for AP rigor and using the PSAT to measure AP potential.
Illinois	Yes, 2005 legislation directed the state board to seek federal funding through the AP Incentive Program and the Math-Science Partnership Program and use it to support Pre-AP teacher professional development and to support the implementation of an integrated instructional program for 6th-12th grades in mathematics that prepares all students for enrollment and success in AP courses and in college. Additionally, the state board was directed to encourage school districts to offer rigorous courses in 6th-11th grades that prepare students for the demands of AP course work.
Indiana	2007 legislation lays out conditions by which middle and junior high school teachers may receive stipends to cover expenses related to a summer training institute for pre-AP education, to include professional development resources and services. This legislation expands support which previously existed at the high school level. Stipend-eligible instruction must: Provide teachers who instruct pre-AP courses with the necessary content knowledge and instructional skills to prepare students for success in AP courses, exams and other advanced courses. Provide teachers with AP vertical team training and other pre-AP professional development that prepares students for success in AP. Support the implementation of an instructional program for students in 6th-12th grades that provides an integrated set of instructional materials, diagnostic assessments and teacher professional development in mathematics that prepares all students for enrollment and success in AP courses in college. The department of education is directed to develop and disseminate to each public middle and junior high school curriculum guidelines designed to satisfy the requirements of this policy. The department of education is authorized to seek implementation funding through the federal Advanced Placement Incentive and Math-Science Partnership programs.
Kentucky	Yes, funds received from the National Governors Association (NGA) are being used to increase AP offerings and quality in targeted low-income/high minority schools. The NGA strategy includes expanding AP courses; AP professional development for teachers, administrators and counselors; preparing students in the middle grades for AP rigor, and using the PSAT to measure AP potential. Activities are being conducted in one urban and one rural district, in three high schools in each district.
Maine	Yes, funds from the National Governors Association are being used to prepare students in the middle grades for AP rigor.
Minnesota	Yes, state has established a grant program that provides support to increase student participation in pre-Advanced Placement programs. Funds are provided to eligible local school boards to create or expand pre-Advanced Placement initiatives.
Mississippi	Yes, the state requires that each district offer at least one AP course in the four core areas, including mathematics and science. Districts also are also required to offer pre-AP courses to prepare students for AP course work. The department of education is directed to seek federal funding through the Advanced Placement Incentive Grant Program and other available funding to implement these requirements. Funding efforts must be focused with an intent to carry out AP and pre-AP activities in districts targeted as serving a high concentration of low-income students.
New Mexico	Yes, state policy authorizes districts and charter schools to create core curriculum frameworks in K-6th grades to prepare students for pre-AP and AP offerings in 7th-12th grades. The framework must include: A curriculum that is aligned with state academic content and performance standards that is challenging, specific as to content and sequential from grade to grade, similar to a core curriculum sequence. In-depth professional development for teachers that includes vertical teaming in content areas. Content, materials and instructional strategies or methodologies that current research demonstrates are likely to lead to improved student achievement in pre-AP and AP courses in 7th-12th grades. A district or charter school may apply for a grant from the public education department to support a core curriculum framework. Additionally, in accordance with the rules of the department and after consulting with the Indian education advisory council and determining the resources available within the department, the assistant secretary of education is responsible for developing or select for implementation a challenging, sequential, culturally relevant curriculum to provide instruction to tribal students in pre-kindergarten-6th grade to prepare them for pre-AP and AP coursework in 7th-12th grades.
Oklahoma	Yes. The state board is authorized to award funds for schools to develop AP vertical teams. Statute defines a vertical team as "a group of middle school or junior high school and high school educators in a given discipline who work cooperatively to develop and implement a vertically aligned program aimed at helping students acquire the academic skills necessary for success in the advanced placement program[.]" A vertical team must "include at least one representative from each grade level in the content area" grades 7-12. The state board is also authorized to award schools funds to subsidize training for pre-AP teachers.
Texas	Yes, the Lighthouse Initiative for Texas Classrooms provides online tools to help teachers connect the Texas Essential Knowledge and Skills and pre-AP and AP curricular objectives, to prepare students for AP-level coursework at the high school level.
Wisconsin	Funds received from the National Governors Association (NGA) are being used to increase AP offerings and quality in targeted low-income/high minority/rural schools. The NGA strategy includes expanding AP courses; AP professional development for teachers, administrators and counselors; preparing students in the middle grades for AP rigor, and using the PSAT to measure AP potential.