The school district received the honor of increasing the number of students participating in AP classes and increasing or maintaining the percentage of students scoring a three or higher.
The Cherry Hill Public Schools is one of 447 school districts in the United States and Canada being honored by the College Board with placement on the eighth Annual AP District Honor Roll. To be included on the Honor Roll, the Cherry Hill school district had to, since 2015, increase the number of students participating in AP while also increasing or maintaining the percentage of students earning AP Exam scores of three or higher. Reaching these goals shows that this district is successfully identifying motivated, academically prepared students who are ready for advanced placement classes.
“As a district, we continually strive to improve in all areas,” said Joseph Meloche, superintendent of the Cherry Hill Public Schools. “I am pleased by this recognition and by the efforts of our administrators, staff and students in achieving this distinction.”
National data from 2017 show that among American Indian/Alaska Native, Black/African American, Hispanic/Latino, and Native Hawaiian/Other Pacific Islander students with a high degree of readiness for AP, only about half are participating. The first step to getting more of these students to participate is to give them access. Courses must be made available, gatekeeping must stop, and doors must be equitably opened. The Cherry Hill Public Schools is committed to expanding the availability of AP courses among prepared and motivated students of all backgrounds.
“Congratulations to all the educators and administrators in this district who have worked to clear a path for more students of all backgrounds to participate and succeed in AP,” said Trevor Packer, head of AP and Instruction. “These educators and administrators are fostering a culture in their schools and classrooms that allows students to face new challenges and build the confidence to succeed.”
Helping more students learn at a higher level and earn higher AP scores is an objective of all members of the AP community, from AP teachers to district and school administrators to college professors. Many districts are experimenting with initiatives and strategies to see how they can expand access and improve student performance at the same time.
In 2017, more than 4,000 colleges and universities around the world received AP scores for college credit, advanced placement, or both, and/or consideration in the admissions process. Inclusion in the eighth annual AP District Honor Roll is based on a review of three years of AP data, from 2015 to 2017, looking across 38 AP exams, including world language and culture. The following criteria were used.
Districts must:
· Increase participation and access to AP by at least 4 percent in large districts, at least 6 percent in medium districts, and at least 11 percent in small districts;
· Increase or maintain the percentage of American Indian/Alaska Native, Black/African American, Hispanic/Latino, and Native Hawaiian/Other Pacific Islander students taking exams and increased or maintained the percentage of American Indian/Alaska Native, Black/African American, Hispanic/Latino, and Native Hawaiian/Other Pacific Islander students scoring three or higher on at least one AP Exam; and
· Improve or maintain performance levels when comparing the 2017 percentage of students scoring a three or higher to the 2015 percentage, unless the district has already attained a performance level at which more than 70 percent of its AP students earn a three or higher.
When these outcomes have been achieved among an AP student population in which 30 percent or more are underrepresented minority students and/or 30 percent or more are low-income students (students who qualify for free or reduced-price lunch), a symbol has been affixed to the district name to highlight this work.
The complete eighth annual AP District Honor Roll can be found at https://apcentral.collegeboard.org/score-reports-data/awards/honor-roll.
