CSISD was selected for increasing access to AP course work while simultaneously maintaining or increasing the percentage of students earning scores of 3 or higher on AP Exams. Reaching these goals indicates that the district is successfully identifying and preparing motivated, academically prepared students who are ready for the opportunity of AP.
“This is a great recognition for CSISD,” Superintendent Clark Ealy said. “While AP exams are taken in high school, this is a districtwide award and should be celebrated as such. All of our campuses, teachers and staff should take pride in this honor for hard work they do for all of our students.”
College Station ISD is committed to expanding the availability of AP courses among prepared and motivated students of all backgrounds.
“The devoted teachers and administrators in CSISD are delivering an undeniable benefit to their students: opportunity. When coupled with a student’s hard work, such opportunities can have myriad outcomes, whether building confidence, learning to craft effective arguments, earning credit for college, or persisting to graduate from college on time.” said Trevor Packer, the College Board’s senior vice president of AP and Instruction. “We applaud CSISD’s conviction that a more diverse population of students is ready for the sort of rigor that will prepare them for success in college.”
In 2014, more than 3,800 colleges and universities around the world received AP scores for college credit, advanced placement, and/or consideration in the admission process, with many colleges and universities in the United States offering credit in one or more subjects for qualifying AP scores.
Inclusion on the AP District Honor Roll is based on the examination of three years of AP data, from 2012 to 2014, looking across 34 AP Exams, including world language and culture. The following criteria were used.
Increase participation/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 exams taken by African American, Hispanic/Latino, and American Indian/Alaska Native students; and
Improve performance levels when comparing the percentage of students in 2014 scoring a 3 or higher to those in 2012, unless the district has already attained a performance level at which more than 70 percent of its AP students are scoring a 3 or higher.