“... schools in the new National Math and Science Initiative on AP are great
examples of the power of quality instruction, more time spent on task, and
rigorous, content-focused teacher training. The NMSI schools are having
phenomenal success in raising AP scores among minority students. In the
single year of implementation to date, the number of African-American and
Latino students who scored a 3 or higher on AP exams in math, science, and
English jumped more than 70 percent.”

— U.S. Department of Education Secretary Arne Duncan, July 15, 2010 2010 College Board AP Conference

AP Training & Incentive Programs

AP Training & Incentive Programs

The Advanced Placement* Training and Incentive Program (APTIP) is a comprehensive approach that increases teacher effectiveness and student achievement in rigorous math and science courses through training, teacher and student support, vertical teaming, open enrollment, and incentives.

The program increases dramatically the number of students taking and passing AP math, science, and English exams, and expands access to traditionally under-represented students.

Program Impact:

The AP training and incentive program also dramatically increases college readiness. Students passing AP exams are three times more likely to earn a college degree than students who do not pass. And African-American and Hispanic students who pass an AP exam are four times more likely to earn a college degree than those who do not pass. 

AP students in the U.S. are internationally competitive in math and science, while their non-AP counterparts are not. American AP calculus and physics students’ scores rank at or near the top against all other countries, while their non-AP U.S. counterparts were at or near the bottom.

In a statewide Texas study, AP success correlated with much greater success in college. Six-year college graduation rates rise from 15 percent for African-American and Hispanic students to 60 percent or higher if they have scored a three or higher on at least one AP exam. Students enrolled in AP courses are also competitive internationally. While the U.S. ranked below the international average on the Trends in International Math and Science Study (TIMSS), students who had taken the AP Calculus exam ranked first in the world in advanced math.

If an African-American or Latino child passes one AP course, their chances of graduating from college greatly increase. You are not only preparing mathematicians and scientists. You are preparing children to graduate from college. There’s a huge bias that assumes kids in inner-city schools can’t handle AP courses. But this program shows you can triple or quadruple the high school students taking AP courses in one year.”

—Tom Luce, Former CEO, NMSI

Program Demand:

In 2007, non-profits from 28 states applied to replicate the APTIP program.  NMSI selected non-profit partners in six states for five-year funding and NMSI program management support. 

Program Expansion:

NMSI is replicating APTIP in Alabama, Arkansas, Connecticut, Kentucky, Massachusetts, and Virginia.  To sustain long-term improvement in math and science education in their public schools, NMSI’s state affiliates have built extensive coalitions with strong support from leaders in business, state government, education, and their communities. NMSI is actively working to find partners to bring the APTIP program to Colorado, Indiana, Michigan, Minnesota and New Mexico.

Program Implementation:

Implementation began during the 2008 – 2009 school year and will expand to include a new cohort of public high schools each year over the five-year grant period. In 2008 – 2009, NMSI affiliates implemented the APTIP program in 67 public high schools. NMSI is currently implementing APTIP in 228 high schools and plan to reach 350 high schools by fall 2012.

If our NMSI high schools were a state, it would have the 33rd largest student enrollment and the 28th largest African-American and Hispanic student enrollment.

NMSI's 2008-2011 School Year Results:

NMSI Advanced Placement Training and Incentive Program (APTIP) schools in Alabama, Arkansas, Connecticut, Kentucky, Massachusetts, and Virginia have continued to deliver remarkable results. Results from the College Board for 2008-2011 showed an average increase of 124 percent in qualifying scores on math, science and English exams in NMSI grantee schools in six states. That’s five and a half times the national average. The increase in math and science scores alone was even greater, 138 percent.

  • Gains for under-represented groups were even more impressive. The increase in qualifying AP scores for African-American and Hispanic students went up 216 percent in math, science and English (MSE) with a 192 percent increase in math and science. This is a significant step toward reducing the minority achievement gap in critical science, technology, engineering and math (STEM) subjects.
  • In addition, the increase in qualifying scores in AP math and science for female students was 144 percent, which will help reduce the gender gap in critical STEM fields.

Even schools that implemented APTIP for the first time in 2010-2011 produced stand-out results – an overall gain of 89 percent in qualifying scores in AP math, science and English.

  • Our newest cohort of schools, after just one year, had a 135 percent increase in MSE qualifying AP scores for African-American and Hispanic students, with a 128 percent increase in math and science.
  • Schools new to the program also achieved a 126 percent increase increase in math and science qualifying AP scores for female students.

 

NMSI is creating momentum for change.

 

For more information on our 2010-2011 school year results, view our 2011 APTIP Results Brochure.

*AP is a registered trademark of the College Board.