I would like to honor their efforts by providing a careful and detailed response.I have written this preliminary response in first person singular, but I hope to expand it into a larger report that draws on analyses and insights by historians and other scholars who have taken the time to examine the key documents.That quarter of the graduating class that took AP courses, however, isn’t the whole story.Tags: Influence EssayAltera Pin AssignmentBusiness Planning FrameworkSole Proprietorship Business PlanEnglish Court Structure EssayEssays Written About The Great GatsbySpecial Duty Assignment Pay Air ForceEssay On My Favorite Holiday Diwali
Sometime during the winter of 2013/2014, the College Board released AP United States History: Course and Exam Description, Including the Curriculum Framework, Effective Fall 2014—which I will refer to as “APUSH.” APUSH, the document, represents a complete overhaul of the Advanced Placement course in U. S History and the Committee that developed and assessed the curriculum clearly put a great deal of time and effort into creating this new approach.
The members of the Commission that redesigned AP U.
The National Association of Scholars and I have been, of course, critical of various steps taken by the College Board in recent years, and we are critical of this initiative with the AP U. History course, exam, and curriculum framework as well. But before turning to what the Commission and the Committee produced, I want to take the time and space to develop some groundwork.
The College Board is a private company founded in 1900 to set standards for college admissions.
The initiative to create the College Board grew out of several decades of growing distress among elite New England preparatory academies and awkwardness among the leading colleges and universities on the question of what college-bound students should learn.
President Charles Eliot at Harvard and President Nicholas Murray Butler at Columbia took the lead, and they set a patrician tone. It will be perfectly practicable under this plan for Lafayette College to say, if it chooses, that it will admit only such students as cannot pass these examinations.
The ostensible reasons for opening the AP to all are to encourage poor and minority students to reach higher and to close the “achievement gap.” The initiative has succeeded in the last ten years at more than doubling the number of students who take at least one AP course (up to 2.1 million in 2012).
Because some students take exams in multiple subjects, the number of AP exams taken has also soared, from 1.2 million in 2002 to 2.9 million in 2012.
When the President of Lafayette College objected that he “would not be told by any Board whom to admit and not to admit,” Eliot responded with disdain: The President of Lafayette College has misunderstood . No one proposes to deprive Lafayette College of that privilege.” The story is recounted in the 1950 official history of the College Board and was retold in Frederick Rudolph’s invaluable 1962 book, . Those dates are important because they point back to a time when the College Board knew perfectly well what its purpose was. Compare that to what the College Board today says about itself and its past: The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity.
Founded in 1900, the College Board was created to expand access to higher education.