Page 130 - 2017academicreport

Table of Contents

o Chemistry – Enrollment in this course declined for the first time in four years. The
average score of 3.36 for Pine-Richland students outperforms both state and global
comparisons.

o Physics C: Mechanics – The number of students increased to 7 with 85.7 % of the group
achieving a 3 or above. This score is far above state and global results.

● Social Studies
o European History – Enrollment increased to 44 students, the highest number in five
years. The average score in 2017 of 3.64 is a decrease for Pine-Richland, however, our
students’ performance is well above that of state and global comparisons.
o Microeconomics – Enrollment continued to decline in 2017 with 57 students. Pine-
Richland students achieving a 3 or above increased to 73.68% of those enrolled.
o Psychology – Student participation (99) continues to be the fourth highest of any AP
course offered. There was a slight drop in the average score earned to 3.13.
o United States Government and Politics – Student enrollment continued to increase in
2017 with 100 students. The average score dropped to 1.95, the lowest over the past five
years.
o United States History – Enrollment in the course jumped to 110 in 2017. The average
score of 3.08 outperforms state and global comparisons in 2017.

● World Languages
o French Language and Culture – The average score in 2017 was 2.67, a slight decrease
from 2016.
o German Language and Culture - The number of students taking this course decreased
from 21 in 2016 to 2 in 2017; the average score for the students was a 4.00.
o Spanish Language and Culture – In 2017, 4 students took the exam, a decrease over the
past five years; the average score of 4.00 remains above state and global results.

Next Steps
● Continue to correlate end-of-course grades to AP test scores.
o Key Personnel: Building Administrators, Director of College and Career Planning, & Keystone
Teachers
o Timeline (Anticipated Start/Finish): 12/1/2017 - 6/1/2018
o Major Action Steps: (1) Gather AP test scores disaggregated by subject and subtest
scores at the conclusion of the year; (2) Create a spreadsheet of end-of-course grades by
individual student and enter AP data by student; (3) Compare students’ performance in
each subtest area with their end-of-course grades; (4) Examine data for areas of strength
and opportunity, particularly for consistent performance patterns across the student
population; and (5) Alter unit-based curriculum to reflect necessary curricular or
instructional updates to address trends in student needs over several cohorts.

● Continue to monitor and address changes from CollegeBoard for AP curriculum.
o Key Personnel: Building Administrators, Director of College and Career Planning, & Keystone
Teachers
o Timeline (Anticipated Start/Finish): 12/1/2017 - 5/1/2018

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