Edwardsburg Public Schools placed on College Board’s 9th Annual AP District

EDWARDSBURG — Edwardsburg Public Schools is one of 373 school districts in the U.S. and Canada being honored by the College Board with placement on the 9th Annual AP District Honor Roll.

To be included on the 9th Annual Honor Roll, Edwardsburg Public Schools had to increase the number of students participating in Advanced Placement classes, while also increasing or maintaining the percentage of students earning AP Exam scores of 3 or higher, since 2016. Reaching these goals shows that this district is successfully identifying motivated and academically prepared students who are ready for AP.

“I am very pleased that the College Board has recognized and placed Edwardsburg Public Schools on their AP District Honor Roll. It is a testament to the quality of curriculum offerings, instructional expert ise of our educators, and academic success attained by our students,” said James Knoll, superintendent of Edwardsburg Public Schools.

National data from 2018 shows 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. Edwardsburg Public Schools is committed to expanding the availability of AP courses among prepared and motivated students of all backgrounds.

“Success in Advanced Placement is a combination of students’ own motivation and the opportunities educators provide for them,” said Trevor Packer, senior vice president of AP and Instruction at the College Board. “I’m inspired by the teachers and administrators in this district who have worked to clear a path for more students of all backgrounds to earn college credit during high school.”

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 2018, 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 9th Annual AP District Honor Roll is based on a review of three years of AP data, from 2016 to 2018, looking across 38 AP Exams, including world language and culture. The following criteria were used.

Districts must: Increase participation/access to AP by at least four percent in large districts, at least six percent in medium districts, and at least eleven percent in small districts; increased or maintained 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 2018 percentage of students scoring a three or higher to the 2016 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 (American Indian/Alaska Native, Black/African American, Hispanic Latino and Native Hawaiian/Other Pacific Islander) 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.

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