Office of the Superintendent of Schools
MONTGOMERY COUNTY PUBLIC SCHOOLS
Rockville, Maryland
December 4, 2003
MEMORANDUM
To:
Members of the Board of Education
From:
Jerry D. Weast, Superintendent of Schools
Subject:
Increased Student Participation in Rigorous High School Courses
The number of students in the Montgomery County Public Schools taking Advanced Placement
(AP) tests has increased by 125 percent since 1999 to 8,841 students last year, with the number
of individual AP tests taken increasing by 137 percent to 16,954 tests last year, according to new
results of a study by the Office of Shared Accountability.1 The results confirm earlier findings
from a review of high school courses in which student enrollment in AP courses increased to
25.4 percent last year, compared with just 15.4 percent four years ago. The combined enrollment
in all honors and AP courses increased to 67 percent last year, with more than 26,000 students
engaged in the most difficult coursework offered in our high schools.2
The rapid increase in student participation in AP and honors courses reflects the reform efforts
designed to prepare and encourage more students to stretch themselves academically. The SAT,
for example, recorded an all-time high participation rate of 81 percent last year for the second
consecutive year. High school and middle school principals, teachers, and support staff have
worked very hard over the past four years to open the pathway to academically rigorous courses.
In middle school, especially, the effort has transformed mathematics preparation prior to high
school, with 51 percent of middle school students last year completing Algebra 1 or a higher
level mathematics course, compared with 41 percent four years ago.
At the same time, the College Board recently announced awards to 1,907 high school students
from all 23 high schools, including both current students and last year’s graduates, for their
excellent performance on 2003 AP tests—an increase of 420 students compared with 2002.
Twenty of these students were named national AP scholars, a gain of one over the previous year.
However, we are a long way from reaching our goals. Six years from now, for example, the first
class of kindergarten children to benefit from our early reading reforms will reach high school
and set a whole new standard for academic achievement in this county. We know from previous
research that there is a high correlation between being able to read fluently by Grade 3 and
1
Andrews, J., & Jaffe, D. (2003). 2003 Advanced Placement test results. Rockville, MD: Montgomery County
Public Schools.
2
Steinberg, L. (2003). Key areas of progress in secondary schools: successful completion of Algebra I or higherlevel mathematics and enrollment in honors/Advanced Placement courses, 2002-2003. Rockville, MD:
Montgomery County Public Schools.
Members of the Board of Education
2
December 4, 2003
ultimately being ready for higher-level course work in high school.3 In one respect, our AP and
honors preparation actually begins in kindergarten, where the improvements of the last four years
have focused on helping far more children enter an academic trajectory that will propel them
toward increasingly more rigorous studies in high school and beyond.4
The higher participation on the AP tests has contributed to a slightly lower systemwide average
score (from 3.63 four years ago to 3.36 last year). Even with the slight overall decline, however,
the vast majority of students were eligible for college credit last year on a scale that rewards the
top scores of 3, 4, and 5 with potential college and university course recognition. In fact, 76
percent of the AP tests from Montgomery County had a score of 3 or higher in 22 specific
subjects last year, compared with the statewide average of 68 percent. (Montgomery County
actually accounted for more than one-third of all of the students taking AP tests last year in
Maryland and one-third of all AP tests taken across the state.)
The increased participation rate is evident among all racial and ethnic groups. The recent study
of AP tests shows that more than three times as many African American students took an AP test
last year (726) than in 1999 (197). Similar results occurred for Hispanic students, with three
times as many students (560) taking an AP test compared with four years ago (169). However,
the percentage of tests earning a score of 3 or higher dropped from 69 percent four years ago to
53 percent last year for African American students, and the average score declined from 3.16 to
2.66. Among Hispanic students, the percentage of scores earning a 3 or higher dropped from 84
percent to 65 percent last year, with the average score declining from 3.51 to 3.23.
Overall, the vast majority of students taking the AP tests last year were white (5,556 students)
and Asian American (1,962 students), and the number of students taking an AP test has more
than doubled since 1999 among both groups. Among white students, the percentage of tests
earning a score of 3 or higher declined from 85 percent to 80 percent, and from 81 percent to 74
percent among Asian American students, still a significantly high percentage of college-credit
scores among the 14,782 tests taken by these two groups last year (87 percent of the total taken
systemwide). Average scores on the AP tests for white students declined from 3.7 four years ago
to 3.48 last year, and from 3.53 to 3.31 among Asian American students.
For African American and Hispanic students, better preparation and support will be necessary to
succeed in earning the top scores on the AP tests that qualify for college credit. Nonetheless, the
increased participation rate has opened a significant gateway to higher achievement among
African American and Hispanic students. According to the earlier review of course enrollment,
the percentage of African American students enrolled in at least one AP course more than
doubled from 5.6 percent four years ago to 11.7 percent last year. The percentage of Hispanic
students enrolled in at least one AP course increased from 6.6 percent four years ago to 11.7
percent last year. By comparison, 32 percent of white high school students were enrolled last
year in an AP course, compared with 19.2 percent four years ago. Among Asian American
students, course enrollment grew from 22.5 percent four years ago to 35.2 percent last year.
3
Honors/Advanced Placement Policies, Practices, and Enrollment: Work Group Report. (1999). Rockville, MD:
Montgomery County Public Schools.
4
Alban, T., Curry-Corcoran, D., & Nielsen, J. (2003). Longitudinal impact of Early Success Performance Plan
initiatives on student academic achievement: technical report on three years of implementation. Rockville, MD:
Montgomery County Public Schools.
Members of the Board of Education
3
December 4, 2003
These are important findings in light of recommendations made in 1999 in a study of student
participation in the school system’s most challenging courses and the obstacles faced at that time by
African American and Hispanic students.5 Since that time, significant efforts to open the enrollment in
honors and AP classes have included various activities that originated among individual schools and
systemwide programs designed to unify the school district’s approach to student participation in honors
and AP courses. Specific efforts to improve school leadership team training beginning in the fall of
1999, following publication of the study, focused on increasing student participation and success by
creating a positive school environment, communicating high expectations for all students, informing
and educating parents about rigorous academic programs, motivating students to participate in
challenging coursework, monitoring student progress, and removing barriers to the recruitment and
selection of students for enrollment in honors and AP courses.
Specific Program Initiatives
The school system has involved the College Board, the Council for Basic Education, and
Achieve, Inc., to help identify and explore key areas in which systemic reforms—based on
proven best practices and research—can sustain a process of reform in secondary schools. The
continuing goal is to help make middle school and high school instruction more rigorous and
available to students. An important component of this effort involves the alignment of secondary
courses and the back mapping of curricula with the requirements of the AP program in order to
establish the sequence of requisite skills necessary for success in any rigorous program of
studies. Teachers were provided with curriculum frameworks, instructional guides, and training
that offer specific kinds of enriched and rigorous academic experiences for all students.
Secondary and elementary schools are working together at the cluster level to develop and
implement school improvement plans that incorporate vertically aligned programs aimed at
helping students progress successfully from one grade to another and from one school to another
while acquiring the academic skills and strategies necessary for rigorous coursework.
The school system also has been collaborating with the College Board and Montgomery College
in the use of the PSAT in Grade 10 by providing detailed analyses of student and school
performance. High schools are using “AP Potential,” a web-based data interpretation resource
provided by the College Board, to identify additional students with the potential for success in
the AP program. The College Board also provides pre-AP workshops for high school and middle
school staff in order to improve preparation of students for the rigor and challenge of AP and
other advanced courses. Teachers of AP courses attend College Board institutes designed to
enhance their effectiveness in teaching and preparing students for success on the AP exams.
This past summer, a task force report6 to the Board of Education detailed ways in which student
success in high school could be enhanced by innovative programs and strategies that provide
additional preparation and support for rigorous and challenging courses. The work of the task
force built upon a study of high-achieving schools initiated by high school principals to address
the challenge of preparing graduates for our information-based economy and its unprecedented
demands for a highly educated work force. Continued work on the recommendations is under
way, but fundamental changes already are apparent. The High School Course Bulletin, for
example, now includes information on honors and AP participation that emphasizes responsible
5
Honors/Advanced Placement Policies, Practices, and Enrollment: Work Group Report. (1999).
6
The High Achieving High School: The Report of the High School Task Force. (2003). Rockville, MD: Montgomery
County Public Schools.
Members of the Board of Education
4
December 4, 2003
open enrollment in rigorous courses for all students who are capable or motivated to pursue
higher-level course work. Many schools are offering highly specialized preparation programs,
specifically targeting the improved preparation of ninth grade students. This is an important
feature of the new programs being implemented in the high schools of the Downcounty
Consortium. The effort also is addressing ways to reduce the number of students who need
remediation in English, reading, and mathematics when entering Montgomery College.
A key element of these efforts is the development of improved teacher and staff attitudes and
behaviors that support higher expectations for student success. Staff development teachers, for
example, have focused school-based training on helping classroom teachers, principals, and other
staff implement skillful teaching techniques, monitor student progress, recognize effort-based
intelligence, and incorporate improved standards and expectations throughout the school. These
efforts are aligned with the school system’s strategic plan,7 continuing parent outreach and
information efforts (especially among families with limited English proficiency), and ongoing
structured monitoring of individual school performance and specific school improvement plans.
Conclusion
We have the opportunity to build on a rapidly escalating level of success achieved by high school
teachers, principals, and other staff. It is clear that significant progress has been made in opening
the doors to higher level coursework, particularly the honors and AP courses, and that many
more students are participating in these courses than ever before. It is also clear, however, that
mere participation—while significant and noteworthy in its own right—is not enough. Every
effort must be made to ensure that students who participate in these programs also are successful.
This requires considerable effort and support in preparing students well in advance of their
enrollment in an honors or AP course.
Four years ago, the Board of Education adopted a plan that set what many called an idealistic
goal of “raising the bar and closing the gap” in student achievement. We continue to raise the
bar of student expectations, providing greater opportunity for student participation in the most
challenging courses available in our academic program. I believe we also will close the gap in
student performance, but it will continue to take time. The recently released report on
improvements in kindergarten reading8 underscores the progress and the continuing challenge in
creating a seamless process of achievement from our youngest to our oldest students. Our goal
must be to remain steadfast in building on that progress and in facing the continuing challenge
with resolute determination. Certainly, the 8,841 high school students who took 16,954 AP tests
last year did not shrink from the hard work of a tough challenge. Neither shall we.
JDW:kmy
Attachment
Copy to:
Executive Staff
7
Our Call to Action: Pursuit of Excellence. (2003). Rockville, MD: Montgomery County Public Schools.
8
Alban, T., Curry-Corcoran, D., & Nielsen, J. (2003).
2003 Advanced Placement Test Results
Office of Shared Accountability
December 2003
Jerrilyn Andrews, Ph.D.
Coordinator of Student Assessment
David Jaffe, M.A.
Data Integration Specialist
OFFICE OF SHARED ACCOUNTABILITY
Dr. Wesley L. Boykin, Director
850 Hungerford Drive
Rockville, Maryland 20850
301 279-3448
Dr. Jerry D. Weast
Superintendent of Schools
Dr. Frieda K. Lacey
Chief of Staff
2003 Advanced Placement Test Results
Results from the spring 2003 administration of the Advanced Placement1 (AP) tests in the
Montgomery County Public Schools (MCPS) show that participation has more than doubled in the
past five years. This has been accompanied by a slight decline in performance over the five years.
From 1999 to 2003, the number of AP tests taken in MCPS increased 137% (from 7,167 to 16,954).
The number of students taking these tests increased 125% (from 3,935 to 8,841).2 The average
score on the five-point scale was 3.63 in 1999 and 3.36 in 2003. The 2003 average was .12 of a
point lower than the 2002 average. In 1999, 83% of the scores were 3 or higher. In 2003,
76% of the scores were 3 or higher, a 3-point decline from 2002. Given the very large increases in
participation in MCPS, the decline in the performance level, while not desirable, is understandable.
Generally, whenever the number of students taking AP tests increases, the average group
performance declines.3 Table 1 shows the 1999 to 2003 MCPS participation and performance
trends. Detailed results from 1999 to 2003 are shown in Table A–1 in the appendix.
Table 1: MCPS and National Advanced Placement Test Trends
# AP tests taken
# students taking at least 1 AP test
Average score
% of scores 3 or higher
MCPS
1999
7,167
3,935
3.63
83
MCPS
2003
16,954
8,841
3.36
76
MCPS
Change
1999–2003
137%
125%
-.27
-7
The increases in participation in MCPS from 1999 were seen across all subject areas tested except
European History but were largest in English Language and Composition (778 to 2,153),
Government and Politics, U.S. (188 to 1529), Psychology (875 to 2,026), and English Literature and
Composition (756 to 1648). World History, which was introduced in 2002, was the fourth most
popular AP test in MCPS in 2003. A total of 1,639 students took it, an increase of 279 over 2002.
The highest average scores in MCPS, for tests taken by at least 100 students, were achieved on the
Computer Science AB (3.96), Spanish Language (3.91), Macro Economics (3.83), and Micro
Economics (3.83) tests. Detailed results by subject are presented in Table A–2 in the appendix.
Racial/Ethnic Groups
The countywide gains in participation also were seen for each racial/ethnic group. The percentage
gains by group are shown in Table 2 below, with African American and Hispanic students showing
the largest proportional gains. The number of African American and Hispanic students taking an
AP test has more than tripled from 1999 to 2003. However, when the percentage of students
1
Advanced Placement tests are a College Board program available to high school students. Scores on these tests can be used by
students to earn credit or advanced standing in college. Usually a minimum score of 3 is needed to achieve this goal.
2
Students can take more than one test in a year.
3
This decrease occurs because the AP tests are aimed at the top high school students. As the group becomes larger, it will tend to
expand the range of academic talent.
Office of Shared Accountability
1
enrolled is considered, the Asian American and white students had larger increases.4 In 2003,
32% of the Asian American students took at least one AP test, an increase of 14 percentage points
from 1999, while white students had an increase of 13 percentage points, to 27%. The participation
data for racial/ethnic groups are shown in Table 2.
Table 2: MCPS Participation in Advanced Placement Tests by Racial/Ethnic Group,
1999 to 2003
Group
African American
Asian American
Hispanic
White
Total
% Increase in
AP Tests
Taken,
1999–2003
269
135
247
123
137
% Increase in
Students Taking
AP Tests,
1999–2003
269
113
231
112
125
% of
Group
Taking AP
Tests, 1999
3
18
4
14
11
% of
Group
Taking AP
Tests, 2003
8
32
9
27
21
Table 3 shows that the countywide decline in level of performance from 1999 to 2003 was found in
all racial/ethnic groups. The five-year declines were steepest for African American and Hispanic
students. The declines in the percentage of scores 3 or higher were 16 and 19 percentage points,
respectively. The five-year decline in average score was 0.5 for African American students and .28
for Hispanic students. The declines in percent of scores 3 or higher for Asian American and white
students were 7 and 5 percentage points, respectively, and the average scores declined .22 in both
groups. More detailed racial/ethnic data are presented in Tables A–3 and A–4 in the appendix.
Table 3: MCPS Performance on Advanced Placement Tests by
Racial/Ethnic Group, 1999 and 2003
% 3 or Higher
Group
African American
Asian American
Hispanic
White
Total
4
Mean Score
1999
2003
3.16
2.66
3.53
3.31
3.51
3.23
3.70
3.48
3.63
3.36
1999
69
81
84
85
83
2003
53
74
65
80
76
The percentage of a group participating is based on the enrollment in Grades 9-12. Prior year reports used only enrollment in
Grades 11 and 12.
Office of Shared Accountability
2
Gender
Both males and females followed the countywide trend in participation and performance from 1999
to 2003. Participation by male students increased 120%; for females the increase was 128%.
Females participated more in 2003 than did males––24% of females enrolled took one or more AP
tests compared with 18% of males. Males had a slightly higher performance, with an average score
of 3.47 and 78% of the scores at 3 or more. Females averaged 3.27, with 73% of the scores at 3 or
more.
Students Receiving Special Services
Students receiving special services increased their participation on the AP tests in 2003, and
students receiving English for Speakers of Other Languages (ESOL) and Free and Reduced-price
Meals Services (FARMS) increased their performance as well. One hundred three students
receiving ESOL services took one or more AP tests, an increase of 34 students over 2002. The
average score for these students was 3.80, an increase of .15 over 2002, and .44 of a point above the
county average on the total of 139 tests. Sixty (43%) of these tests were in Spanish (50) or French
(10). Students receiving FARMS averaged 2.90, an increase of .05 over 2002. Three hundred
eighty-nine FARMS students, an increase of 125 over 2002, took 670 tests, 236 more tests than
2002. Students with Individualized Education Programs (IEPs) averaged 3.30, a decline of .07 over
2002. There were 170 students with IEPs who took one or more AP tests, an increase of 49 over
2002, and these students took 290 tests, 85 more than in 2002. The results for these groups are
shown in Table 4.
Table 4: 2003 Performance on Advanced Placement Tests, by MCPS Students Receiving
Special Services
Group
ESOL
FARMS
Students with IEPs
# of Tests
Taken
139
670
290
# of Students
Taking at
Least 1 Test
103
389
170
Average Score
3.80
2.90
3.30
% of Scores 3
or Higher
78
57
71
Results by School
The five-year countywide increases in participation were seen in all 21 high schools that were open
in 1999. The two schools that opened since then––James Hubert Blake High School and Northwest
High School––had large participation increases from 2000. Thirteen high schools saw the number
of students taking AP tests at least double from 1999, as did the two schools that opened in 2000.
Four of these schools have seen the number of students taking AP tests at least triple. These are
James Hubert Blake High School (457%, 58 to 323 from 2000), Gaithersburg High School (316%,
88 to 366), Wheaton High School (291%, 34 to 133), and Bethesda-Chevy Chase High School
(223%, 140 to 452).
Office of Shared Accountability
3
Seven high schools reversed the usual trend of declining average score with increasing
participation. They increased both their average score and participation from 1999. The largest
average score gain among these seven was .33 of a point from 2000, at Northwest High School.
Walt Whitman High School had the largest increase in participation for any school with an increase
in average score.
Sixteen high schools averaged at least 3 points per test. The schools with the highest averages were
Montgomery Blair High School (4.01), Winston Churchill High School (3.87), Walt Whitman High
School (3.74), Richard Montgomery High School (3.64), and Poolesville High School (3.61)
School results for 2002 are presented in Table 5 below. School results for the past five years are in
Table A–5 in the appendix. Also in the appendix is Table A–6, which presents results by subject
within school.
Table 5: Advanced Placement Test Results by School, 2003
School
Bethesda-Chevy Chase
Montgomery Blair
James Hubert Blake
Winston Churchill
Damascus
Albert Einstein
Gaithersburg
Walter Johnson
John F. Kennedy
Col. Zadok Magruder
Richard Montgomery
Northwest
Paint Branch
Poolesville
Quince Orchard
Rockville
Seneca Valley
Sherwood
Springbrook
Watkins Mill
Wheaton
Walt Whitman
Thomas S. Wootton
County
Office of Shared Accountability
# of
Tests
# of
Students
Mean
%
3 or Higher
740
1,288
571
1,271
536
516
684
1,065
554
584
1,447
426
596
244
695
380
364
702
710
464
245
1,184
1,688
452
510
323
619
279
257
366
558
287
357
645
244
312
142
314
201
214
403
439
261
133
646
879
3.35
4.01
3.23
3.87
3.33
3.16
2.64
3.54
2.44
3.44
3.64
3.24
2.90
3.61
3.36
2.84
2.91
3.23
2.80
3.29
2.70
3.74
3.37
77
91
71
88
78
67
52
83
42
79
84
70
62
85
79
59
61
72
58
78
54
89
77
16,954
8,841
3.36
76
4
Appendix
Table
A-1:
A-2:
A-3:
A-4:
A-5:
Advanced Placement Test Results for MCPS and Maryland, 1999–2003
Advanced Placement Test Results by Subject for MCPS, 1999–2003
Advanced Placement Test Results for MCPS Racial/Ethnic Groups, 1999–2003
MCPS School Advanced Placement Test Results, 1999–2003
Advanced Placement Test Results by Subject Within School, 2003
Office of Shared Accountability
5
Table A-1: Advanced Placement Test Results for MCPS and Maryland, 1999–2003
Year
Number of
Tests
Number of
Students
Mean
% of
3 or Higher
MCPS
1999
2000
2001
2002
2003
7,167
8,542
10,689
13,689
16,954
3,935
4,626
5,591
6,785
8,841
3.63
3.58
3.45
3.48
3.36
83
83
78
79
76
Maryland
1999
2000
2001
2002
2003
28,962
32,606
37,368
45,013
53,363
17,746
19,680
21,923
24,985
29,993
3.24
3.22
3.17
3.23
3.12
71
71
69
71
68
Group
Office of Shared Accountability
6
Table A-2: Advanced Placement Test Results by Subject for MCPS, 1999–2003
1999
Subject
Biology
Calculus AB
Calculus BC
Chemistry
Computer Science AB
Economics – Macro
Economics – Micro
English Lang. & Comp.
English Lit. & Comp.
Environmental Science
European History
French Language
Govt. & Pol. – Comparative
Govt. & Pol. – U. S.
Physics B
Physics C – Elect. & Mag.
Physics C – Mechanics
Psychology
Spanish Language
Statistics
U.S. History
World History
Mean
3.81
3.70
3.65
3.53
3.73
3.89
3.70
3.54
3.50
3.75
3.55
3.37
3.47
3.50
3.53
3.69
3.93
3.75
3.39
3.87
3.49
Office of Shared Accountability
2000
No.
422
261
502
334
195
87
89
778
756
56
406
156
144
188
96
134
222
875
332
184
725
Mean
3.66
3.55
3.73
3.69
3.88
3.50
3.39
360
3.45
3.71
3.45
3.24
3.45
3.31
3.32
3.42
3.83
3.61
3.80
3.48
3.61
No.
370
294
585
385
219
116
128
1,019
872
118
453
225
25
289
107
107
192
1,011
379
376
761
2001
Mean
3.22
3.54
3.90
3.37
3.59
3.65
3.93
3.41
3.27
3.06
3.70
3.34
3.04
3.07
3.39
3.71
3.84
3.48
3.61
3.45
4.48
No.
629
406
676
423
263
109
110
1,283
1,193
211
479
160
305
368
119
166
267
1,420
411
525
753
2002
Mean
3.55
3.62
3.81
3.46
3.76
3.59
3.61
3.41
3.29
3.25
3.51
3.43
3.43
3.08
3.29
3.65
3.54
3.60
3.71
3.33
3.64
3.42
No.
625
474
776
518
231
160
158
1,581
1,471
217
419
253
455
538
110
171
296
1,558
459
603
816
1,358
2003
Mean
3.50
3.54
3.73
3.37
3.96
3.83
3.83
3.25
3.03
2.89
3.50
3.14
3.35
3.09
2.96
3.63
3.68
3.48
3.91
3.28
3.27
3.36
7
No.
619
717
819
530
245
197
190
2,153
1.648
359
376
242
235
1,529
139
204
382
2,026
600
645
849
1,639
Table A-3: Advanced Placement Test Results for MCPS Racial/Ethnic Groups,
1999–2003
Year
Number
of Tests
Number of
Students
Mean
Percent
3 or Higher
African American
1999
2000
2001
2002
2003
322
398
590
822
1,188
197
272
375
501
726
3.16
3.05
2.72
2.77
2.66
69
67
53
57
53
Asian American
1999
2000
2001
2002
2003
1,806
2,044
2,618
3,435
4,245
920
999
1,225
1,504
1,962
3.53
3.52
3.46
3.41
3.31
81
80
78
76
74
Hispanic
1999
2000
2001
2002
2003
268
389
520
700
929
169
250
323
410
560
3.51
3.60
3.21
3.26
3.23
84
81
68
71
65
White
1999
2000
2001
2002
2003
4,723
5,646
6,896
8,713
10,537
2,622
3,066
3,632
4,348
5,556
3.70
3.64
3.52
3.59
3.48
85
85
81
83
80
Group
Office of Shared Accountability
8
Table A-4: MCPS School Advanced Placement Test Results, 1999–2003
Year
Number of
Tests
Number of
Students
Mean
Percent
3 or Higher
Bethesda-Chevy Chase
1999
2000
2001
2002
2003
190
246
379
468
740
140
180
257
326
452
3.52
3.55
3.40
3.51
3.35
78
81
75
82
77
Blake
1999
2000
2001
2002
2003
74
296
373
571
58
163
203
323
3.23
3.05
3.14
3.23
78
65
71
71
Blair
1999
2000
2001
2002
2003
694
677
805
1,145
1,288
327
332
383
488
510
4.23
4.14
4.21
4.12
4.01
93
94
95
92
91
Churchill
1999
2000
2001
2002
2003
582
732
840
1,057
1,271
332
364
428
489
619
3.83
3.87
3.77
3.84
3.87
89
90
88
88
88
Damascus
1999
2000
2001
2002
2003
197
180
282
425
536
113
119
162
248
279
3.22
3.24
3.15
3.39
3.33
77
76
73
80
78
Einstein
1999
2000
2001
2002
2003
144
190
285
333
516
92
131
169
164
257
3.37
3.42
2.83
3.02
3.16
76
75
56
65
67
Gaithersburg
1999
2000
2001
2002
2003
154
157
297
435
684
88
100
163
237
366
3.03
2.95
2.84
2.81
2.64
65
66
59
58
52
Walter Johnson
1999
2000
2001
2002
2003
541
761
772
982
1,065
269
344
340
429
558
3.58
3.57
3.50
3.56
3.54
87
85
84
82
83
School
Office of Shared Accountability
9
Table A-4: (Continued)
Year
Number of
Tests
Number of
Students
Mean
Percent
3 or Higher
Kennedy
1999
2000
2001
2002
2003
173
211
362
434
554
97
123
204
242
287
2.73
2.81
2.37
2.63
2.44
58
57
41
52
42
Magruder
1999
2000
2001
2002
2003
273
286
428
536
584
161
167
230
283
357
3.34
3.49
3.49
3.52
3.44
81
85
85
82
79
Richard Montgomery
1999
2000
2001
2002
2003
888
933
978
1,128
1,447
408
424
441
493
645
3.76
3.87
3.81
3.69
3.64
87
88
87
84
84
Northwest
1999
2000
2001
2002
2003
151
239
409
426
93
154
224
244
2.91
3.08
2.97
3.24
69
70
65
70
Paint Branch
1999
2000
2001
2002
2003
229
288
408
572
596
149
170
225
276
312
3.50
3.29
3.33
3.30
2.90
78
76
74
76
62
Poolesville
1999
2000
2001
2002
2003
143
127
238
249
244
79
74
113
132
142
3.57
3.60
3.51
3.80
3.61
84
87
82
90
85
Quince Orchard
1999
2000
2001
2002
2003
483
535
573
576
695
246
271
284
274
314
3.60
3.40
3.26
3.39
3.36
84
80
77
78
79
Rockville
1999
2000
2001
2002
2003
182
231
234
289
380
107
135
141
152
201
3.10
3.18
3.18
3.03
2.84
72
71
71
64
59
School
Office of Shared Accountability
10
Table A-4: (Continued)
Year
Number of
Tests
Number of
Students
Mean
Percent
3 or Higher
Seneca Valley
1999
2000
2001
2002
2003
123
171
228
248
364
88
116
142
127
214
3.19
3.35
3.18
3.17
2.91
72
77
73
72
61
Sherwood
1999
2000
2001
2002
2003
227
266
332
612
702
172
164
188
308
403
3.58
3.85
3.47
3.36
3.23
84
90
79
76
72
Springbrook
1999
2000
2001
2002
2003
368
496
541
609
710
219
291
310
326
439
3.43
3.15
2.86
3.01
2.80
77
71
58
64
58
Watkins Mill
1999
2000
2001
2002
2003
138
260
356
437
464
89
162
202
250
261
3.21
3.42
3.41
3.45
3,29
73
84
78
79
78
Wheaton
1999
2000
2001
2002
2003
48
65
83
136
245
34
47
46
75
133
3.19
2.85
2.84
2.70
2.70
69
66
67
55
54
Whitman
1999
2000
2001
2002
2003
706
802
926
1,027
1,184
284
409
444
472
646
3.69
3.72
3.76
3.91
3.74
86
87
88
92
89
Wootton
1999
2000
2001
2002
2003
604
703
807
1,209
1,688
322
352
402
567
879
3.80
3.62
3.58
3.54
3.37
89
84
83
82
77
County
1999
2000
2001
2002
2003
7,167
8,542
10,689
13,689
16,954
3,935
4,626
5,591
6,785
8,841
3.63
3.58
3.45
3.48
3.36
83
83
78
79
76
School
Office of Shared Accountability
11
Table A-5: Advanced Placement Test Results by Subject Within School, 2003
School
Bethesda-Chevy Chase
Blair
Blake
Churchill
Damascus
Einstein
Gaithersburg
Walter Johnson
Kennedy
Magruder
Richard Montgomery
Northwest
Paint Branch
Poolesville
Quince Orchard
Rockville
Seneca Valley
Sherwood
Springbrook
Watkins Mill
Wheaton
Whitman
Wootton
#T=Number tested
3+=Number of tests with scores 3 or higher
* = 3+ not reported because number tested is less than 5
Blank Space=No students took the test
Office of Shared Accountability
Studio
Art
Art:
History Drawing
#T 3+ #T 3+
1
1
*
*
47 44
7
9
7
9
9
5
1
*
1
1
5
3
1
14
1
1
*
*
5
*
0
14
*
0
2
1
*
*
7
6
6
6
Studio Art: 2-D
Design
#T
3+
1
*
1
*
4
1
1
4
*
*
*
*
3
2
5
2
4
1
*
*
5
*
*
0
2
*
1
9
*
9
Studio
Art: 3D
Calculus
Design Biology AB
#T 3+ #T 3+ #T 3+
13 10 48 48
54 50 23 19
15 9 20 14
29 23 80 78
35 28 31 30
16 11 7 *
26 15 35 12
26 23 40 39
45 12 29 9
6 6 3 0
39 36 63 60
25 23 16 14
58 27 2 *
1 0 18 10 9 9
1 * 41 34 7 *
1 0 8 * 26 23
10 6 18 17
8 8 21 18
11 11 12 9
29 26 45 37
14 9 17 5
34 31 91 84
59 47 74 61
Calculus
BC
#T 3+
28 23
123 111
17 13
65 65
20 17
9
6
33 10
59 50
20 15
43 37
64 61
18 17
32 27
14 13
57 35
4
*
11 10
32 27
46 27
22 21
31
71
29
65
Chemistry
#T 3+
15
7
33 29
17 11
50 43
38 33
3
*
17
7
61 53
18 12
15
8
25 20
12
5
20
*
24
12
11
35
5
15
11
38
55
12
16
7
5
20
*
13
8
33
53
Computer
Science A
#T 3+
2
*
11
1
10
1
9
0
7
*
7
6
7
*
8
6
2
2
8
5
*
*
8
1
*
*
Table A-5: (Continued)
School
Bethesda-Chevy Chase
Blair
Blake
Churchill
Damascus
Einstein
Gaithersburg
Walter Johnson
Kennedy
Magruder
Richard Montgomery
Northwest
Paint Branch
Poolesville
Quince Orchard
Rockville
Seneca Valley
Sherwood
Springbrook
Watkins Mill
Wheaton
Whitman
Wootton
#T=Number tested
3+=Number of tests with scores 3 or higher
* = 3+ not reported because number tested is less than 5
Blank Space=No students took the test
Office of Shared Accountability
Computer
Eng Eng Lit
Science
Lang &
&
Environment European
Science
History
AB
Econ/Mirco Econ/Macro Comp Comp
#T 3+ #T
3+
#T
3+ #T 3+ #T 3+ #T
3+ #T
3+
6
5
113 90 114 68
16
14
105 95 56
52
60
54 170 164 33 32
20
17
12
12
104 75 71 41
38
19
23
23
29 28
84 78 62 59
26
15
21
17
10
6
64 41 66 50
30
15
25
23
102 56 60 42
39
14
2
*
1
0
1
0
78 40 82 42
14
8
8
7
1
*
1
*
87 82 39 33
39
28
35
34
65 24 100 30
4
*
78 67 56 44
4
*
20
19
17 14 77
72
78
70 191 169 90 67
70
55
3
*
81 57 69 41
19
18
1
0
109 61 26 19
16
14
32 30 26 24
14
12
1
*
8
5
15
13
15
14 83 66 57 47
27
14
5
*
51 33 79 40
13
10
2
*
78 52 55 32
9
5
1
0
78 64 89 63
11
5
18
16
18 14
99 56 116 47
18
2
*
1
0
81 58 43 30
17
14
31 14 30 13
21
17
12 11
2
*
2
* 123 116 111 101 30
25
40
33
10
9
37
29
40
34 171 141 174 114 33
26
18
14
13
French
Language
#T 3+
13 13
2
*
3
*
13 12
3
3
10
9
23 11
17 16
3
*
7
*
47 38
8
7
9
3
3
10
12
4
5
*
*
5
6
*
25
27
23
18
Table A-5: (Continued)
French
German
Literature Language
#T 3+ #T
3+
1
*
17 14
School
Bethesda-Chevy Chase
Blair
Blake
Churchill
Damascus
Einstein
Gaithersburg
Walter Johnson
19
Kennedy
Magruder
2
Richard Montgomery
Northwest
1
Paint Branch
1
Poolesville
Quince Orchard
Rockville
Seneca Valley
1
Sherwood
Springbrook
9
Watkins Mill
Wheaton
Whitman
9
Wootton
6
#T=Number tested
3+=Number of tests with scores 3 or higher
* = 3+ not reported because number tested is less than 5
Blank Space=No students took the test
Office of Shared Accountability
14
Govt &
Pol/U S
#T
3+
146 115
12
11
62
41
120 95
Govt &
Human
Latin
Pol/Comp Geography
Vergil
#T
3+
#T 3+ #T
3+
46
17
41
40
12
32
46
136
35
23
94
12
14
17
10
6
12
9
92
53
60
8
9
29
19
104
91
43
39
199
226
73
28
35
5
7
11
*
60
55
22
18
179
159
1
0
7
4
7
*
*
6
14
11
87
4
16
Latin
Literature
#T
3+
61
*
15
3
*
Music
Theory
#T 3+
2
*
3
*
4
*
4
*
2
*
10
7
*
*
*
0
7
5
*
3
1
*
*
47
10
40
8
16
11
12
12
1
0
4
14
*
Table A-5: (Continued)
Physics Physics C
B
Mechanics
#T 3+ #T
3+
11 *
13
7
1 *
35
35
School
Bethesda-Chevy Chase
Blair
Blake
Churchill
27
Damascus
15 13
2
Einstein
6
Gaithersburg
16 5
4
Walter Johnson
1 0
12
Kennedy
11
Magruder
9
Richard Montgomery
12 11 54
Northwest
1 *
8
Paint Branch
15
Poolesville
8 7
Quince Orchard
2 0
28
Rockville
16 10
Seneca Valley
9 8
Sherwood
16
Springbrook
2 *
15
Watkins Mill
2 *
13
Wheaton
10 7
Whitman
26 19 27
Wootton
7 *
87
#T=Number tested
3+=Number of tests with scores 3 or higher
* = 3+ not reported because number tested is less than 5
Blank Space=No students took the test
Office of Shared Accountability
25
*
5
*
11
*
7
47
8
12
Physics C
Elec &
Magnet
#T
3+
6
*
33
30
27
21
4
11
*
9
25
1
10
13
*
7
23
6
13
12
26
78
87
68
Spanish
Spanish
Psychology Language Literature
#T
3+ #T 3+ #T
3+
114
89
31 29
8
8
153 138 26 23
7
5
62
55
9
6
210 192 72 65
13
13
67
57
5
3
48
32
30 28
15
11
66
37
64 50
24
11
99
86
34 34
16
10
81
33
14 13
16
5
103
91
23 21
140
96
88 73
7
7
65
40
10
9
1
*
70
56
8
6
52
48
4
3
109
96
15 15
16
*
16 16
30
28
9
8
111
96
16 10
75
33
24 19
3
*
83
71
13
9
5
5
95
79
39 38
8
7
177 116 45 44
1
*
Statistics US History
#T
3+
#T 3+
42
33
42
36
39 34
20
8
19 13
67
66
29 20
12
9
28 17
15
8
38 19
35
19
42 15
54
46 139 108
33
22
11
6
27
23
86 52
42
37 102 96
13
10
17 10
43
21
13
7
5
5
31 23
33
28
21 19
38
17
16 10
34
9
22
13
19
7
27
10
16 14
3
29
43
0
27
36
24
45
80
15
11
36
63
World
History
#T 3+
184 160
73 61
71 68
81 69
66 56
38 28
101 85
53 21
99 80
103 84
1
*
83 62
78 64
42 31
68 36
84 69
104 64
39 33
32 23
109 101
130 94