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Advanced Placement (AP) courses, which can count for college credit when accompanied by a passing score on an AP exam, are the most rigorous courses regularly offered by high schools. Perception of the high value of AP courses has led the Washington Post and U.S. News and World Report to use the number of AP classes offered and exams taken as metrics in their annual rankings of high schools. For this reason, the Humanities Indicators looks to student involvement in the AP program as one measure of advanced learning in humanities subjects at the secondary school level.

I-12a: Advanced Placement Exams Taken in Broad Academic Fields, 1996–2015

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Source:The College Board, “AP Program Participation and Performance Data 2015,” https://research.collegeboard.org/programs/ap/data/participation/ap-2015; and The College Board, “AP Data—Archived Data,” http://research.collegeboard.org/programs/ap/data/archived. Student counts used to calculate the rate of exam-taking: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, “Digest of Education Statistics 2015” (online version), Table 105.30, https://nces.ed.gov/programs/digest/d15/tables/dt15_105.30.asp, accessed 7/12/2016.

National trend data on Advanced Placement (AP) course-taking in specific subjects is not publicly available, but the College Board does publish data on the number of AP exams taken annually in each subject, as well as the average scores and demographics of those taking the tests. While exams are offered in more subjects in the humanities than in any other field, the data reveal that the level of test-taking in a field cannot be attributed solely to the extent of the exam offerings in that field. For example, in 1996, although the number of subjects for which exams were offered in the natural sciences was equal to that offered in the social sciences, considerably more exams were taken in the natural sciences. However, by 2005 the number taken in each field was similar, a fact attributable not to a dramatic expansion of offerings in the social sciences but to a large increase in the number of students taking a single exam, U.S. government and politics, which represented no less than 40% of all social science tests taken in any given year. Even though the humanities field encompasses a larger number of subject exams than the other broad fields, most of the humanities exams are taken by relatively few students (e.g., in 2013, only 6,667 students took the Latin exam, as compared to 140,006 who took the chemistry test). The high levels of humanities test-taking are largely driven by the popularity of a handful of exams offered in the field. For example, in every year through 2014 more exams were taken in a single humanities discipline, English, than were taken in either the natural science, social science, and math/computer science fields. Publicly available information does not indicate how many of the students exams took more than one humanities exam (e.g., the European history exam in addition to the more commonly taken English exam) in a given year, nor the extent to which the taking of multiple exams has contributed to the increase in AP exam-taking in the humanities.

I-12b: Advanced Placement Exams Taken in Humanities Subjects, 1996–2015

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Source:The College Board, “AP Data—Archived Data,” http://research.collegeboard.org/programs/ap/data/archived. Student counts used to calculate the rate of exam-taking: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, “Digest of Education Statistics 2015” (online version), Table 105.30, https://nces.ed.gov/programs/digest/d15/tables/dt15_105.30.asp, accessed 7/12/2016.

National trend data on Advanced Placement (AP) course-taking in specific subjects is not publicly available, but the College Board does publish data on the number of AP exams taken annually in each subject, as well as the average scores and demographics of those taking the tests. While exams are offered in more subjects in the humanities than in any other field, the data reveal that the level of test-taking in a field cannot be attributed solely to the extent of the exam offerings in that field. For example, in 1996, although the number of subjects for which exams were offered in the natural sciences was equal to that offered in the social sciences, considerably more exams were taken in the natural sciences. However, by 2005 the number taken in each field was similar, a fact attributable not to a dramatic expansion of offerings in the social sciences but to a large increase in the number of students taking a single exam, U.S. government and politics, which represented no less than 40% of all social science tests taken in any given year. Even though the humanities field encompasses a larger number of subject exams than the other broad fields, most of the humanities exams are taken by relatively few students (e.g., in 2013, only 6,667 students took the Latin exam, as compared to 140,006 who took the chemistry test). The high levels of humanities test-taking are largely driven by the popularity of a handful of exams offered in the field. For example, in every year through 2014 more exams were taken in a single humanities discipline, English, than were taken in either the natural science, social science, and math/computer science fields. Publicly available information does not indicate how many of the students exams took more than one humanities exam (e.g., the European history exam in addition to the more commonly taken English exam) in a given year, nor the extent to which the taking of multiple exams has contributed to the increase in AP exam-taking in the humanities.

I-12c: Student Performance on AP Examinations, by Discipline and Broad Academic Field, 2015

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* The value for each broad academic field (these fields are indicated with double arrows) is a weighted average of the mean student scores on the exams taken in each of the disciplines composing that field. The mean for each discipline was weighted by the number of students taking that exam, necessary because within each field, particularly the humanities, some exams were taken by a far greater number of students than others.

The means for “Standard” languages and literatures other than English (LOTE) exams were calculated for those students who received most of their LOTE training in U.S. schools. These students did not indicate on their answer sheet that they regularly speak or hear the foreign language of the exam or that they had lived for one month or more in a country where the language is spoken.

Source:The College Board, “Student Score Distributions: AP Exams, May 2015,” https://docs.google.com/viewer?docex=1url=https://secure-media.collegeboard.org/digitalServices/pdf/research/2015/Student-Score-Distributions-2015.pdf, accessed 7/12/2016.

National trend data on Advanced Placement (AP) course-taking in specific subjects is not publicly available, but the College Board does publish data on the number of AP exams taken annually in each subject, as well as the average scores and demographics of those taking the tests. While exams are offered in more subjects in the humanities than in any other field, the data reveal that the level of test-taking in a field cannot be attributed solely to the extent of the exam offerings in that field. For example, in 1996, although the number of subjects for which exams were offered in the natural sciences was equal to that offered in the social sciences, considerably more exams were taken in the natural sciences. However, by 2005 the number taken in each field was similar, a fact attributable not to a dramatic expansion of offerings in the social sciences but to a large increase in the number of students taking a single exam, U.S. government and politics, which represented no less than 40% of all social science tests taken in any given year. Even though the humanities field encompasses a larger number of subject exams than the other broad fields, most of the humanities exams are taken by relatively few students (e.g., in 2013, only 6,667 students took the Latin exam, as compared to 140,006 who took the chemistry test). The high levels of humanities test-taking are largely driven by the popularity of a handful of exams offered in the field. For example, in every year through 2014 more exams were taken in a single humanities discipline, English, than were taken in either the natural science, social science, and math/computer science fields. Publicly available information does not indicate how many of the students exams took more than one humanities exam (e.g., the European history exam in addition to the more commonly taken English exam) in a given year, nor the extent to which the taking of multiple exams has contributed to the increase in AP exam-taking in the humanities.

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