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A Brief History of Advanced Placement Exams

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In 2013, more than 2.2 million students sharpened their No. 2 pencils and sat for an Advanced Placement exam—and if growth trends are any indication, even more will do so this year. [PDF] But with eyes on their futures (and noses deep in their textbooks), today's students don't think of the decades of test-takers who came before them. While current college admissions pressures have put increased importance on the AP program in recent years, the College Board has been torturing—uh, enriching—students since 1955.

So, who started the AP program? How has it changed since the 1950s? And—the million dollar question—is it effective? Read closely—there will be a quiz.

Bridging the Gap

Following World War II, American educators sought a way to bridge the widening gap between secondary and higher education. [PDF] The Ford Foundation created the Fund for the Advancement of Education, which supported two studies dedicated to figuring out how, exactly, to make that happen.

According to the College Board, the first study was conducted by educators from three prep schools—Andover, Exeter, and Lawrenceville—and three colleges—Harvard, Princeton, and Yale. The study urged high schools and colleges to view themselves as "two halves of a common enterprise" and recommended that "secondary schools recruit imaginative teachers, that they encourage high school seniors to engage in independent study and college-level work, and that achievement exams be used to allow students to enter college with advanced standing" (namely, some completed scholarship). Sound familiar?

In the second study, the Committee on Admission with Advanced Standing worked to develop college-level curricula that students could jump into during their final year (or years) in high school. Their challenge lay in creating high school courses and accompanying assessment tests that colleges would deem rigorous enough to be worthy of credit toward a degree. Both studies made one thing very clear: high schools and colleges needed to work together in order to avoid coursework repetition and to provide motivated students with a challenging curriculum that will allow them to transition easily to college.

In 1952, a pilot program consisting of advanced courses in 11 subject areas was launched. And in the 1955-56 school year, the College Board (a "mission-driven not-for-profit organization" founded in 1900) took over the program's administration, renaming it the College Board Advanced Placement Program.

The AP Program Grows

That first year, 104 high schools and 130 colleges participated in the College Board's AP program, with 1229 students taking 2199 exams across the 11 disciplines. In the following decades, the College Board worked to expand its program. In the 1960s, they focused on training high school teachers in the new curricula. And in the 1980s and 1990s, the College Board worked to get more minority and low-income students in AP classes. Their efforts must have worked, because more and more students across all income levels took AP classes every year. [PDF]

By the 2012-2013 school year, 18,920 high schools and 4027 colleges participated in the AP program. And the number of students ballooned to 2,218,578 taking a total of 3,938,100 tests across 34 subjects. That's 33.2 percent of high school students, as compared to 18.9 percent in 2003.

The Ford Foundation and the College Board set out to create a curriculum that would make the transition from high school to college easier for students, and, more than five decades later, they've established a monstrosity of an institution. But they did achieve their original goals?

The College Board, for one, seems to think so. In the 2007 study "AP Students in College: An Analysis of Five-Year Trends," [PDF] Rick Morgan and John Karic found that students who scored a 3 or higher on their AP tests achieved better grades in intermediate college courses than students who had taken an introductory course but did not participate in the AP program in high school. And students who scored 5s on their AP exams did much better than their non-AP-taking peers. Morgan and Karic also found that AP students graduate earlier than non-AP students.

Similar studies, however, have proved less conclusive. In "The Relationship Between AP Exam Performance and College Outcomes" (2009), Krista Mattern, Emily Shaw, and Xinhui Xiong had similar results to Morgan and Karic, but also found that, when controlling for both SAT scores and high school GPAs, AP students did not earn higher first year GPAs than students who did not take AP exams. They chalk this up to one of two things: Either high achieving students (quantified by SAT scores and high school GPAs) will get good grades in college regardless of AP participation, or non-AP students enroll in less rigorous college courses (which are easier to get good grades in).

"In sum, these results suggest that participation in an AP Exam may better prepare students for the more rigorous academic demands of college-level work," Mattern, Shaw, and Xiong conclude. "Nevertheless, it is possible that other factors beyond prior academic performance contribute to the group differences." [PDF]

The AP Program Today

While it's obvious the AP program's popularity—meaning its participation stats—has grown exponentially since its inception, critical reception of the program varies. Educators, parents, and students (much like the program's founders and the aforementioned researchers) ask whether "teaching to an exam" is an effective mode of education. Therefore, in an attempt to stay ahead of the criticism, the College Board constantly reevaluates and changes its offerings.

The AP courses and exams are developed by committees of college faculty members and AP teachers. Keeping in mind the findings of the founders' initial studies, the high school and college faculty work together to define scope and expectations of the courses, the curriculum framework, and the knowledge and skills students will need to acquire in order to score well on the exam. And if a course or exam needs revision, the committees work backwards from their achievement goals (what do we want our students to take away from this?) to make changes.

With tests available in 34 subject areas in the 2013-2014 school year—and two new Physics exams planned for next year and changes to the Art History and European History exams set to roll out in 2015-2016—the AP program's offering has tripled since the 1952 pilot program. And seeing as enrollment has doubled in the past 10 years, it seems safe to say that your children's children (and their children, and their children) will be loading their high school schedules with AP classes. 

Because nothing says "I'm ready for college" like a year or two's worth of Red Bull- and candy-fueled cram sessions.

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Art
5 Things You Might Not Know About Ansel Adams

You probably know Ansel Adams—who was born on February 20, 1902—as the man who helped promote the National Park Service through his magnificent photographs. But there was a lot more to the shutterbug than his iconic, black-and-white vistas. Here are five lesser-known facts about the celebrated photographer.

1. AN EARTHQUAKE LED TO HIS DISTINCTIVE NOSE.

Adams was a four-year-old tot when the 1906 San Francisco earthquake struck his hometown. Although the boy managed to escape injury during the quake itself, an aftershock threw him face-first into a garden wall, breaking his nose. According to a 1979 interview with TIME, Adams said that doctors told his parents that it would be best to fix the nose when the boy matured. He joked, "But of course I never did mature, so I still have the nose." The nose became Adams' most striking physical feature. His buddy Cedric Wright liked to refer to Adams' honker as his "earthquake nose.

2. HE ALMOST BECAME A PIANIST.

Adams was an energetic, inattentive student, and that trait coupled with a possible case of dyslexia earned him the heave-ho from private schools. It was clear, however, that he was a sharp boy—when motivated.

When Adams was just 12 years old, he taught himself to play the piano and read music, and he quickly showed a great aptitude for it. For nearly a dozen years, Adams focused intensely on his piano training. He was still playful—he would end performances by jumping up and sitting on his piano—but he took his musical education seriously. Adams ultimately devoted over a decade to his study, but he eventually came to the realization that his hands simply weren't big enough for him to become a professional concert pianist. He decided to leave the keys for the camera after meeting photographer Paul Strand, much to his family's dismay.

3. HE HELPED CREATE A NATIONAL PARK.

If you've ever enjoyed Kings Canyon National Park in California, tip your cap to Adams. In the 1930s Adams took a series of photographs that eventually became the book Sierra Nevada: The John Muir Trail. When Adams sent a copy to Secretary of the Interior Harold Ickes, the cabinet member showed it to Franklin Roosevelt. The photographs so delighted FDR that he wouldn't give the book back to Ickes. Adams sent Ickes a replacement copy, and FDR kept his with him in the White House.

After a few years, Ickes, Adams, and the Sierra Club successfully convinced Roosevelt to make Kings Canyon a national park in 1940. Roosevelt's designation specifically provided that the park be left totally undeveloped and roadless, so the only way FDR himself would ever experience it was through Adams' lenses.

4. HE WELCOMED COMMERCIAL ASSIGNMENTS.

While many of his contemporary fine art photographers shunned commercial assignments as crass or materialistic, Adams went out of his way to find paying gigs. If a company needed a camera for hire, Adams would generally show up, and as a result, he had some unlikely clients. According to The Ansel Adams Gallery, he snapped shots for everyone from IBM to AT&T to women's colleges to a dried fruit company. All of this commercial print work dismayed Adams's mentor Alfred Stieglitz and even worried Adams when he couldn't find time to work on his own projects. It did, however, keep the lights on.

5. HE AND GEORGIA O'KEEFFE WERE FRIENDS.

Adams and legendary painter O'Keeffe were pals and occasional traveling buddies who found common ground despite their very different artistic approaches. They met through their mutual friend/mentor Stieglitz—who eventually became O'Keeffe's husband—and became friends who traveled throughout the Southwest together during the 1930s. O'Keeffe would paint while Adams took photographs.

These journeys together led to some of the artists' best-known work, like Adams' portrait of O'Keeffe and a wrangler named Orville Cox, and while both artists revered nature and the American Southwest, Adams considered O'Keeffe the master when it came to capturing the area. 

“The Southwest is O’Keeffe’s land,” he wrote. “No one else has extracted from it such a style and color, or has revealed the essential forms so beautifully as she has in her paintings.”

The two remained close throughout their lives. Adams would visit O'Keeffe's ranch, and the two wrote to each other until Adams' death in 1984.

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presidents
George Washington’s Incredible Hair Routine

America's Founding Fathers had some truly defining locks, but we tend to think of those well-coiffed white curls—with their black ribbon hair ties and perfectly-managed frizz—as being wigs. Not so in the case of the main man himself, George Washington.

As Robert Krulwich reported at National Geographic, a 2010 biography on our first president—Washington: A Life, by Ron Chernow—reveals that the man “never wore a wig.” In fact, his signature style was simply the result of an elaborately constructed coiffure that far surpasses most morning hair routines, and even some “fancy” hair routines.

The style Washington was sporting was actually a tough look for his day. In the late 18th century, such a hairdo would have been worn by military men.

While the hair itself was all real, the color was not. Washington’s true hue was a reddish brown color, which he powdered in a fashion that’s truly delightful to imagine. George would (likely) don a powdering robe, dip a puff made of silk strips into his powder of choice (there are a few options for what he might have used), bend his head over, and shake the puff out over his scalp in a big cloud.

To achieve the actual ‘do, Washington kept his hair long and would then pull it back into a tight braid or simply tie it at the back. This helped to showcase the forehead, which was very in vogue at the time. On occasion, he—or an attendant—would bunch the slack into a black silk bag at the nape of the neck, perhaps to help protect his clothing from the powder. Then he would fluff the hair on each side of his head to make “wings” and secure the look with pomade or good old natural oils.

To get a better sense of the play-by-play, check out the awesome illustrations by Wendy MacNaughton that accompany Krulwich’s post.

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