Though the world of schooling may be in trouble, the world of art is booming, and though few of the benefits have yet percolated through the schoolhouse walls, there are hopeful signs and, indeed, several genuine innovations, such as Advanced Placement and CEMREL's Aesthetic Education Program. (Author/SJL)

Describes how students in Denver, Colorado, confronted racial tracking at their high school. Over 1 year, they interviewed classmates, researched the issue, and developed a report, "On the Outside Looking In: Racial Tracking at Denver's East High School." The students discovered that in their 60-percent minority school, 75 percent of…

This article favors providing both gifted and advanced placement programs for students. Three components of a unique gifted program are identified: (1) interdisciplinary and multidisciplinary courses; (2) character development; and (3) independent study. Advanced placement program objectives can be added to gifted programs but should not replace…

A study examined Chicano/Latino access to advanced placement (AP) high school classes. Data from a large California school district indicate that Latinos are underrepresented in AP classes; schools that serve urban, low-income, Latino/a communities have low AP enrollment; and even when they attend high schools with high AP enrollment, Latinos are…

Discusses the challenges facing teachers with the introduction of the Advanced Placement (AP) human geography course and offers solutions for each of the challenges. Highlights issues such as: offering this course when it does not fit the prescribed curriculum, how to encourage students to enroll, and finding textbooks. (CMK)

Describes the origins and development of the Advanced Placement (AP) program in the United States, from its beginnings in 1951 to its success today. Suggests that for the future, AP should consolidate its gains, preserve and augment its value, and increase the opportunities for students, teachers, and schools worldwide to reap its benefits.…

Addresses the problem of covering the entire spectrum of U.S. history within a one-year course. Suggests a combined U.S. government and U.S. history course held as a double period class in order to prepare students for the Advanced Placement U.S. History examination. Presents a syllabus which covers both courses simultaneously. (LS)

Expresses a high school student's frustration at trying to learn programing through courses in BASIC and PASCAL and her renewed enthusiasm studying programing with Scheme. Changes in the elementary, secondary, and advanced placement computer science curriculum are encouraged, and information for obtaining Scheme software is provided. (MES)

The Project to Improve Minority Education (PRIME) in Arizona is providing 10,000 students in grades 7-12 with academic enrichment, counseling, tutoring, financial aid counseling, parent education, and college level courses. The program seeks to double the rate of college attendance and triple the rate of students majoring in science, mathematics,…

A teacher of an advanced placement English class of over-stressed, over-busy, and rebellious gifted seniors describes how she used Kafka's "Metamorphosis" to help them adjust to this transitional period in their lives while keeping all reading and assignments within the class period. (DB)

Reflects on the experience of being in an Advanced Placement (AP) U.S. history course in high school. Stresses that the intent of the course was only to prepare students to score well on the AP examination. Asserts that the course should have aimed beyond teaching to the test. (CMK)

Demonstrates that Advanced Placement (AP) courses may not be appropriate for every student. Discusses the process of selecting students for AP U.S. history. Criteria include an application, summer sessions, and evidence of motivation to excel in the program. Considers the effects of this policy. (CMK)

Addresses the Advanced Placement (AP) U.S. government and politics course at Jordan High School in Long Beach (California), an inner city school with a diverse student population. Describes the course and discusses its success and benefits. (CMK)

States that high school teachers can handle rigorous advanced placement courses in world history or world civilizations if they (1) have access to good teaching materials and (2) have been provided with the proper training. Address both issues, listing reading materials and describing the aspects involved in training teachers. (CMK)

Advanced placement (AP) tests in the United States are one of the best examples of home-grown high standards, but only a few students participate in them. Increasing student access to AP examinations offers a ready-made approach to high standards that can be expanded easily. (SLD)