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Some folks will be pleased with this data; others will be alarmed.

That 51% of teachers are classified as having scored "Low" or "Low Middle" on the SAT raises an eyebrow.
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Matthew Tabor's profile photoRaymond Johnson's profile photo
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I know it's just a small point in this article, but I've never really liked AP being used as a measure the way it is here. Part of it is personal: Instead of AP courses, students at my high school took classes at the nearby community college that was just a few blocks away. I earned 18 credit hours that way, then tested out of another 21 credits once I got to the university. I'm not sure if I'm an outlier, but I know there are still a lot of schools that don't offer AP courses, or offer a very limited selection.

It reminds me of when Price Lab School won ASCD's first "Whole Child" award. (http://www.ascd.org/news-media/Press-Room/News-Releases/Vision-in-Action-2010.aspx) Someone tried to tell me that Price Lab shouldn't have won the award because students there hadn't earned any AP credits, and therefore it wasn't an academically rigorous school. But If your school was part of a college campus (it was a lab school), wouldn't you just have students take college classes instead of duplicating that effort with AP?
 
Definitely, Raymond -- it's a really problematic stat. It might mean something if 100% of students had access to AP courses and didn't take them, but... that's not the case. We've got tremendous variation in options (like dual enrollment, the setup you described, etc.) and in awarding credit. So, we look at 13% and have no idea if many more took the classes and weren't awarded credit because their institutions don't do that, or because they all scored 1s and 2s, or because they didn't take the classes despite them being offered. Would love to know more, but I guess we have to take what we can get, right?
 
Right. We seem to run into this a lot in education -- the underlying sentiment of the article is that we should have a well-prepared, diverse teaching force, and there is evidence that we're not there. How we think we'll get there is often reflected in the measurements we can or want to make, but we have to take care that we don't trivialize the measurements, or fail to recognize when measurement is being misused.
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