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Exemplary State Policies

These are models of exemplary state policies that help students prepare for college. Use these models to help improve student achievement and expand readiness for college in your state.

Florida

Through a far-reaching set of initiatives embodied in the College Board Florida Partnership for Minority and Underrepresented Student Achievement, the state of Florida has dramatically expanded AP participation and performance among African American and Hispanic students. The result is that the percentage of AP students who are Hispanic exceeds the percentage of non-AP students who are Hispanic.

The legislation codifying the Partnership in statute has been hailed as exemplary by the National Governors Association Center for Best Practices and the Southern Regional Education Board. See:

Building upon the success of the Florida Partnership, Governor Charlie Crist signed SB 4 into law in April 2010, with an effective date of July 1, 2010. In part, this legislation requires each public high school to offer an International Baccalaureate Program, an Advanced International Certificate of Education Program, or a combination of at least four courses in dual enrollment or AP, including one each in English, mathematics, science and social studies.

Arkansas

The state of Arkansas enacted comprehensive landmark legislation to expand access to and success in AP. This legislation set the stage for Arkansas to achieve the greatest one-year increase of AP scores of 3 and higher in the nation from 2005 to 2006. The Southern Regional Education Board recognized the legislation as a model for other states. See:

Minnesota

The state of Minnesota has implemented legislation supporting improved preparation for and expanded access to college through funding incentives to public and nonpublic schools for AP and Pre-AP® teacher training and AP Exam fee assistance.

Illinois

The state of Illinois has enacted the College and Career Success for All Students Program with competitive grants to school districts emphasizing AP training for teachers, counselors, and principals.

Texas

The state of Texas created the Texas AP Incentive Program to encourage high achievement in AP through funding incentives for schools, teacher training, and AP Exam fee assistance.

Maryland

To encourage more rigorous coursework and eliminate duplicative testing, the state of Maryland, with support from the U.S. Department of Education, approved AP Exams as alternatives for the state's end-of-course High School Assessments. Maryland is among the first states in the nation to offer this option to students.

Maine

To engage all Maine students in instruction and assessment intended to raise expectations and increase readiness for college, the state of Maine has adopted the use of the SAT® as its state assessment for high school accountability. The state has adopted the use of the PSAT/NMSQT® as an early diagnostic assessment in grade 10.

Oregon

The state of Oregon enacted legislation for an early diagnostic assessment in grade 10 to identify students likely to succeed in AP. The Oregon Department of Education issued a Request for Proposals (RFP) and the College Board was the successful bidder. PSAT/NMSQT® is now offered at no cost to tenth-graders in public schools.

Indiana

On March 18, 2010 Governor Mitch Daniels signed into law HB 1135 (PL 91-2010). Beginning with the 2011 AP Exams, students who earn a score of 3 or higher shall receive college credit towards their degree if they attend any Indiana public institution of higher education; this includes all two- and four-year schools and any accompanying satellite schools. Indiana public institutions of higher education may require a score higher than 3 to award credit for a course that is part of a student’s major, but students will still receive elective credit that counts toward their overall degree requirements to graduate from college.

Ohio

In May 2008, Chancellor Eric Fingerhut announced Directive 2008-010, clarifying the policies for awarding AP credit for all public institutions of higher education in Ohio. All institutions must adhere to the following policy in awarding AP credits, effective as of Fall 2009:

  1. A score of 3 or higher will provide credit at any PIOHE in Ohio. The credit must count toward graduation and will meet a general education requirement if the course to which the AP credit is equivalent fulfills a requirement at the receiving institution.
  2. When it clearly enhances the opportunity for student success, the institution should strongly advise that an AP score of at least 4 is needed for a student to be successful in a second course in a highly dependent sequence of courses in a science, technology, engineering and math (STEM) area. For example, an adviser should strongly recommend that an AP score of at least a 4 is needed on the AP Chemistry Exam in order for the student to be successful in the second course in chemistry.
  3. A score of 3 or higher on an AP Exam in a world language area will provide credit for at least the first year of world language at any PIOHE.
  4. Each PIOHE in Ohio will provide information in awarding AP credits, which should include the number of credits awarded and the course equivalents earned for scores of 3 or higher.
  5. Credits earned via AP exams are transferable within PIOHE in Ohio, according to the state’s transfer module and transfer policy.