Slightly revised version of a talk delivered at the Foreign Language Advanced Placement Conference, June 22, 1968, at the University of Rochester, Rochester, New York. (DS)

Author expands on six ways in which the Advanced Placement Program must be up-dated to reflect the rapid changes taking place in high school and college education. (IR)

Students, it is argued, who have used combinations of entering college early and forging ahead fast in the curriculum have led or are leading highly effective lives. Parents and educators should have less fear when attempting to accelerate a child. (MLW)

Summarizes papers and minipapers on honors and advanced placement (AP) chemistry courses presented at the Seventh Biennial Conference on Chemical Education (Stillwater, Oklahoma 1982). Advantages/disadvantages of AP chemistry, high school/college courses, and grouping all chemistry students in one class were among the topics discussed. (JN)

The director of the College Board's Advanced Placement (AP) Program for 15 years describes what the program looks like today, why its growth has been steady, and how it has changed. Scholastic Aptitude Test score ranges and Achievement Test Score ranges among AP candidates and college-bound seniors are compared. (Author/MLW)

Provides background information on Advanced Placement science courses and how colleges and universities handle credit for these courses. Argues that university and high school faculty could work together with great benefit to students. (DDR)

Provides background information on Advanced Placement science courses and discusses several articulation issues between high school and college faculty. Argues that increased communication among university and high school faculty is an effective tool for enhancing science instruction. (DDR)

Four authors present arguments and counter-arguments on issues in gifted education, including student boredom, the atrophying of abilities not used, advanced classes which focus on ability but are out of step with student interests, problems of social adjustment in grade-skipping, etc. All authors stress the importance of the whole child. (JDD)

A study found no significant differences in the academic outcomes of nurses choosing different pathways (transition courses, direct transfer, and advanced placement examinations) to achieving the Bachelor of Science in nursing (BSN) degree. However, transition students achieved the highest mean clinical performance score, and direct transfer…

Describes a nationwide pilot project to incorporate intensive journalistic writing into honors or Advanced Placement English courses. Discusses how 15 experienced high school journalism teachers and their classes participated in the project, which focused on improving students' writing and helping them prepare for the College Board's English…

Describes the author's experiences when she added an intensive journalistic writing component to an honors English class. Details how the course can be designed to prepare students for the Advanced Placement Language and Composition Test. (MM)

Describes the author's experiences teaching two semesters of an advanced placement intensive writing class. Discusses problems encountered in the course, and notes curriculum differences between the first and second semester classes. (MM)

One schedule innovation--the four-period day and semester-length courses--is revamping North Carolina and Virginia high schools. At Orange County (Virginia) High School, a simplified and flexible 4-year 9-13 semester-block program is helping kids complete more courses, receive better grades, and take and pass more advanced-placement exams. (MLH)

Examines tracking's effects on end-of-year 10th-grade mathematics achievement for a sample of over 3,900 public school students, using 1988 National Education Longitudinal Study data. Although there is clearly a case for detracking on equity grounds, students currently in uppertrack classes may suffer major losses in achievement test scores. (26…