6600 Project

Questionnaire
To better understand the problems with diversity in AP classes at Brookwood High School I interviewed students from different ethnic backgrounds and posed the following questions:

How do you feel as a minority at Brookwood High School?
What are the biggest obstacles that you face?
How do people in your subgroup view academics as a whole?
Why are the AP classes not very diverse?
Why do African Americans and Hispanics shy away from particularly AP Calculus?
What steps could be taken to encourage/motivate a more diverse student population of AP students?

After discussing the project with prospective and current students I have decided to make a couple of revisions.
Also two large revisions were made following discussions in the 6600 class.
1. Groups for particular subgroups of students
There is no way for me to reschedule classes so that we segregate females, African Americans, Hispanics into environments that they feel more comfortable and can succeed in. However, I can offer additional help to students in these more successful environments.
2. Preparation class for students
Probably the greatest difficulty with reaching all students with AP courses, is that a great part of the problem is with tracking that occurs three years prior to their senior year. Once students begin a college prep track instead of honors or gifted, it is hard for the student to overcome this obstacle. A large portion of Hispanics, African American, and lower SES students are found in the College Prep course levels. So one of the main problems with these students taking AP Calculus is that they are not prepared for it by their Senior year. A three day preparation class should serve enough time to review any material that is not covered in the CP math class, and give extra help with the summer assignment.
Note: The summer assignment is simply a review of Precalculus. If a student can master the summer assignment they will have a great chance of being successful in AP calculus.

Following the suggestions of high school students and changes brought about by the readings and discussions from 6600 the lesson will be as follows:

Day 1
The first part of the unit will be a research activity for the students.

1. Students will list 5 possible colleges of their choice
2. Students will list 3 possible majors/fields of study
3. Students will find out the math requirements for 3 majors at 3 different
colleges/universities.
Even if the students feel they know what college they are going to, they need an alternative plan, and likewise with the college major.

This will give the students the opportunity to discover for themselves what background they will need for a number of different college and major situations.
Students will be required to email the teacher with their findings, so he can use it for the presentation the following day.

Day 2
The day will begin with a discussion of the different majors and college choices, along with the math requirements for each. The instructor will note that if a student could ever possibly take Calculus, then they should first take it in high school.

Instructor Presentation:
The instructor will present a PowerPoint presentation to the students. The main ideas will be
1. Course Requirements
2. Benefits of Course
3. AP Credit? Who needs it, who has received it in the past(score reports)
4. FAQ

Student Activity:

Students will view the presentation of student responses to taking Calculus. They will read the testimonials, and view the interviews provided by former and current students, along with professionals who have had experience with higher mathematics.

Response:
Students will write a three part report on this activity:
Part 1. Students will indicate their initial reactions to AP calculus, and discuss their feelings, attitude, and preliminary thoughts on taking the course.
Part 2. Student will reflect on their thoughts after viewing the Testimonial/interviews. They will consider how this has changed (if any) their initial thoughts about the course.
Part 3 Students will discuss the following: What is their final position on AP calculus? Has this activity affected their decision in any way? What way could this be improved?