The AP Course Audit will begin accepting submissions for new courses offered in the 2016-17 school year. Administrators can begin to finalize electronic Course Audit forms submitted for new courses or those transferred to their schools by new teachers.
The AP® Program unequivocally supports the principle that each individual school must develop its own curriculum for courses labeled “AP.” Rather than mandating any one curriculum for AP courses, the AP Course Audit instead provides each AP teacher with
a set of expectations that college and secondary school faculty nationwide have established for college-level courses. More
AP teachers are encouraged to develop or maintain their own curriculum that either includes or exceeds each of these expectations; such courses will be authorized to use the “AP” designation. Credit for the success of AP courses belongs to the individual schools and teachers that create powerful, locally designed AP curricula.
The AP Chemistry course should be designed by your school to provide students with a learning experience equivalent to that of a one-year general chemistry college course. Your AP Chemistry course should include those topics regularly covered in a typical general chemistry college course, and differ from the usual first high school course in chemistry in respect to the kind of textbook(s) used, the range and depth of topics covered, the emphasis on chemical calculations and the mathematical formulation of principles, the nature and variety of laboratory work done by students, and the time and effort required of students.
Schools’ AP Chemistry courses are typically designed to be taken by students after the completion of a first course in high school chemistry and a second-year algebra course. Students are encouraged to keep copies of their laboratory work for use in determining college credit or placement.
All students who are willing and academically prepared to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The College Board encourages the elimination of barriers that restrict access to AP courses for students from ethnic, racial and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population.
High schools offering this exam must provide the exam administration resources described in the AP Coordinator’s Manual.
Course and Exam Description
Describes in detail the AP course and exam. Includes the curriculum framework and a representative sample of exam questions.
Review this resource to establish your understanding of the objectives and expectations of the AP course and exam.
Syllabus Development Tutorial
Describes the resources available to support syllabus development and walks through the syllabus development guide requirement by requirement.
Identifies the set of curricular and resource expectations that college faculty nationwide have established for a college-level course.
Example Textbook List
Includes a sample of AP college-level textbooks that meet the content requirements of the AP course.
Syllabus Development Guide
Includes the guidelines reviewers use to evaluate syllabi along with three samples of evidence for each requirement. This guide also specifies the level of detail required in the syllabus to receive course authorization.
Four Annotated Sample Syllabi
Provide examples of how the curricular requirements can be demonstrated within the context of actual syllabi.
Review these resources to ensure that you have included the required level of detail in your syllabus to successfully complete the course audit.
Syllabus Self Evaluation Checklist
Includes a list of items that teachers should verify prior to submitting the syllabus for review.
Use this checklist to ensure that your syllabus includes all required elements before submitting for review.