This online collaboration space for AP teachers and coordinators gives you the opportunity to connect with colleagues, engage in lively discussions with experts, and share classroom-ready materials. With this virtual community available 24/7, you have access to support whenever you need it.
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 English Language and Composition course should be designed by your school to be equivalent to the introductory year of college composition course work. Your course should help students become skilled readers of prose written in a variety of disciplines and rhetorical contexts, and become skilled writers who compose for a variety of purposes, aware of the interactions among a writer’s purposes, audience expectations and subjects. An integral part of your course should be the development of research skills that enable students to evaluate, use and cite source material.
Students enrolling in AP English Language and Composition are expected to have had training in reading and writing Standard English.
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.
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.
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.
The College Board has partnered with Learning List to provide independent instructional materials review services for schools and districts for several redesigned and new subjects. More information about the alignment of each textbook is provided on the relevant example textbook lists. The new Example Textbook Lists which were reviewed by Learning List are for Biology, Calculus, Chemistry, Computer Science Principles, Physics 1 and 2, and World History.