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Advanced High School Biology in an Era of Rapid Change: A Summary of the Biology Panel Report from the NRC Committee on Programs for Advanced Study of Mathematics and Science in American High Schools

Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, Colorado 80309

Corresponding author. E-mail address: wood{at}stripe.colorado.edu.

A recently released National Research Council (NRC) report, Learning and Understanding: Improving Advanced Study of Mathematics and Science in U.S. High Schools, evaluated and recommended changes in the Advanced Placement (AP), International Baccalaureate (IB), and other advanced secondary school science programs. As part of this study, discipline-specific panels were formed to evaluate advanced programs in biology, chemistry, physics, and mathematics. Among the conclusions of the Content Panel for Biology were that AP courses in particular suffer from inadequate quality control as well as excessive pressure to fulfill their advanced placement function, which encourages teachers to attempt coverage of all areas of biology and emphasize memorization of facts rather than in-depth understanding. In this essay, the Panel's principal findings are discussed, with an emphasis on its recommendation that colleges and universities should be strongly discouraged from using performance on either the AP examination or the IB examination as the sole basis for automatic placement out of required introductory courses for biology majors and distribution requirements for nonmajors.

Key Words: Advanced Placement • College Board • International Baccalaureate • pedagogy