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Taking an AP class this year? You might be wondering about average AP scores or what good AP scores are for certain classes. Or if you are thinking about taking AP exams in the future, you might want to know which exams have the highest passing rates.
In this post, we will break down the average score for each AP test, as well as the average passing rate. We will also show you how to interpret this info and how to use it to make decisions about your schedule.
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Instead of giving you an overall average score for all AP tests, we will show you the average score for every AP exam. We break it down by test because every AP test is different. It's important to know the average score for whichever test you are taking or thinking about taking.
But first, the data. The table below contains the national average scores for each AP exam from 2021. Remember that AP exams are scored from 1 to 5, with 3 and higher considered passing rates.
One very important fact to note is that high average scores don't correspond to the easiest exams! Chinese,Calculus BC, Japanese, Drawing, and Physics C: Electricity and Magnetism are the AP tests with the highest average scores, but they are all known to be quite difficult. Also note that native speakers, or students with experience living abroad, tend to take the AP language exams, which inflates their average scores (for the average of those who learned in a classroom, check the "Standard" score).
Moreover, the numbers show that, across the board, fewer students actually took AP exams in 2021 than they did in the previous year. This reduced number of AP test takers was due to the challenges presented by the COVID-19 pandemic. But while fewer students took the AP exams in 2021, the percentage of students passing (earning a 3 or higher) actually increased in some AP courses. This is likely because students who felt less confident in their ability to pass AP exams opted out of taking the exams in 2021.
To sum up, the average score can say more about the students taking the exam than the exam itself. Don't sign up for BC Calculus just because the average score is super high. And by the same token, don't avoid AP Environmental Science because the average score is relatively low. Focus on your own strengths and interests when signing up for AP classes!
Beyond the basic averages, it's helpful to have some context about what a "good" AP score is. A score of 3 or higher is generally considered good, because that means you passed the exam! A 4 is considered very good, and a 5 is especially impressive since it is the highest score.
Also keep in mind that every college sets its own policy about AP credit. Some schools only give credit for scores of 4 or 5. Check the AP credit database to find out the AP credit policy for schools you're interested in.
The goal of taking an AP class is to get a good grade in it and also pass the AP test. Doing both of these things will show colleges that you can handle college-level material, and scoring high enough on the AP test can help you get college credit. You want to take AP classes you think you'll do well in. However, be careful about signing up for exams based on their average scores alone.
As we saw above, some of the toughest exams (like Physics, AB and BC Calculus, and many of the foreign languages) have the highest passing rates, and some of the easiest exams (like Environmental Science and Human Geography) have the lowest passing rates. This means you shouldn't sign up for AP classes based on just their passing rates.
Do some research before signing up for an AP class and make sure it's the right fit for you. Ask older classmates how difficult they've found certain AP classes. Also, think about your own academic strengths and the classes you enjoy the most. If you love math and have always been good at it, you can probably score well on an AP Calculus exam even though they're known for being difficult.
Finally, note that these are the national averages. The passing rates for different subjects could be very different at your school. If you want to find out the passing rates for these classes at your school, talk to your guidance counselor and they can help you find that info. For example, some teachers have passing rates for their AP classes above 90%. If you have a teacher like that at your school, and they teach an AP subject you are interested in, you will likely have a very high chance of passing.
One last word of advice: check out our scoring guide to see how AP scores are calculated to help you develop a target raw score to help you pass. Understanding how the exam is scored is a very important step in preparing for AP tests.
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Methods: A cross-sectional study was conducted among students from three private and public medical and dental colleges in the Punjab province of Pakistan. The survey included statements about the demographic profile of the study participants and used the Test Anxiety Inventory (TAI) by Spielberger.
Conclusion: In our study cohort, test anxiety was common among medical and dental students. A female gender, being a student from a private college, and having a mother with a high education were significantly associated with high test anxiety. The study findings may guide the development of programs that can reduce students' test anxiety and potentially improve their education.
طرق البحث: أجريت هذه الدراسة المقطعية المستعرضة بين الطلاب من ثلاث كليات للطب وطب الأسنان خاصة وعامة في إقليم البنجاب في الباكستان. شمل الاستطلاع بيانات عن الملف الديموغرافي للمشاركين في الدراسة باستخدام مخزون قلق الاختبار بواسطة سبيلبرجر.
النتائج: شملت الدراسة ٦٨٠ طالبا مع متوسط ٢٠.٩٣١.٧٦عاما. سجل تقريبا نصف العينة (٥١.٨) درجة عالية في قلق الاختبار (مخزون قلق الاختبار
الاستنتاجات: في مجموعة دراستنا كان قلق الاختبار شائعا بين طلاب الطب وطب الأسنان. وكان الجنس الأنثوي الطلاب من الكلية الخاصة والتعليم العالي للأمهات مرتبط بشكل كبير بقلق شديد من الاختبار. يمكن لنتائج هذه الدراسة أن ترشد تطوير برنامج يمكن أن يقلل من قلق الاختبار لدى الطلاب ويحتمل أن يحسن تعليمهم.
Another limitation concerns the speech samples collected by previous studies. They were mostly short and simple, making the comparison of the speaking performance with the oral proficiency required in real contexts difficult. Uchihara and Saito (2019) used speech samples that were only 30 seconds in length using picture description tasks. They thus recommended future research to obtain more representative samples. As for the format of the samples, Saito, Webb, Trofimovich, and Isaacs (2016) believed that utilizing simple tasks like picture description could not reflect the real nature of the speaking skill, so they suggested the use of more demanding tasks like IELTS speaking test that obtains longer speech samples in more real-life contexts.
The dichotomy of receptive and productive vocabulary knowledge is perhaps the most ubiquitous subdivision in the literature of L2 lexical competency (Fitzpatrick & Clenton, 2017). While the receptive aspect relates to the reading and listening skills, the productive dimension pertains to the speaking and writing skills in second language acquisition. Put it simply, the receptive dimension of word knowledge is the kind of knowledge necessary for reading and listening whereas the productive dimension is required for the speaking and writing skills (Schmitt, 2010). In vocabulary testing, the test items require the test takers to either demonstrate their knowledge of a single lexical item in multiple-choice or matching formats or to produce the answer (in oral or written forms) in response to a cue of some kind.
Research Question Three: What is the contribution of vocabulary size scores at different word-frequency levels in the prediction of the lexical resource dimension of L2 speaking ability?
The participants of this research were 46 Iranian university EFL learners (14 boys and 32 girls) who were studying English Literature at Golestan University in 2018. They were selected using convenience sampling. The subjects were all proficient students as they all received a score above 24 out of 30 on the 2,000-word-frequency band of the VLT (Schmitt, 2008). Moreover, three PhD candidates of Teaching English as a Foreign Language (TEFL) were recruited to conduct the speaking sessions. To rate the recorded interviews, two experienced IELTS instructors were also employed. They were assistant professors of TEFL at Golestan University in Gorgan, Iran. The inter-rater reliability estimates are reported in Table 1.
The IELTS speaking test was used to assess the speaking ability of the participants. IELTS exam follows three parts to evaluate the oral proficiency of the candidates. In part one, the test takers have to answer some general questions on common topics like education, job, and hometown. In part two, a speaking card is given to the candidates with a title some key wh-questions written on it. The examinee has one minute to prepare for the topic and then speaks for 1-2 minutes. In the last part, some follow-up argumentative questions related to the topic of the second part are asked, and the candidate should use enough supporting evidence to answer them. Two speaking cards were used in the second part to obtain larger speech samples. All the three stages were covered for the speaking evaluation of the students.
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