Comprehensive research and analysis that will frame the conversation about Advanced Placement and other rigorous college preparatory curricula for years to come; critically important for students, teachers, and public policy makers alike.       — William Fitzsimmons, dean of admissions and financial aid, Harvard College

American science and mathematics students continue to be outperformed by their international counterparts. The typical suggested remedy: to increase enrollment in AP courses. Policy makers and practitioners need to consider the findings of this book and reevaluate the purpose of the AP program.       — Dennis M. Robbins, associate professor of science education, Hunter College (CUNY)

Advanced coursework, standardized testing, college readiness, time to degree, and related cost-benefit considerations are timely issues for academic and legislative decision makers. The editors offer a rich collection written in an accessible style that will be an essential resource for school administrators, admission and guidance personnel, and policy analysts.       — Louise Lonabocker, editor-in-chief, College and University, and executive director of student services, Boston College

As a parent, college advisor, AP Biology teacher, and AP [exam] reader, I gained many insights—some affirming and others disconcerting. Sadler’s eloquent summary recommendations should be read in every school that offers or is considering offering AP courses. I will be recommending AP to many colleagues.       — Paula Petterson, science teacher and head of college advising, Ridgeview Classical Schools, Fort Collins, Colorado

With education becoming more competitive, schools are encouraging more students to take AP classes as to improve their ranking on national surveys. This book provides research and advice to guide schools on what is best for their students.       — John Morrison, AP physics teacher, Troy High School, Troy, Michigan