The College Board is a national nonprofit membership association dedicated to preparing, inspiring, and connecting students to college and opportunity. Founded in 1900, the association is composed of more than 3,900 schools, colleges, universities, and other educational organizations. Each year, the College Board serves over three million students and their parents, 22,000 high schools, and 3,500 colleges, through major programs and services in college admission, guidance, assessment, financial aid, enrollments, and teaching and learning. Among its best-known programs are the SAT, the PSAT/NMSQT, the Advanced Placement Program (AP) and Pacesetter. The College Board is committed to the principles of equity and excellence, and that commitment is embodied in all of its programs, services, activities, and concerns.

AP gives students an opportunity to take college-level courses and exams while still in high school. There are 33 courses in 19 subject areas, offered by 13,000 secondary schools around the world; in 2000, 1.2 million exams were taken by 750,000 students. Students enjoy the challenge of taking AP courses with enthusiastic classmates and teachers; high school faculty find that AP courses enhance their students' confidence and academic interest as well as their school's reputation; and college faculty report that AP students are far better prepared for serious academic work.

• work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. They should understand the connections among these representations.
• understand the meaning of the derivative in terms of a rate of change and local linear approximation and they should be able to use derivatives to solve a variety of problems.
• understand the meaning of the definite integral both as a limit of Riemann sums and as the net accumulation of a rate of change and should be able to use integrals to solve a variety of problems.
• understand the relationship between the derivative and the definite integral as expressed in both parts of the Fundamental Theorem of Calculus.
• communicate mathematics both orally and in well-written sentences and should be able to explain solutions to problems.
• model a written description of a physical situation with a function, a differential equation, or an integral.
• use technology to help solve problems, experiment, interpret results, and verify conclusions.
• determine the reasonableness of solutions, including sign, size, relative accuracy, and units of measurement.
• develop an appreciation of calculus as a coherent body of knowledge and as a human accomplishment

Number of Candidates		Calculus AB 137,276	Calculus BC 34,142
Number of Schools		9,657	3,066
Number of Colleges		2,241	1,087

Ever mindful of the need for enhanced communication among AP colleagues around the world, the College Board is creating a new destination website for AP professionals, particularly teachers: AP Central.

The site will have 3 tiers:

• Tier 1 – General Program Information
• Tier 2 – For Affiliated Education Professionals
• News
• Program Information
• Exam Information
• Professional Development Catalog
• Teacher Resource Catalog
• Threaded Discussion
• Contact AP
• Store
• Surveys, polls
• FAQ
• Tier 3- User Authentication Required

Preparing and teaching a college-level course in a high school classroom can be an especially demanding task. Keeping well informed and finding quality materials are two of the most significant challenges AP teachers face. To help them keep up with the rigorous demands of the course, the College Board is creating an online database that will provide reviews of a wide range of educational materials from reference books and teaching editions to software and web pages. Our goal is to provide descriptive information so teachers can screen each resource quickly before ordering the material or visiting the site.

The AP Teacher Resource Catalog (TRC) is a simple online application designed to give AP teachers a quick and efficient way to search for teaching resources that they can use to create lessons and activities for their classes or to improve their own understanding of their subject. The goal of the catalog is to provide a searchable inventory of annotated references to resources of all kinds. We stress the word annotated, because unlike the familiar listing of links to web sites, each of which a teacher must search out and evaluate on their own, the TRC aims to provide capsule information about the origins, location, content and quality of both online and traditional resources. In this way, teachers can quickly assess whether a resource would be of value to them before they go to the trouble and expense of obtaining it.

The Resource Catalog is successful when teachers can readily locate resources that are relevant to their immediate teaching needs. For this to happen three conditions must be met.

1. There must be an adequate inventory of resources documented in the catalog.
2. Resources included must be carefully selected for quality and relevance to teaching AP courses.
3. Each cataloged resource in the must be adequately and accurately described.
4. Each resource must be labeled and classified in terms that a teacher will be likely to use in framing their search of the catalog. Teachers will locate resources they want, only when their search terms match terms that editors and reviewers have applied to the resources in the catalog.

The Catalog will help build a network for the community of AP Calculus teachers. Users will have the ability to add their own comments on the resource entries, encouraging a dialogue on methods and materials used in teaching the course. As in other facets of the AP program (writing the course description, test development, workshops and conferences, and grading the exam), the Catalog emphasizes the joint school-college collaboration, captured in the mix of reviewers and contributors.