Frequently Asked Questions about AP Computer Science Principles
What is AP Computer Science Principles?
The College Board sponsors two AP computer science classes: A and Principles. Computer Science A focuses entirely on programming in Java, while Computer Science Principles focuses on what the College Board calls “computational thinking practices.” Whereas CS A is designed to be the equivalent of an introductory college computer science class for majors, CS Principles is designed to mimic a college computer science class for non-majors.
Is there any programming in the class?
We will likely begin writing programs in C++ in mid-late October. Though this is not strictly a programming class, I expect this component of the course to be much more rigorous than last year. Topics that I hope to cover as time permits include pointers, linked lists, stacks and queues, recursion, and file input/output.
Does my son/daughter need Internet access at home?
Though not a requirement, having Internet access at home will be tremendously beneficial (as is presumably the case in other classes). In addition, many assignments will be both distributed and submitted through BCPS One; it is therefore crucial that any student who does not have Internet access at home inform me in a timely manner so I can make alternate arrangements. Please note that I will assume every student has home Internet access unless I am specifically told otherwise; it is the responsibility of the student to make me aware that this is not the case.
What is the format of the AP exam?
The AP exam consists of three components: a two-hour, 74-question multiple-choice exam (to be given the afternoon of Friday, May 11, 2018), and two “through-course assessments,” also known as the “performance tasks” (PTs). The “Explore” PT requires students to design a computational artifact (most commonly an image) describing a computing innovation and its beneficial and harmful effects, while the “Create” PT involves the creation (fittingly enough) of a basic program. (Both PTs require students to respond to a series of written prompts as well.)
The AP program requires that students be given eight hours of class time for the “Explore” PT and 12 hours of class time for the “Create” PT. Under BCPS’ schedule, 12 full classes provide the required 20 hours of class time.
The exam itself constitutes 60 percent of a student’s raw score; the “Explore” PT counts for 16 percent, and the “Create” PT the remaining 24 percent.
Should my son/daughter take the AP exam?
Unfortunately, this question lacks a simple answer. Colleges and universities only award credit if they offer a similar course, and the awarding of college credit is often the primary rationale for taking an AP exam. A student’s performance in the class will also likely provide a strong indicator as to whether they should take the AP exam, and I will provide guidance in this area as necessary. Remember that students who do not take the AP exam must take the BCPS final exam.
What colleges and universities are planning to offer credit for CS Principles?
Based on the information provided by the College Board, 182 four-year colleges currently offer credit for the exam. Though Towson and UMBC had indicated at this time last year they were planning to award credit for the exam, they are no longer on the College Board’s list, which is now devoid of any University System of Maryland institutions. In addition, though five Ivy League schools initially announced their intent to award credit—Harvard, Princeton, Columbia, Penn, and Cornell—Harvard is currently the only Ivy on the list. Note that the cutoff for credit varies by institution—some will only award credit for a score of 4 or 5, while others will award credit for a score of 3 as well.
How hard is the AP exam, and what is the best way to prepare for it?
It is worth channeling the words of my AP Environmental Science teacher from fall 2005: “This is the hardest AP exam to prepare you for, because it’s so new.” Unlike a skill-based course such as AP Calculus, CSP has a very broadly defined and far-reaching curriculum.
For a variety of reasons, I repeatedly stated last year that I believed the score cutoff for a 3 would be set very low, but it would be very difficult to score a 5. Indeed, the nationwide passing rate last year was 74.6 percent; if foreign-language classes are excluded (their scores are known to be skewed by native speakers testing), only three classes had a higher percentage of passing scores: Studio Art, Calculus BC, and Physics C. (Ninety-two percent of test takers at THS last year received a three or higher.) Though the nationwide percentage of fives was higher than I expected (14 percent), less than half of exams nationwide last year had fewer fives. Undoubtedly these numbers reflect the usual first-year leniency in scoring, but I expect these score patterns to continue to hold this year.
To the best of my knowledge, the test-prep companies (Barron’s, Kaplan, Princeton Review, etc.) have yet to publish any review books, since this is still a relatively new course. Though I cannot recommend any specific book, I can pass along reports from students as to which book(s) they have found most helpful. (Note that this information does not constitute an endorsement and should not be construed as such.)
Is there anything else I should know about the course?
As stated in the first paragraph, this course focuses on the effects of computing. An early lesson, for example, focuses on government surveillance: not just the technical aspects of it, but its positive and potentially harmful effects on society. (Sadly, I was not able to secure Winston Smith as a guest speaker—it seems he has a scheduling conflict with a Mr. “O’Brien”—though he did request I remind the students that Oceania has always been at war with Eastasia.) Other topics include net neutrality, Internet censorship, social media, and privacy in the digital age. Though I am required to cover these topics as part of the curriculum, I recognize that some may perceive them as sensitive subjects, and many students may have passionate feelings about them. As is my custom, I will keep you apprised throughout the year of upcoming units and topics, and I urge you to contact me at any time if you have questions or concerns about the course content. I do expect that students will conduct themselves civilly at all times, both in class and online. Ultimately, this class is designed to emulate a college course; I feel this does not only mean the content should be challenging, but also that students should be exposed to differing opinions, be expected to take and defend stances on issues, and perhaps reconsider their previous viewpoints.
The answers contained in this document are based on the information available from the College Board at the time of writing and are subject to change.