For our students, there were a couple of major reasons for selecting AP Statistics:
(1) Because they believed that they were not quite ready for our AB Calculus course, but wanted to take a course that might get them college credit/useful experience for college.
(2) For a natural fit with the AP Environmental Science course that we are piloting this year. This has turned out to be a magnificient tandem, replete with opportunities for experiential learning, collection of REAL data, and even production of a video and a home page. When the home page is "polished" by one of the students, I'll post the address.
(3) Because we (the mathematics department, college counselors, and administration) advertised this course as the appropriate choice for our "average to above average precalculus students who had the AP work ethic).
We have ended up with 34 in AP Statistics, 25 in AB Calculus, and 12 in BC Calculus. Next year, we anticipate growth in the AP Statistics number.
At 11:09 PM 3/2/97 -0600, you wrote: >This is really more related to the comments that Pat Ballew and >Jenny Kotlerman made in the 'Is AP Stat a 'soft' AP?' thread, concerning >the comparison between the college stat students they observed this >past year and the high school AP Stat students they currently teach. >In my experience, most of the students in a college intro course are >majoring in a field related either to business or to health careers. >They initially sign up for little other reason than "they gotta," and >without them, the course wouldn't even 'make' or be offered. (I try to >make their experience as much of a pleasant surprise as possible.) > >The question, open to all: What do you find mainly motivated your students >to sign up for AP Stats? Does it tend to be more for the honors credit/ >college credit, or did a significant percent see statistics either as >something important to delve into or as part of their long-term educational >goals (do many of yours have such goals yet?), or were there other reasons? > > >