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NORTHWEST HIGH SCHOOL COUNSELING DEPARTMENT This booklet presents the different opportunities for a student to earn college credit, highlighting Advance Placement with the main focus on College Credit
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Start by gathering all the necessary information about your advanced placement program, such as the course names, course numbers, and scores.
02
Begin filling out the advanced placement program information by entering the course names and their respective course numbers. Make sure to accurately input this information.
03
After entering the course details, continue by providing the scores you have achieved in each advanced placement course. These scores are usually on a scale of 1 to 5.
04
Double-check all the information you have filled out to ensure its accuracy and completeness.
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Save or submit the advanced placement program information according to the specific instructions provided by the institution or organization you are submitting it to.

Who needs advanced placement program information?

01
Students who have completed advanced placement (AP) courses and want to report their AP exam scores and achievements to colleges or universities.
02
High school counselors or administrators who need to gather and maintain accurate records of students' advanced placement program information.
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Advanced Placement Program information refers to details about the various AP courses offered at a school, including the number of students enrolled in each course, pass rates, and exam scores.
School administrators and teachers who oversee the AP program are typically responsible for filing this information.
The information can be filled out using the designated forms provided by the College Board or any other educational institution that oversees the AP program.
The purpose of this information is to track the progress and success of students in AP courses, as well as to evaluate the effectiveness of the AP program itself.
Information such as course enrollment numbers, student demographics, exam scores, and pass rates must be reported.
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