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The framework describes the College Board’s AP program goals, including college-level learning aligned with higher education expectations, critical thinking, and exam-based credit pathways. 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We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented. Schools should make every effort to ensure their AP classes reflect the diversity of their student population. College Board also believes that all students should have access to academically challenging coursework before they enroll in AP classes, which can prepare them for AP success. It is only through a commitment to equitable preparation and access that true equity and excellence can be achieved.  \nContents  \n\n| Acknowledgements About AP\u003Cbr>Course Framework\u003Cbr>Introduction\u003Cbr>Course Framework Components\u003Cbr>Mathematical Practices\u003Cbr>Course at a Glance\u003Cbr>Unit 1: Polynomial and Rational Functions\u003Cbr>Unit 2: Exponential and Logarithmic Functions\u003Cbr>Unit 3: Trigonometric and Polar Functions\u003Cbr>Unit 4: Functions Involving Parameters, Vectors, and Matrices | 4\u003Cbr>5\u003Cbr>7\u003Cbr>8\u003Cbr>10\u003Cbr>11\u003Cbr>12\u003Cbr>13\u003Cbr>30\u003Cbr>50\u003Cbr>69 |\n| --- | --- |\n\nAcknowledgements  \nCollege Board would like to acknowledge the following individuals for their assistance with and contributions to the development of this course. All individuals’ affiliations were current at the time of contribution.  \nADVISORY BOARD  \nDavid Bressoud, Macalester College, Saint Paul, MN Marilyn Carlson, Arizona State University, Tempe, AZ Stephen Davis, Davidson College, Davidson, NC Kristin Frank, Towson University, Towson, MD  \nAdrian Mims, The Calculus Project, Brookline, MA Roberto Pelayo, University of California – Irvine, Irvine, CA  \nCONTENT WRITING TEAM  \nGrace Cook, Bloomfield College, Bloomfield, NJ  \nTracey Etheredge-Alford, Barack Obama Male Leadership Academy, Dallas, TX Rebecca George, Georgia Institute of Technology, Atlanta, GA  \nJerome Heaven, Indiana Institute of Technology, Fort Wayne, IN Roberto Pelayo, University of California – Irvine, Irvine, CA Paul Rodriguez, Troy High School, Fullerton, CA  \nSPECIAL CONTENT REVIEWER  \nMichael Boardman, Pacific University, Forest Grove, OR  \nPACING AND IMPLEMENTATION REVIEWERS  \nJulio Avasan, Olympian High School, Chula Vista, CA Vicki Carter, West Florence High School, Florence, SC Virge Cornelius, Lafayette County High School, Oxford, MS  \nTracey Etheredge-Alford, Barack Obama Male Leadership Academy, Dallas, TX Eliel Gonzalez, East Longmeadow High School, East Longmeadow, MA  \nMark Howell, Gonzaga College High School, Washington, DC Jon Kawamura, West Salem High School, Salem, OR Christina Martin, Faith West Academy, Katy, TX  \nBrendan Murphy, John Bapst High School, Bangor, ME Andrew Oberlies, Sequoyah High School, Canton, GA Melissa Walton, Metamora Township High School, Metamora, IL  \nCOLLEGE BOARD STAFF  \nJason VanBilliard, Senior Director, AP Precalculus  \nNatasha Vasavada, Executive Director, New Course Development  \nAbout AP  \n\n| College Board’s Advanced Placement® Program (AP® ) enables willing and academically prepared students to pursue college-level studies—with the opportunity to earn college credit, advanced placement, or both—while still in high school. Through AP courses in 38 subjects, each culminating in a challenging exam, students learn to think critically, construct solid arguments, and see many sides of an issue—skills that prepare them for college and beyond. Taking AP courses demonstrates to college admission officers that students have sought the most challenging curriculum available to them, and research indicates that students who score a 3 or higher on an AP Exam typically experience greater academic success in college and are more likely to earn a college degree than non-AP students. Each AP teacher’s syllabus is evaluated and approved b","cbCaipyiijsZXseB","https://ap.wps.com/l/cbCaipyiijsZXseB","pdf",1306813,85,"English","# Contents\n## Acknowledgements About AP Course Framework\n## Introduction\n## Course Framework Components\n## Mathematical Practices\n## Course at a Glance\n## Unit 1: Polynomial and Rational Functions\n## Unit 2: Exponential and Logarithmic Functions\n## Unit 3: Trigonometric and Polar Functions\n## Unit 4: Functions Involving Parameters, Vectors, and Matrices","[{\"question\":\"What equity and access principles guide AP programs in this framework?\",\"answer\":\"The framework encourages educators to provide equitable access so academically prepared students can participate in AP. 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