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San Bernardino USD highlights growth in IB, AP and dual‑enrollment programs; board asks for disaggregated unit data
Summary
District staff told the board the district expanded IB and AP course offerings and significantly increased dual‑enrollment participation and college‑credit completions; board members requested more granular data on units earned, course transferability and supports for historically underrepresented students.
District staff presented an overview of Advanced Academic Programs at the Sept. 11 board meeting, reporting steady growth in IB, AP and early college credit participation and laying out next steps to expand access and supports.
"In just a few years, we've expanded IB course offerings: Aoyo Valley increased from 18 to 22 courses and Kahon from 18 to 25," Sudha Wena Wenites, director of secondary education and college and career, told the board, noting the IB programs are scheduled for an evaluation by the IB organization in 2025–26.
On AP, the district reported 15.6% of high‑school students are enrolled in AP courses, with 22 AP courses offered districtwide and a three‑year AP pass‑rate improvement from 39% to 46%. The district also highlighted an AP African‑American Studies pilot (13 students, a 100% pass rate) and plans to expand the course to additional sites.
Dual‑enrollment and early college credit showed particularly rapid growth: course completions rose from 3,199 in 2023–24 to 4,481 in 2024–25, CCAP enrollment nearly doubled year over year, and staff said roughly one in three students in the 2025 graduating cohort had taken and passed at least one college‑credit class while in high school.
Board members pressed for more operational detail. "Are we making sure that all of those classes are UC and CSU transferable?" asked Mr. Santos; staff replied that nearly all district dual‑enrollment courses (~99.99%) are UC/CSU transferable and that most CCAP courses are offered in‑person with college faculty on campus.
Members also requested unit totals, asking how many college credits students typically earn ("is it three credits or 40 credits?") and demographic and school‑level breakdowns of which courses are being taken. District staff committed to provide the total number of units earned by students, disaggregated course lists by site and student group, and a list of programs that enable students to complete AA degrees or industry certificates.
Why this matters: expanding AP, IB and dual‑enrollment increases college preparedness and can save families tuition. The board's questions indicate a focus on equity and ensuring that gains reach underrepresented groups (students with disabilities, English learners, McKinney‑Vento students) and that credits are academically useful and transferable.
Next steps: staff will return with requested metrics, including units of college credit by student group and school site, lists of transferable courses, and a roster of supports and counseling pathways for students pursuing accelerated or college‑credit options.
