Students Receive High Scores on Last Year's AP Exams
Sophomores, juniors and seniors performed particularly well on their AP exams last May compared to prior years.
“AP scores were higher across the board last year,” said Academic Dean Mrs. Kathy Desmond. “The most outstanding accomplishment was that AP Calculus had a 100 percent pass rate.”
Mr. Jeff Gernes’s students believe the results were largely due to his timing with the curriculum.
“We finished learning all of the required material by February, and all we did was take practice tests until the exam in May,” said Julia Byrne ’14.
AP United States History students also performed especially well, with about 90 percent of the 40 students passing, a majority of whom scored a four.
“I normally get a few fives with an equal amount of threes and fours, but last year many students received a five (11), the most scored a four and only three girls scored a three,” said Mr. Mario Pariante. “That’s extraordinary.”
A breakdown of the scores revealed that the students’ writing skills were especially advanced.
“Last year Mr. Bernstein and I collaborated on an essay for both his AP English Language students and my AP U.S. History students. I believe that his involvement definitely contributed to the girls’ better DBQ [document-based question] and FRQ [free-response question] essays,” said Mr. Pariante.
Mr. Mark Bernstein simply attributed last year’s higher scores on the AP English Language exam to “a good class.”
Six out of the seven AP French students passed, an all-time high for the school.
“Many of the girls prepared outside of class, bought a prep book or hired French tutors,” said Mrs. Stefani Collier.
The pass rate for the AP Biology exam increased to 93 percent from 65 percent last year.
“It was a new kind of test this year, with new questions and a little bit less material,” said Mrs. Diane Sarkarati. “Block schedule also allowed me to give the girls lots of activities, [which] the students said helped them remember the concepts. We took several practice AP exams, either on a Saturday or after school, and reviewed them afterwards.”
She concluded that the most credit must be given to the students.
“Last year I had a very dedicated class,” she said. “They were hard workers—not lazy at all—asked a lot of questions and really wanted to do well.”
Mrs. Mary Havrilla and Ms. Leslie Miller achieved the highest ever FSHA pass rates on the AP Environmental Science exam.
“We switched to a new textbook that was written specifically for APES, and both Miller and I believe it is the best text on the market for the class,” said Mrs. Havrilla. “Block schedule must have also played a role: once the students and I adapted to the change, the more balanced schedule allowed them to incorporate the information in manageable chunks that allowed for easier recall.”
Mrs. Havrilla noted that higher scores reflect not only the students’ growth but also the instructor’s.
“As a teacher, my goal is to improve each class every year. My hope is that as my teaching improves, student learning should increase as well. With time comes experience and wisdom, so I believe I teach the class better now than when I first started,” said Mrs. Havrilla, who has taught APES for about eight years.
Some students reflected on what might have helped them score even higher on last year’s AP exams.
“I should have started studying earlier,” said Marina Hrovat ’14. “I crammed a lot of information into the two weeks prior to my exams, but in retrospect I should have started reviewing a month in advance.”
Some first-time AP students did not understand the process of studying for the exam.
“I wish I had reviewed more of the textbook rather than the review book that I bought,” said senior Megan Bosveld, who took APES last year. “I would also have made more of an effort to outline each chapter throughout the year to prep for the AP.”
Others, however, believe that a review book would have improved their scores.
“I never bought a review book that was tailored to the APES test; I just borrowed one from Ms. Miller,” said Abigail Goad ’14. “If I had bought my own, then I would have been able to read chapter summaries and take practice tests, which definitely would have raised my score.”
Although studying for the exam is key, the final step of going into the test with a clear mind is also important.
“I wish I had completed the exams more calmly,” said Byrne. “I was stressing out so much during the exam, and it must have hurt my performance.” —Sierra deSousa
Mr. Jeff Gernes’s students believe the results were largely due to his timing with the curriculum.
“We finished learning all of the required material by February, and all we did was take practice tests until the exam in May,” said Julia Byrne ’14.
AP United States History students also performed especially well, with about 90 percent of the 40 students passing, a majority of whom scored a four.
“I normally get a few fives with an equal amount of threes and fours, but last year many students received a five (11), the most scored a four and only three girls scored a three,” said Mr. Mario Pariante. “That’s extraordinary.”
A breakdown of the scores revealed that the students’ writing skills were especially advanced.
“Last year Mr. Bernstein and I collaborated on an essay for both his AP English Language students and my AP U.S. History students. I believe that his involvement definitely contributed to the girls’ better DBQ [document-based question] and FRQ [free-response question] essays,” said Mr. Pariante.
Mr. Mark Bernstein simply attributed last year’s higher scores on the AP English Language exam to “a good class.”
Six out of the seven AP French students passed, an all-time high for the school.
“Many of the girls prepared outside of class, bought a prep book or hired French tutors,” said Mrs. Stefani Collier.
The pass rate for the AP Biology exam increased to 93 percent from 65 percent last year.
“It was a new kind of test this year, with new questions and a little bit less material,” said Mrs. Diane Sarkarati. “Block schedule also allowed me to give the girls lots of activities, [which] the students said helped them remember the concepts. We took several practice AP exams, either on a Saturday or after school, and reviewed them afterwards.”
She concluded that the most credit must be given to the students.
“Last year I had a very dedicated class,” she said. “They were hard workers—not lazy at all—asked a lot of questions and really wanted to do well.”
Mrs. Mary Havrilla and Ms. Leslie Miller achieved the highest ever FSHA pass rates on the AP Environmental Science exam.
“We switched to a new textbook that was written specifically for APES, and both Miller and I believe it is the best text on the market for the class,” said Mrs. Havrilla. “Block schedule must have also played a role: once the students and I adapted to the change, the more balanced schedule allowed them to incorporate the information in manageable chunks that allowed for easier recall.”
Mrs. Havrilla noted that higher scores reflect not only the students’ growth but also the instructor’s.
“As a teacher, my goal is to improve each class every year. My hope is that as my teaching improves, student learning should increase as well. With time comes experience and wisdom, so I believe I teach the class better now than when I first started,” said Mrs. Havrilla, who has taught APES for about eight years.
Some students reflected on what might have helped them score even higher on last year’s AP exams.
“I should have started studying earlier,” said Marina Hrovat ’14. “I crammed a lot of information into the two weeks prior to my exams, but in retrospect I should have started reviewing a month in advance.”
Some first-time AP students did not understand the process of studying for the exam.
“I wish I had reviewed more of the textbook rather than the review book that I bought,” said senior Megan Bosveld, who took APES last year. “I would also have made more of an effort to outline each chapter throughout the year to prep for the AP.”
Others, however, believe that a review book would have improved their scores.
“I never bought a review book that was tailored to the APES test; I just borrowed one from Ms. Miller,” said Abigail Goad ’14. “If I had bought my own, then I would have been able to read chapter summaries and take practice tests, which definitely would have raised my score.”
Although studying for the exam is key, the final step of going into the test with a clear mind is also important.
“I wish I had completed the exams more calmly,” said Byrne. “I was stressing out so much during the exam, and it must have hurt my performance.” —Sierra deSousa
FLINTRIDGE SACRED HEART
440 St. Katherine Drive
La Cañada Flintridge, CA 91011
626-685-8300
Privacy Policy · Terms of Use
Flintridge Sacred Heart, a Catholic, Dominican, independent, college-preparatory, day and boarding high school, educates young women for a life of faith, integrity, and truth.
La Cañada Flintridge, CA 91011
626-685-8300
Privacy Policy · Terms of Use
Flintridge Sacred Heart, a Catholic, Dominican, independent, college-preparatory, day and boarding high school, educates young women for a life of faith, integrity, and truth.
