AP Statistics (Sem 1)
Course Description:
This course offers a combination of assessment and instruction in an online environment containing but not limited to the areas of exploring data, sampling and experimentation by planning and conducting studies, anticipating patterns using probability and simulation, and using statistical inference to analyze data and draw conclusions.
The purpose of this course is to provide students with a deep understanding of the concepts of statistics to prepare them for the AP Exam and for future higher education statistics courses.
Course Details:
| Course Title (District): |
AP Statistics (Sem 1) |
| Course Title (NCES SCED) : |
AP Statistics |
| Course Provider : |
Michigan Virtual |
| Content Provided By : |
Florida Virtual School |
| Online Instructor Provided By : |
Michigan Virtual |
| Standards Addressed : |
National Collegiate Athletic Association, CollegeBoard |
| Alignment Document : |
https://drive.google.com/open?id=1dWt8z-KYOto81HAQZr6ns-xgyUuFt4_d |
| Academic Terms : |
Semester |
| NCES SCED Code : |
| Subject Area : |
Mathematics |
| Course Identifier : |
AP Statistics |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 2 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost Description:
This course includes lessons in alignment to the following College Board approved textbook: Starnes, Daren S., Josh Tabor, Dan Yates, and David Moore. The Practice of Statistics, 5th ed. New York, NY: W.H. Freeman and Company, 2014. Note: All course materials apart from those listed in the Additional Costs section below are included for the student within the online course.
Additional Costs: Students are required to purchase and use personal graphing calculators while completing the course. Calculator use is detailed throughout the course. Each module in the course has sections on calculator use to give the students instruction and practice with the statistical capabilities of the calculator. The course recommends a TI-83 or a TI-84 and contains instructions for these calculators at various key points, as well as how to use the calculator under certain circumstances. Course instruction, practice free-response items, and formative and summative assessments require that students use the calculator to interpret results and support conclusions including written explanations of results obtained using the calculator. All problems that specify the use of the calculator require students to interpret results obtained using the calculator and verbally or through written communication support conclusions rather than merely giving the specific answer to the mathematical problem only. Students are encouraged to review The College Board graphing calculator policy for AP Statistics.
Upon completion of this course, students will be able to
- Classify variables
- Describe and display data
- Measure position of statistics within a data set
- Describe data relative to a normal distribution
- Calculate relevant statistics with a graphing calculator
- Use scatter plots and correlation coefficients to quantify correlations between bivariate data
- Find least-squares regression lines using a graphing calculator
- Calculate residuals and interpret the meanings of slopes and y-intercepts in order to make predictions
- Identify exponential, logarithmic, and power transformations of data
- Decide whether a linear model fits a data set and which transformation model is appropriate
- Identify whether real-world data collection scenarios are examples of simple random sampling
- Identify subjects, treatments, and response variables in an experimental design and whether the design incorporates appropriate methods to introduce randomization in collecting data
- Distinguish correlation from causation
- Use rules of probability to solve problems, perform simulations, and model random behavior in real-world contexts
- Classify probability distributions as discrete or continuous
- Calculate expected values and use them to solve problems
- Analyze the effects of linear transformations on the mean and variance
- Describe, calculate, and graph distributions of a binomial random variable and a geometric random variable
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
Rating
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Comments |
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. |
Fully Met
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| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. |
Fully Met
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| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
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| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
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| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Partially Met
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Resources are available within hosted lesson content, but not before the course begins. The student resource list is common across all Florida Virtual School courses. The Math resources provided therein are not specific to subject of the courses, statistics. There are specific resources within each lesson. |
| Course Overview and Introduction |
Rating
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Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
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| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
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| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
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Provided in the Michigan Virtual Blackboard learning management system (LMS). |
| Legal and Acceptable Use Policies |
Rating
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Comments |
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
Partially Met
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No evidence of advertising and it appears to be free of bias. There is however no explicit content to address a variety of multi-cultural examples in this course. |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
Fully Met
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Provided in the Michigan Virtual Blackboard learning management system. |
| Privacy policies are clearly stated. |
Fully Met
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Provided in the Michigan Virtual Blackboard learning management system. |
| Instructor Resources |
Rating
|
Comments |
| Online instructor resources and notes are included. |
Partially Met
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Answer keys are provided, but not in the form of in-depth, detailed performance levels and feedback as described in the "fully met" rating for this criterion in the rubric. |
| Assessment and assignment answers and explanations are included. |
Partially Met
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The justification or explanation of correct and incorrect answers do not appear to be given for auto-graded questions. |
| Accessing Course Effectiveness |
Rating
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Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
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Students have the ability to rate the lesson as completed as well as a student evaluation at end of course. Michigan Virtual also has access to additional data regarding student success and satisfaction with courses. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Fully Met
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This course has a copyright of 2018. |
| Course Updates |
Rating
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Comments |
| The course is updated periodically to ensure that the content is current. |
Fully Met
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| Certification |
Rating
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Comments |
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. |
Fully Met
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All Michigan Virtual instructors are certified in the state of Michigan, endorsed within their assigned content areas and grade levels, and highly qualified under state and federal guidelines. |
| Instructor and Student Support |
Rating
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Comments |
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. |
Fully Met
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Michigan Virtual instructors complete an onboarding course prior to teaching, annual professional development and conference attendance, participate in monthly department meetings, and are provided online resources for various instructional media. |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
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Michigan Virtual instructors have access to the Michigan Virtual Knowledge Base with tutorials to assist them as well as the Course Issue Tracker to request additional support for technical issues in a course. Students also have a Customer Care Center that offers technical support and course management assistance. |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. |
Fully Met
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| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. |
Fully Met
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| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. |
Fully Met
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| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
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Students are offered Michigan Virtual-specific orientation lessons and activites within all courses in addition to the Online Learning Orientation Tool (OLOT) located on the learning management system homepage for students with no prior experience in taking an online course. |
| Instructional and Audience Analysis |
Rating
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Comments |
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
Partially Met
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There are few teacher-graded assignments, relying heavily on autoscored student submissions. Content is also text-heavy for students with little in the way of video and other forms of multimedia provided in the instructional model. |
| Course, Unit and Lesson Design |
Rating
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Comments |
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
Fully Met
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| Instructional Strategies and Activities |
Rating
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Comments |
| The course instruction includes activities that engage students in active learning. |
Partially Met
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Limited variety of instructional content and forms of activity for engaging students. |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
Partially Met
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Activities are limited in options for engaging various learning styles. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Partially Met
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Multiple choice questions seem to do well in addressing higher-order thinking, but the lack of teacher-graded assignments also limits opportunity for assessming critical reasoning. The opportunity for explaining answers is also limited, so teachers cannot necessarily determine if correct method is used by students. |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Partially Met
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Instructors cannot adjust content provided by the vendor. Supplemental content to address student accommodation needs would have to be added directly by instructors in the learning management system environment. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Fully Met
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| Communication and Interaction |
Rating
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Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Fully Met
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| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. |
Fully Met
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Michigan Virtual instructor guidelines ensure such interaction through welcome letters, instructor introductions, and regular progress reporting. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
Partially Met
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Little student-to-student interaction within course design. Instructor can provide feedback on non-autograded assignments. |
| Resources and Materials |
Rating
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Comments |
| Students have access to resources that enrich the course content. |
Partially Met
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Resources are provided as formula sheets, etc., but do not necessarily "enrich" the content. |
| Evaluation Strategies |
Rating
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Comments |
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
Fully Met
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Strategies are consistent and aligned with course objectives, but are not clearly stated as graded criteria with point totals for scoring performance on the objectives. |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Partially Met
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Auto-graded assignments seem to constitute the bulk of assessments. |
| Feedback |
Rating
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Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
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| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
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| Assessment Resources and Materials |
Rating
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Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Partially Met
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Few teacher graded assignments. This limits flexibility on how auto-graded questions are graded and feedback is provided. |
| Grading rubrics are provided to the instructor and may be shared with students. |
Fully Met
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| The grading policy and practices are easy to understand. |
Fully Met
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| Course Architecture |
Rating
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Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Partially Met
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Instructors cannot alter content provided by the course vendor, but Michigan Virtual instructors are permitted to add supplemental materials as needed via the Blackboard learning management sytem. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
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The calendar within the learning management system permits adjustments to the pacing guides, though Michigan Virtual has established start and end dates for fall, spring, summer, and trimester enrollment terms. |
| User Interface |
Rating
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Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
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| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Partially Met
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There are many click-through examples and various means of page navigation, but few videos or other interactives. |
| Technology Requirements and Interoperability |
Rating
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Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
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Communicated in the syllabus, the Michigan Virtual website, and the Blackboard learning management system. |
| Prerequisite skills in the use of technology are identified. |
Partially Met
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System requirements are stated, but no prerequisite technology skills required of students are identified in the course. |
| The course uses content-specific tools and software appropriately. |
Fully Met
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| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
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| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Fully Met
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Communicated within the Michigan Virtual Acceptable Use Policy (AUP) through the website and the learning management system. |
| Accessibility |
Rating
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Comments |
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
Partially Met
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A check of 11 forms accessibility demonstrated 8 fully met accessibility guidelines, whereas 3 partially met guidelines. This rating is based upon limited testing of select WCAG 2.0 principles and guidelines. Further testing may be necessary to ensure full compliance. |
| Data Security |
Rating
|
Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
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Course is password protected; the privacy policy is communicated in Michigan Virtual's Blackboard LMS. |
Review Conducted By: Michigan Virtual
Date of Review:
03/19/2018
Module 1: Exploring Data
Module 2: Exploring Relationships
Module 3: Collecting Data
Module 4: Probability and Random Variables
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Semester |
03/29/2024 |
09/20/2024 |
07/01/2024 |
09/13/2024 |
08/30/2024 |
01/17/2025 |
100 |
$440 |
|
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
09/20/2024 |
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/
Lightweight devices such as Apple iPads, Google Chromebooks, and tablets have limited support for Java or Flash which still appear in a small percentage of our catalog. While FLVS does not offer technical support for these devices, FLVS is working to remove Flash from their remaining course content. Students will need extra work-around steps or alternate browsers to engage with some portions of those courses. FLVS recommends students have a Windows or Mac based computer available to complete coursework in the event that your selected mobile device does not meet the needs of the course. Fully supported Operating Systems for FLVS courses include Windows (10 or higher) and MacOS (11 or higher). Supported Browsers include the most recent versions of Microsoft Edge, Mozilla Firefox, Google Chrome, and Apple Safari on devices that support Java and HTML5. Browsers need to be up to date, and some FLVS courses may require installation or enabling of the following Plug-ins: JavaScript enabled, Cookies enabled, Java installed. https://www.flvs.net/student-parent-resources/more/system-requirements
