I was actually dragging my feet on writing this blog post, but the new AP CSA curriculum changes spurred me to make my thoughts known on the new AP Stat curriculum changes as well. Why was I dragging my feet? Change makes me anxious, especially when it happens to something that is working so well for my class! I’ve made improvements to my AP Stat curriculum throughout the years (and am currently working on Unit 7 – 9 improvements), but I’ve always been very proud of my content and it has been helpful for so many teachers.
Any time a curriculum is redesigned, especially one that has worked for you and has been successful, it can feel like a gut punch. I know when I saw those initial changes, that was my first thought: “oh no, now what?!”. I anxiously started spiraling, wondering how this will change the curriculum I’ve worked so hard to build for the last 5 years. After having some time to process, I really do want to remain positive about these changes and what they mean for our students. Let me break down some of my thoughts for you.
These proposed changes (and they are just proposed, not finalized!) will take place in the 2026-27 school year. It seems like quite a bit has been removed, including the following:
- Cumulative frequency graphs
- Outliers, high-leverage points, and influential points
- Analyzing departures from linearity
- Geometric distributions
- Estimating probabilities using simulations
- Transforming and combining random variables
- Type I, Type II Errors, and Power
- Chi-square GOF tests
- Inference for slope
I hate cutting out content; I love teaching everything, and I would have a case to argue that all of these are important. I think I’m most upset about Type I, Type II Errors, and Power, as well as the GOF tests. I could probably handle the rest but for these two topics, I really hope they consider putting them back in. I love the errors and power, I believe they help students understand the risks and consequences of statistical analysis and what happens when we make incorrect conclusions. GOF tests show students that the chi-square distribution doesn’t just apply to two-way tables and I’ve always thought it was a great introduction to the distribution. Again, I could make arguments to keep the rest, but if I really want to focus on what should stay, it would be those two topics.
As for adding in content, the only one seems to be 1.1.B: Determine a research question within a statistical study. This can provide a great door to incorporating more “real world” studies and analysis of published studies. This is something I’ve always wanted to incorporate more, and I’m hoping to come up with some new ideas for it in the next school year.
Along with the eliminated material, there is a lot of reorganizing of the curriculum:
The course skills are also being replaced with “statistical practices”. The four course skills are currently:
- Selecting Statistical Methods
- Data Analysis
- Using Probability and Simulation
- Statistical Argumentation
In the new proposed course framework, there are four statistical practices:
- Formulate Questions
- Collect Data
- Analyze Data
- Interpret Results
The great news is they are taking in AP Stat teachers’ opinions on this proposed framework and are going to revisit these changes. I do not want to start reorganizing my units until we have final confirmation on what the new CED will look like. Rest assured though; I will be coming out with updates to the curriculum that will help all teachers out! Whatever the changes bring, we can handle it.
For my curriculum, I always want to follow the CED. It is the “gold standard” for what students need to know, and by following their suggested order and organization, it makes the AP Classroom easier to use for teachers and students as well. This redesign will not happen until changes are finalized and a new CED is in place, but I will make it happen!
We have two years to absorb and handle this change, which I really appreciate. It gives us time to try out some new lessons, and think about how we want to implement these into our class.
We will take these changes in stride, as teachers always do, and we will come out better teachers for our students. At the end of the day, EVERYONE involved in this process just wants to make statistics as accessible to students as possible. We want students to succeed and everyone is doing their best to work towards that goal. Let’s embrace the change, and rock this together!!
Wishing you endless statistical success,
Kayla aka “Goldie”
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