AP Biology Score Calculator: Complete Guide

This AP Biology Score Calculator estimates your AP Biology score from the current exam structure: 60 multiple-choice questions and six free-response questions. It is built for students who want a practical score predictor, not just a basic raw-score box. The calculator separates your Section I multiple-choice score, your two long free-response questions, your four short free-response questions, and your total weighted composite. It then maps your composite to an estimated AP score from 1 to 5 using the selected curve. Because AP score conversion can change by year and exam form, this tool includes current, strict, generous, and custom score-band options.

The most useful way to use this calculator is as a study-planning system. Enter your current practice score, read the predicted AP score, compare your MCQ and FRQ percentages, then use the target planner to see what you need for a higher score band. If your MCQ percentage is much lower than your FRQ percentage, your next review should focus on passage-based questions, data questions, and mixed-unit multiple-choice practice. If your FRQ percentage is lower, the next review should focus on experimental design, graphing, data analysis, biological mechanisms, and concise written explanations. A calculator is most powerful when it tells you where to improve, not only what score you might receive.

The AP Biology exam is different from a basic biology test. It does not simply ask whether you memorized facts about cells, genetics, evolution, ecology, or biochemical pathways. It asks whether you can use biological concepts to interpret evidence, predict effects, analyze models, evaluate experiments, support claims, and perform quantitative reasoning. That is why this calculator includes detailed FRQ scoring categories. A student can know the vocabulary but lose points for weak justification. Another student can understand a concept but lose points because a graph lacks a label or the calculation is not connected to the biological claim. The AP Biology score depends on both knowledge and scientific reasoning.

Current AP Biology exam format

The current AP Biology exam is a hybrid digital exam. Students complete multiple-choice questions in the Bluebook testing app. Students also view free-response questions in Bluebook, but the free-response answers are handwritten in paper exam booklets. This matters for preparation because students need both digital reading practice and handwritten FRQ practice. You should be comfortable reading stimuli, diagrams, tables, and data displays on screen, but you should also practice writing clear responses by hand within the time limits.

The exam lasts 3 hours. Section I is multiple choice, with 60 questions in 1 hour and 30 minutes. Section I is worth 50% of the exam score. Section II is free response, with 6 questions in 1 hour and 30 minutes. Section II is also worth 50% of the exam score. The free-response section includes two long questions and four short questions. Each long question is worth 9 raw points, and each short question is worth 4 raw points. That creates a total FRQ raw score of 34 points.

Calculators are permitted on the AP Biology exam, and reference materials such as equations and formulas are available. However, having the equation sheet does not remove the need for practice. You still need to know when a formula applies, how to substitute values, how to interpret the result, and how to connect the calculation to the biological system. A calculation with no biological explanation may not earn all available points. A correct explanation with no required calculation may also lose points. The calculator on this page therefore treats quantitative reasoning as part of the total score, not as an isolated math exercise.

How the AP Biology calculator formula works

The AP Biology exam is weighted evenly between Section I and Section II. Multiple choice contributes 50% of the score, and free response contributes 50%. Since the raw point totals are different, you cannot simply add MCQ raw points and FRQ raw points and treat the result as a final percentage. The MCQ section is out of 60. The FRQ section is out of 34. A raw MCQ point and a raw FRQ point do not have the same direct value in the weighted score. The correct method is to scale each section to its official weight.

In the formula, \(M\) is the number of multiple-choice questions answered correctly out of 60. \(Q_1\) and \(Q_2\) are the two long free-response scores out of 9. \(Q_3\), \(Q_4\), \(Q_5\), and \(Q_6\) are the four short free-response scores out of 4. \(M_w\) is the weighted multiple-choice contribution out of 50. \(F_w\) is the weighted free-response contribution out of 50. \(S\) is the estimated composite score out of 100.

For example, suppose you answer 39 of 60 multiple-choice questions correctly and earn 18 of 34 FRQ points. The MCQ contribution is \(39/60\times50=32.5\). The FRQ contribution is \(18/34\times50=26.47\). The total composite is \(32.5+26.47=58.97\). Under this calculator’s current estimate, that score is close to the AP 4 boundary but may still sit in the AP 3 range depending on the selected curve. A few more MCQ points or one stronger FRQ response could move the estimate.

The target planner uses the same weighted formula. If your current FRQ score stays the same, it calculates the approximate MCQ score needed to reach your target band. If your current MCQ score stays the same, it calculates the approximate FRQ score needed. This is useful because students often study too broadly. Instead of saying “I need to study more biology,” a student can say, “I need about four more MCQ points,” or “I need about three more FRQ raw points.” A specific target makes review more efficient.

Why raw scores should not be added directly

A common mistake is adding \(M+F\) and converting that raw total to a percentage out of 94. For example, if a student earns 40 MCQ points and 18 FRQ points, the raw total is 58 out of 94. That number can be recorded, but it is not the correct weighted AP Biology composite. Section I and Section II are each worth 50%, even though the raw point totals are 60 and 34. The weighted formula prevents one section from being overrepresented only because it has more raw points.

On the 100-point composite scale, one MCQ raw point is worth \(50/60=0.833\) composite points. One FRQ raw point is worth \(50/34=1.471\) composite points. This does not mean the FRQ section is more important overall; both sections are equally weighted. It means there are fewer FRQ raw points, so each FRQ point is denser. Improving from 16/34 to 20/34 on FRQs can raise the composite by about 5.88 points. That can be enough to change a predicted score band.

Estimated AP Biology score bands

The default score bands in this calculator are practical estimates: an AP 5 begins around 76 composite points, an AP 4 begins around 60, an AP 3 begins around 45, and an AP 2 begins around 33. These cutoffs are not official. They are planning bands designed to make practice-test results understandable. The strict curve raises the cutoffs for conservative planning. The generous curve lowers them for unusually difficult practice material. The custom curve allows you to enter your teacher’s conversion table or your own classroom score bands.

The best use of score bands is margin analysis. If your predicted composite is barely over a cutoff, you should not assume the score is secure. A few mistakes, a difficult exam form, or an overestimated FRQ score could move the estimate down. If your composite is several points above the cutoff, the estimate is more stable. For a strong target, try to build at least a 4–6 point cushion above the band you want. In AP Biology, that cushion may come from five or six MCQ questions, three or four FRQ raw points, or a mix of both.

Understanding the 2025 AP Biology score distribution

The official 2025 AP Biology score distribution gives useful national context. In 2025, 18.8% of students earned a 5, 24.1% earned a 4, 27.4% earned a 3, 21.1% earned a 2, and 8.6% earned a 1. The percentage of students earning a 3 or higher was 70.3%, and the mean score was 3.24. The total number of AP Biology test takers was 288,132. These numbers show that a large majority of students reached the traditionally passing range, but they do not reveal the exact raw-score cutoff for each AP score.

A score distribution is an outcome summary, not a conversion table. It tells you how students performed after official scoring and score-setting. It does not prove that a specific practice raw score will always become the same AP score. Practice tests can differ in difficulty, classroom score tables can differ in assumptions, and official AP conversion can shift by exam form. That is why this calculator includes editable curves and a warning that the result is an estimate. Use the 2025 data as context, not as a guarantee.

What each AP Biology score means

An AP score of 5 means “extremely well qualified.” In AP Biology, this usually reflects strong conceptual understanding, strong data interpretation, and consistent written scientific reasoning. A 5-level student can read unfamiliar experimental setups, interpret graphs, explain biological mechanisms, and support claims with evidence. A 5 does not require perfection. Students can miss MCQs and lose FRQ points while still earning a 5 if the weighted composite remains high enough.

An AP score of 4 means “very well qualified.” This is a strong score and often reflects good performance across both sections. Students in the 4 range usually know the major course concepts but may lose points on complex data interpretation, graphing, experimental design details, or multi-step FRQ explanations. Moving from a 4 to a 5 often requires more precision rather than simply more memorization. The student needs fewer careless errors, stronger quantitative reasoning, and clearer justifications.

An AP score of 3 means “qualified.” Many colleges treat a 3 as a passing AP score, although credit policies vary. A student in the 3 range often understands many biological ideas but may be inconsistent under timed conditions. The most efficient path from a 3 to a 4 is usually targeted improvement: better MCQ stamina, stronger graph interpretation, more careful experimental-design language, and more complete FRQ reasoning.

An AP score of 2 means “possibly qualified,” and a score of 1 means “no recommendation.” A low calculator estimate should not be treated as a fixed identity. It is a diagnostic result. It usually means the student needs more structured review, more mixed practice, and more feedback on free-response answers. Biology is cumulative. A weakness in chemistry of life can affect cellular energetics. A weakness in genetics can affect evolution. A weakness in data analysis can affect every unit. The solution is not panic; it is structured correction.

Section I multiple-choice strategy

The multiple-choice section has 60 questions in 90 minutes. The average pace is 1.5 minutes per question, but the section includes both discrete questions and stimulus-based sets. Some questions can be answered quickly. Others require reading an experimental description, interpreting a diagram, comparing data, or selecting evidence for a claim. Good pacing means moving steadily, marking difficult questions, and returning later. Do not spend several minutes fighting one item while easier points remain unanswered.

AP Biology multiple-choice questions test several skills at once. A question may require understanding a biological concept, reading a graph, recognizing a control group, interpreting an error bar, using a model, and choosing a conclusion supported by evidence. Students who only memorize definitions often struggle because the exam asks them to apply concepts to unfamiliar systems. To improve, practice mixed sets. A mixed set forces you to identify the relevant unit and skill without being told in advance.

When reviewing missed MCQs, classify the error. Was it a content gap, a graph-reading error, a misread variable, a calculation mistake, a wrong assumption about the experiment, a vocabulary confusion, or a careless answer choice? This classification matters. Content gaps require unit review. Graph errors require practice with axes, units, trends, and uncertainty. Experimental errors require identifying independent variables, dependent variables, constants, controls, and sample size. Careless mistakes require pacing and annotation. A student who reviews all mistakes the same way wastes time.

A useful method is the evidence correction method. For every missed question, write one sentence explaining the evidence that supports the correct answer and one sentence explaining why your selected answer is not supported. This prevents passive review. It also trains you to think like the exam. AP Biology rewards evidence-based reasoning. If you cannot explain why an answer is supported by the data, model, or biological principle, you have not fully reviewed the question.

Section II free-response strategy

The free-response section has six questions in 90 minutes. The two long questions are worth 9 points each, and the four short questions are worth 4 points each. A practical pacing plan is to spend about 20–22 minutes on each long question and about 8–10 minutes on each short question. The exact timing can vary, but you should not allow one long question to consume the entire section. Every FRQ point matters. Leaving a short question blank can cost several composite points.

Strong FRQ responses are direct. They use the language of the prompt, answer the task verb, include relevant evidence, and explain biological reasoning. The task verbs matter. “Identify” usually requires a direct label. “Describe” requires a characteristic, pattern, or relationship. “Explain” requires a mechanism or causal link. “Justify” requires evidence plus reasoning. “Predict” requires an expected outcome, usually with a biological explanation. “Calculate” requires the correct mathematical work and often the correct units or interpretation.

Students lose many FRQ points because they write around the answer instead of answering it. A long paragraph with accurate biology may not earn a point if it does not address the specific prompt. Conversely, a concise sentence can earn a point if it clearly satisfies the rubric. Before writing, underline or mentally isolate the task verb and the biological object. For example, “Explain how a mutation in the promoter region could affect gene expression” is not asking for a general definition of mutation. It is asking for a relationship between promoter function and transcription.

FRQ 1: Long experimental results

The first long free-response question focuses on interpreting and evaluating experimental results. It often includes an experimental scenario, variables, data, and questions that ask students to identify relationships, evaluate claims, explain mechanisms, or justify conclusions. Because it is worth 9 points, it can move your composite significantly. A strong Q1 response usually combines experimental-design language with biological reasoning.

To score well, identify the independent variable, dependent variable, control group, constants, and purpose of the experiment. Then connect the data to the biological concept. If the prompt asks whether data support a hypothesis, do not merely state that the values are different. Explain how the pattern supports or fails to support the claim. If the prompt asks for a limitation or improvement, the answer should connect directly to experimental reliability, validity, sample size, control conditions, or measurement accuracy. If the prompt asks for a mechanism, name the biological process and explain the causal pathway.

Common mistakes on long experimental FRQs include confusing correlation with causation, ignoring the control group, describing data without interpreting it, using vague phrases such as “it affects the organism,” and failing to connect the experiment to the course concept. Practice with official released FRQs is especially valuable because the scoring guidelines show how specific the answer must be. When using this calculator’s rubric-style Q1 inputs, score harshly. Award points only for clear, prompt-specific responses.

FRQ 2: Long experimental results with graphing

The second long free-response question includes graphing. Graphing points can be some of the most controllable points on the exam, but they are also commonly lost through small errors. A strong graph has the correct type, correctly labeled axes, appropriate units, a reasonable scale, accurately plotted data, and a clear representation of the variables. If the prompt asks for a bar graph, line graph, or scatter plot, follow that direction. If the prompt provides data with error bars or uncertainty, treat that information carefully.

Graphing is not only drawing. The question usually asks you to interpret the graph, compare groups, predict results, or explain a biological mechanism. The graph should help support the written answer. A student may earn graphing points but still lose reasoning points if the explanation is incomplete. After building the graph, ask: What is the trend? Which group is the control? What changes when the independent variable changes? Are the differences meaningful? How does the pattern connect to the biological process?

To prepare for Q2, practice graphing by hand. Since AP Biology FRQ answers are handwritten, you should be comfortable drawing clean axes, choosing scales, plotting values, and labeling units under time pressure. A messy graph can still earn points if it is accurate, but a clear graph reduces risk. Do not rely only on digital graphing tools during review. The exam requires manual graphing skills.

FRQ 3: Scientific investigation

The scientific investigation short FRQ often tests experimental design and reasoning. It may ask about variables, controls, procedures, predictions, limitations, or how to test a claim. The key is to use precise scientific language. An independent variable is manipulated. A dependent variable is measured. A control group provides a comparison. Constants are kept the same to isolate the effect of the independent variable. Replication and sample size improve reliability. Randomization can reduce bias.

A strong answer does not simply name a variable; it identifies it in the context of the experiment. For example, “temperature” may be too vague if the experiment compares enzyme activity at 20°C, 30°C, and 40°C. A better answer names the independent variable as the temperature condition used in the enzyme reaction. If the prompt asks for a control, the control should match the experiment. A control is not any random untreated group; it must allow valid comparison to the experimental condition.

FRQ 4: Conceptual analysis

The conceptual analysis short FRQ focuses on understanding and applying a biological concept. It may involve cell transport, signal transduction, gene expression, inheritance, natural selection, energy flow, feedback, or another major course idea. The challenge is to explain the process accurately and connect it to the prompt. Students often lose points when they only define a term. A definition may be necessary, but the point usually requires application.

For conceptual analysis, use cause-and-effect language. If ATP production decreases, explain how cellular processes are affected. If a mutation changes an amino acid, explain how protein structure or function may change. If a population experiences selection pressure, explain how allele frequencies may shift over generations. A clear biological mechanism is often the difference between a partial answer and a full-credit answer.

FRQ 5: Model or visual representation

The model or visual representation FRQ asks students to interpret diagrams, pathways, phylogenies, food webs, cell structures, molecular models, or other representations. Models simplify biological systems, so the question may ask what the model shows, what it leaves out, how it supports a claim, or how the system would change under new conditions. A strong response uses the model as evidence rather than treating it as decoration.

When analyzing a model, identify the components first. Then identify relationships: direction of flow, cause and effect, regulation, feedback, interaction, or hierarchy. Finally, connect the model to the biological process. For example, a signal transduction pathway is not only a diagram of arrows. It shows how information is transmitted from receptor activation to cellular response. A food web is not only a list of organisms. It shows energy transfer and ecological relationships. A phylogenetic tree is not only a branching picture. It represents common ancestry and evolutionary relationships.

FRQ 6: Data analysis

The data analysis short FRQ asks students to read, calculate, compare, and interpret data. The data may appear in a table, graph, chart, or short experimental summary. Students may need to calculate a rate, percent change, chi-square value, mean, or ratio. They may also need to draw a conclusion from evidence. The safest approach is to show enough work that the reasoning is visible and then interpret the result biologically.

Useful formulas include rate, chi-square, Hardy-Weinberg equilibrium, and water potential. The exam provides formulas, but students still need to understand them:

In these formulas, \(O\) is an observed value, \(E\) is an expected value, \(p\) and \(q\) are allele frequencies, and \(\Psi\) represents water potential. The key is interpretation. A chi-square calculation is not complete unless you know what the result suggests about the hypothesis. A Hardy-Weinberg calculation is not complete unless you understand genotype frequencies and assumptions. A rate calculation is not complete unless you connect the rate to the biological process being measured.

AP Biology course units and exam weight

AP Biology is organized into eight major units. Each unit contributes a different portion of the exam, and the skills overlap across units. Some units have lower percentage ranges, but no unit should be ignored. Free-response questions often combine topics. For example, a question about gene expression may involve cellular communication, natural selection, or experimental design. A question about photosynthesis may involve data analysis, enzyme activity, and energy transfer.

Unit 1, Chemistry of Life, covers water, elements of life, biological macromolecules, and the structures of carbohydrates, lipids, proteins, and nucleic acids. This unit is foundational because molecular structure explains function. For example, hydrogen bonding explains water’s properties, protein structure explains enzyme function, and nucleic acid structure explains information storage. Students should connect molecular details to biological roles rather than memorizing isolated lists.

Unit 2, Cells, covers cellular structure, organelles, membrane transport, cell size, compartmentalization, and interactions with the environment. High-yield topics include plasma membrane structure, diffusion, osmosis, active transport, surface-area-to-volume ratio, endomembrane system functions, and cell specialization. Many questions use diagrams or experimental setups. Students should be able to explain how structure supports function at the cellular level.

Unit 3, Cellular Energetics, covers enzymes, photosynthesis, cellular respiration, and energy transfer. This unit often appears in data-based questions because enzyme activity, reaction rates, light intensity, oxygen production, carbon dioxide production, and ATP production can be measured experimentally. Students should understand how enzymes lower activation energy, how environmental factors affect enzyme function, how photosynthesis captures energy, and how cellular respiration transfers energy to ATP.

Unit 4, Cell Communication and Cell Cycle, covers signal transduction, feedback, cell cycle regulation, and cellular responses. Students should be able to trace a signal from receptor to response and explain how changes in a pathway affect the cell. Feedback loops are especially important. Negative feedback helps maintain homeostasis, while positive feedback amplifies a response. Cell cycle questions may connect checkpoints, cyclins, cancer, and regulation.

Unit 5, Heredity, covers meiosis, Mendelian inheritance, non-Mendelian inheritance, genetic diversity, and environmental effects on phenotype. Students should understand independent assortment, crossing over, segregation, probability, pedigrees, genotype ratios, phenotype ratios, and inheritance patterns. This unit often requires careful reading because a single word in the prompt can change the inheritance model. Practice translating genetic information into structured reasoning.

Unit 6, Gene Expression and Regulation, covers DNA and RNA structure, replication, transcription, translation, gene regulation, mutations, biotechnology, and cell specialization. High-yield concepts include promoter regions, transcription factors, RNA processing, codons, protein synthesis, operons, epigenetic regulation, and the effect of mutations. Students should connect changes in DNA sequence or gene regulation to changes in protein structure, protein function, phenotype, and evolutionary consequences.

Unit 7, Natural Selection, is one of the largest units by exam weight. It covers evolution, population genetics, evidence of common ancestry, phylogeny, selection, speciation, and variation. Students should understand that natural selection acts on phenotypes, but evolutionary change is measured through allele frequencies. Phylogenetic trees, cladograms, Hardy-Weinberg calculations, and evidence-based evolutionary reasoning are common. Students should avoid saying that organisms evolve because they “need” to change. Evolution depends on variation, selection, inheritance, and time.

Unit 8, Ecology, covers responses to the environment, energy flow, population ecology, community ecology, biodiversity, and ecosystem disruption. Questions may involve food webs, trophic levels, carrying capacity, population growth, competition, mutualism, predation, succession, and human impacts. Ecology questions often include graphs and data. Students should connect patterns to mechanisms: resource availability, energy transfer, density dependence, environmental disturbance, and species interactions.

How to move from a 2 to a 3

Moving from a 2 to a 3 usually requires building reliable core understanding and earning basic FRQ points. Start with the highest-frequency concepts: cellular energetics, gene expression, natural selection, cell communication, ecology, heredity, and experimental design. Do not try to memorize every detail before practicing questions. AP Biology rewards application, so review should include immediate practice. After studying a concept, answer questions that require using the concept in a new situation.

For FRQs, focus first on direct points. Identify the variable. State the prediction. Describe the trend. Calculate the value. Name the process. Use evidence from the table. These points are often more accessible than complex justification points. A student aiming for a 3 should avoid blank responses. Even partial answers can earn points. Write in clear, direct statements and avoid long vague paragraphs.

How to move from a 3 to a 4

Moving from a 3 to a 4 usually requires stronger data interpretation and more complete explanations. Students in the 3 range often know the concept but lose points because they do not connect evidence to reasoning. For MCQs, practice stimulus-based sets and review missed questions by evidence. For FRQs, practice writing explanations that include a biological mechanism. Do not stop at “it increases” or “it decreases.” Explain why the change occurs and how it affects the system.

Graphing, experimental design, and calculations are especially important for this score jump. These skills appear across units. A student who can reliably identify controls, interpret graphs, calculate rates, explain data trends, and support claims with evidence can gain points quickly. Use the calculator after practice sets to see whether your improvement is moving the composite enough to change the predicted band.

How to move from a 4 to a 5

Moving from a 4 to a 5 requires consistency and precision. Students near a 5 usually understand the major concepts but lose points through small errors: misreading axes, overlooking units, overgeneralizing a mechanism, failing to justify a claim, or making a careless calculation. To reach the top band, practice with strict scoring. Do not award yourself FRQ points unless the answer clearly satisfies the prompt. Do not rely on vague biological language. Use exact terms and exact relationships.

For MCQs, focus on the hardest stimulus sets and mixed-unit questions. For FRQs, practice official long questions and score them with the scoring guidelines. Then rewrite missed parts. Revision is critical. A student improves faster by rewriting one weak explanation correctly than by passively reading ten answer keys. The goal is to make correct reasoning automatic under time pressure.

Exam-day timing strategy

For Section I, use a steady pass system. On the first pass, answer questions you can solve confidently. Mark questions that require more time. On the second pass, return to marked questions. On the final pass, make sure every question has an answer. Since the multiple-choice score is based on correct answers, leaving questions blank is not a useful strategy. A reasoned guess is better than no response.

For Section II, start by scanning all six questions. Identify which long question has graphing and which short questions look most straightforward. A practical plan is to spend about 20–22 minutes on each long question and 8–10 minutes on each short question. Write clearly and leave space between parts. If a question has parts A, B, C, and D, answer in labeled parts. This makes your response easier to score and helps you avoid skipping a task.

Common AP Biology score calculator mistakes

The first mistake is using an outdated calculator. AP Biology currently uses 60 MCQs and 6 FRQs with two long questions and four short questions. A good calculator should reflect the current structure and the 50/50 section weighting. The second mistake is adding raw points without weighting. The correct method scales MCQ and FRQ performance separately. The third mistake is overestimating FRQ scores. Students often award themselves points for answers that are almost correct but not precise enough. Score your practice responses harshly.

The fourth mistake is treating the predicted score as certain. No calculator can guarantee an official AP score. The result depends on the exam form, scoring guidelines, score-setting, and how accurately you scored your practice work. The fifth mistake is ignoring section balance. A high MCQ score can be weakened by low FRQ performance, and strong FRQ writing can be limited by poor MCQ accuracy. The safest path is balanced improvement.

Recommended review workflow

Start with a diagnostic practice test or a representative set of MCQs and FRQs. Enter the scores into the calculator. Identify the weaker section. Then choose one focus for the week. If MCQ is weak, practice mixed stimulus-based sets and review every missed answer. If FRQ is weak, practice official FRQs, score with guidelines, and rewrite missed parts. If both are close, use the target planner to decide which section offers the fastest route to your goal.

Keep a simple score log. Record the date, MCQ score, each FRQ score, total FRQ score, composite, predicted AP score, and main reason for missed points. After several practice rounds, patterns will appear. You may find that you consistently lose data-analysis points, graphing points, or gene-expression questions. These patterns should drive your review. Focused correction beats random rereading.

Use formulas actively. Do not only memorize them. Practice explaining what each variable means, when the formula applies, and how the result supports or refutes a claim. AP Biology quantitative questions are usually embedded in biological contexts. The math is not separate from the science. The strongest answers combine calculation, interpretation, and mechanism.

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AP® and College Board are registered trademarks of the College Board, which is not affiliated with and does not endorse this calculator. This tool is for educational estimation and study planning only. It is not an official AP score report and does not guarantee college credit or placement.